Though posters have been used as a pedagogical tool in a variety of fields, the literature suggests that the use of posters as an educational assessment tool by the mathematics community has been limited. This is unfortunate given the numerous potential benefits of a poster, including the development of oral communication skills and the ability to examine a mathematical topic at a deeper level. We describe the use of a poster project in an introductory abstract algebra course with specific implementation guidance including a schedule of assignments and assessment criteria. We also include reflections on the success of this project over several semesters as well as advice for adapting the project to a remote course. Samples of student posters are available upon request to the authors.

Friedlander, Holley, and Jennifer Schaefer. Utilizing a Poster Project as an Assessment in an Introductory Abstract Algebra Course. PRIMUS 34, no. 4 (2024): 392-412. https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2312926

Holley Friedlander is a professor of Mathematics at Dickinson College.
Jennifer Schaefer is a professor of Mathematics at Dickinson College.

For more information on the published version, visit Taylor and Francis's Website. https://www.tandfonline.com/doi/full/10.1080/10511970.2024.2312926

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