Using online STACK assessment to teach complex analysis: a prototype course design?

Abstract

We describe a new course design, informed by our experience of the pandemic, that we think could be used in other high-level mathematics courses. The course’s main resource was a set of interactive STACK workbooks containing the course notes, automatically-marked comprehension and practice questions for self-assessment, and short videos of examples, calculations, and high-level motivation. This freed up synchronous class time to address conceptual understanding using interactive polling. We describe the course and discuss how it worked in practice.