جست‌وجوی استاد و پژوهشگر

Sharon Vestalمشاهده پروفایل

دانشیار

• Mathematics Education
• STEM Education
• Teacher Training
• +۴ مورد دیگر

Sharon Vestal is an Associate Professor in the Department of Mathematics and Statistics at South Dakota State University (SDSU). She focuses on enhancing mathematics education for all students, particularly future teachers, and integrating technology into STEM education. Her research emphasizes improving teaching practices and student success in calculus and geometry courses. Education: B.A. in Mathematics/Classical Humanities, University of South Dakota (1992) M.A. in Mathematics, University of South Dakota (1994) Ph.D. in Mathematics, University of Colorado, Boulder (2000) Research Interests: Mathematics education for pre-service teachers Technology-enhanced STEM teaching Geometry course design for educators Calculus student success strategies Assessment in STEM education Key Grants: NSF Robert Noyce Scholarship Program (multiple grants since 2007) Awards: SD Council of Teachers of Mathematics Friend of Mathematics Award (2020) Timothy J. Nichols Award for Outstanding Advising (2019) Professional Roles: Department Head Search Committee (2023-2024) SD STEM Education Conference Planner Intercollegiate Athletic Board Member (2021-2023) Labs/Initiatives: REMAST Scholarship Program (supports STEM teacher candidates) Co-developer of the Calculus Lab textbook

Paul Plummerمشاهده پروفایل

مدرس ارشد

• Statistics Education
• Statistical Change Point Analysis
• Gene Expression Data Analysis
• +۱ مورد دیگر

Dr. Paul Plummer serves as a Senior Lecturer in the Department of Mathematics, Actuarial Science, and Statistics within the College of Health, Science, and Technology at the University of Central Missouri, where he has been a dedicated faculty member since 2001. His career centers on teaching excellence and student success across introductory, upper-level, and graduate statistics courses. His academic credentials include: BSE in Mathematics from the University of Central Missouri (1990) MS in Mathematics from the University of Central Missouri (1995) Ph.D. in Statistics/Economics from the University of Missouri–Kansas City (2012) Dr. Plummer's research integrates Statistics Education methodologies with advanced applications of Statistical Change Point Analysis in genomic data, alongside Actuarial Science. He has presented nationally on innovative approaches to introductory statistics instruction and co-requisite course design for general education requirements. As an academic advisor, he supports undergraduate and graduate students in Actuarial Science, Statistics, and Bioinformatics programs. He actively co-sponsors the UCM Statistics Club and The Actuarial Organization while serving as Chapter Representative for Mu Sigma Rho within the Kansas/Western Missouri Chapter of the American Statistical Association.

Sara Heaserمشاهده پروفایل

استاد آموزشی

• First-Year Writing
• Basic Writing
• Rhetoric and Composition Pedagogy
• +۳ مورد دیگر

Sara Heaser is a Teaching Professor in the English Department at the University of Wisconsin La Crosse and Director of the Writing Center. She specializes in first-year writing, rhetoric pedagogy, and co-requisite course design. Her work emphasizes student retention, metacognitive development, and inclusive educational practices. Education includes a B.A. in Rhetoric and Composition from UW-La Crosse (200?), M.A. in Literature and Language Studies from Winona State University, and participation in the Dartmouth College Summer Seminar for Research in Composition Studies (2017). Research focuses on first-year student success, writing placement strategies, and programmatic curriculum design. She advocates for non-tenure-track faculty labor equity through presentations like 'Reclaiming Your Own Narrative' (2023). Recent publications explore liminality in academic transitions (Journal of Basic Writing, 2024), co-requisite course models (Composition Studies, 2020), and writing program reform (JSoTL, 2019). She received the CLS Recognition of Excellence Award in 2019. Current courses include College Writing I/II and advanced composition. Her Writing Center Director role involves tutor mentorship and campus collaboration to support student writers.

• Mathematics Education
• Teacher Preparation Programs
• Developmental Mathematics
• +۴ مورد دیگر

Dr. Timothy Redl is a Professor in the Department of Mathematics and Statistics at the University of Houston-Downtown, where he serves as Chair since Fall 2024. He earned his Ph.D. in Computational & Applied Mathematics from Rice University and holds a B.A. in Mathematics from Dartmouth College. As a Faculty Teaching Fellow in the College of Sciences and Technology (2021-2023), he has been instrumental in advancing mathematics education through innovative teaching practices. Education: Ph.D., Computational & Applied Mathematics, Rice University M.A., Computational & Applied Mathematics, Rice University B.A., Mathematics, Dartmouth College His research focuses on transforming mathematics education through co-teaching models , co-requisite course structures , and teacher preparation programs . He has developed innovative approaches for developmental mathematics acceleration and urban teacher training that bridge theory with practice across multiple academic levels. Dr. Redl's publications demonstrate expertise in collaborative pedagogy, student success models, and teacher development programs. His research trajectory shows consistent funding from Texas Higher Education Coordinating Board and national grants from the National Science Foundation, with a particular emphasis on urban education challenges. Scientific Awards: National Science Foundation grant for UHD Noyce Mathematics Teacher Scholarship Program Multiple Texas Higher Education Coordinating Board grants (2016, 2018, 2020, 2021, 2024) Steelcase Education Active Learning Center Grant (2021-2022) Dr. Redl has mentored students through undergraduate research courses and has been involved in numerous teacher development initiatives since 2010. His work spans from freshman-level algebra to graduate-level mathematics leadership projects.

Gulden Karakokمشاهده پروفایل

استاد

• Mathematics Education
• Transfer of Learning
• Mathematical Creativity
• +۳ مورد دیگر

Gulden Karakok is a Professor and PhD Program Coordinator in the Department of Mathematical Sciences at the University of Northern Colorado (UNC), part of the College of Natural and Health Sciences. She holds a PhD in Mathematics Education from Oregon State University (2009) and has held academic roles since 2000, including Associate Professor (2011–2017), Postdoctoral Research Fellow at Umeå University (2009–2010), and Graduate Teaching Fellow at Oregon State University (2002–2009). Her research focuses on transfer of learning in postsecondary mathematics, mathematical creativity, and teaching approaches to enhance undergraduate learning. She explores students' conceptual connections across mathematical topics, emphasizing linear algebra education, problem solving, and metacognition. She co-directs the Northern Colorado Math Circles program, engaging K-12 students and teachers, and has facilitated workshops for the Academy of Inquiry-Based Learning. Recent publications emphasize creativity, transfer frameworks, and metacognitive strategies in mathematics education. Her work appears in ZDM Mathematics Education and PRIMUS . She teaches undergraduate and graduate courses in mathematics and education, designing content for preservice teachers and advanced mathematics majors.

Kitty S. C. Burroughsمشاهده پروفایل

استاد آموزشی

• Composition Pedagogy
• Inclusive Pedagogy
• Second Language Writing
• +۶ مورد دیگر

Kitty S. C. Burroughs is a **Full Teaching Professor** and **Graduate Faculty** in the Department of English at Bowling Green State University (BGSU), affiliated with the Honors College and Rhetoric & Writing Studies. She holds a Ph.D. in English (Rhetoric and Writing) from BGSU (1998), an M.A. in English (Literature) from the University of Northern Iowa (1992), and a B.A. in English (TESOL) from the same institution (1989). Her roles include **Associate Director of the University Writing Program** and **Faculty Senate Representative for the Division of Arts & Humanities** (2017–2023). She has been recognized with the **College of Arts & Sciences Distinguished Lecturer Award (2014)**. **Research Interests**: Her work focuses on composition pedagogy, developmental education, second language writing, and inclusive pedagogy. She emphasizes reflective writing as a tool for fostering empathy, self-knowledge, and community-building in diverse classroom settings. **Teaching**: She instructs courses such as *Academic Writing Workshops*, *Writing about Literature*, and *Foundations of Teaching Writing*. Her pedagogical philosophy prioritizes student-centered learning and critical literacy. **Recent Work**: Her presentations emphasize reflective writing in hybrid (HyFlex) environments, co-requisite remediation models, and the intersection of writing pedagogy with multicultural education. She actively contributes to institutional initiatives like *Ohio Strong Start to Finish* to improve student success. **Community Engagement**: She advocates for faculty diversity and equity through panels on multicultural programs and supports students of color through initiatives like *Project Search*.

• Mathematics Education
• Service-Learning Pedagogy
• Statistical Literacy
• +۲ مورد دیگر

Shanna E Banda is Teaching Professor and Assistant Department Chair in Mathematics at The University of Texas at Arlington, advancing evidence-based pedagogy and equity-focused curriculum design. Education includes: Ph.D. in Education, UT Arlington M.S. in Mathematics, Tarleton State University B.S. in Mathematics, Angelo State University Her research and practice focus on: Service-learning integration in statistics education Co-requisite course models for developmental mathematics Learning analytics for early intervention systems Open educational resources for accessibility Awards include Presidential (2020) and Provost (2019) teaching honors. She directs the Mathematics Learning Resource Center and leads TX-Regional Alignment Network projects.

• Gateway Mathematics Pedagogy
• Developmental Mathematics
• Curriculum Design
• +۲ مورد دیگر

Sarah Booker is a Lecturer in Mathematics at the University of Texas at Arlington specializing in foundational mathematics education. With over 20 years of teaching experience across middle school, community college, and university settings, her pedagogical approach focuses on reducing math anxiety and promoting real-world applications. Key teaching interests: College algebra and statistics curriculum development ALEKS platform implementation for adaptive learning Co-requisite support models for developmental math First-year student engagement strategies She serves as Math 1301 Course Co-coordinator and contributes to the DECCB Math Community of Practice for developmental education reform.

Amy Graham Goodmanمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Educational Technology
• Online/Hybrid Learning
• +۴ مورد دیگر

Amy Graham Goodman is a Senior Lecturer in the Mathematics Department at Baylor University (1999–present) and Affiliate Faculty at the School of Education (2024–present). With a Ph.D. in Learning Technologies (2021) from the University of North Texas, she specializes in mathematics education, educational technology, online/hybrid learning, and curriculum development. Education: Ph.D. (Learning Technologies, 2021), M.S. (Mathematics, 1999), B.A. (Mathematics, 1997) Her research focuses on student success strategies in STEM education, particularly through self-regulated learning theory and learning analytics. She designed Baylor's Co-Requisite Calculus Supplement Course to reduce DFW rates, which showed significant impact on first-generation and lower-quartile students. Recent scholarship includes presentations on AI integration, online engagement, and DFW rate reduction. Awards highlight her contributions to affordable education and teaching innovation, including the UNT Ricco Ethics Award (2021) and Baylor's Provost's Award (2020–2021). She mentors new faculty and graduate students, chairs university committees (TLTC, LITSAC), and develops zero-cost course materials. Collaborations span STEM disciplines and the School of Education, with a focus on technology-enhanced learning and pedagogical research.

Anne Davenportمشاهده پروفایل

مدرس

• Physical Therapy
• Geriatrics
• Acute Care
• +۳ مورد دیگر

Anne Davenport is a clinician, researcher, and instructor at Duke University School of Medicine, with expertise in physical therapy, geriatrics, and acute care. She also serves as a PRN acute care physical therapist at Sky Lakes Medical Center and Program Manager for Health Promotion Services at the Klamath Basin Senior Citizens’ Center. Doctor of Physical Therapy, Duke University School of Medicine (2015-2018) Doctor of Physical Therapy pre-requisite coursework, Metropolitan State University of Denver (2013-2015) B.F.A in Film Production Design, University of North Carolina School of the Arts (2005-2009) Coursework in Philosophy and Mass Communications, University of North Carolina at Asheville (2003-2005) Her research focuses on hospital mobility protocols, the impact of wearable motion sensing technology on physical activity in older adults, and age-related clinical outcomes in critical illness. She collaborates with institutions including Kaiser Permanente, Saint Alphonsus Inpatient Rehabilitation Hospital, and Barnes Jewish Hospital. She is a Fellow of Findhelp.org (2022-2023) and contributes to the American Physical Therapy Association (APTA) Acute Care and APTA Geriatrics. She chairs the Oregon Co-State Advocate for APTA Geriatrics and co-founded the Oregon State Fall Prevention Coalition. At Duke, she instructs courses in Complex Patient Management and Cardiovascular Pulmonary Physical Therapy. Her work integrates clinical practice, research, and community health initiatives, emphasizing evidence-based programs for aging populations and fall prevention.

Leslie Gomesمشاهده پروفایل

مدرس ارشد

• Co-Requisite design in developmental mathematics
• Math Anxiety
• Technology in the Classroom

Leslie Gomes serves as Chair and Senior Lecturer of Mathematics in Student Transitions at the University of Central Arkansas within the College of Education, focusing on innovative strategies to enhance student success in mathematics through program leadership and pedagogical development. Education Background: M.A. in Mathematics Education, University of Central Arkansas B.S. in Applied Mathematics, University of Central Arkansas Research Focus: Her work centers on co-requisite models that embed developmental support within credit-bearing mathematics courses, addressing systemic barriers like math anxiety through evidence-based teaching methods and technology integration. This research directly informs UCA's corequisite initiatives aimed at improving retention and equity in quantitative disciplines. Awards and Recognition: No scientific awards, fellowships, or honors were documented in the available materials. Professional Leadership: As program Chair, she oversees curriculum design and implementation for mathematics transitions, including the Math Corequisite Design initiative referenced in UCA's College of Education outreach. The provided text contains no details about grant funding, graduate student mentoring, or collaborative research teams.

Keith Pachlhoferمشاهده پروفایل

مدرس ارشد

• Mathematics Education
• Developmental Education
• Student Motivation
• +۲ مورد دیگر

Dr. Keith Pachlhofer serves as a Senior Lecturer of Mathematics in Student Transitions within the College of Education at the University of Central Arkansas (UCA), focusing on mathematics education and student transition program development. His educational qualifications include: Ed.D. in Higher Education Administration from the University of Arkansas at Little Rock M.A. in Mathematics Education from the University of Central Arkansas B.S.E. in Mathematics Education from the University of Central Arkansas A.A. in Mathematics from Central Baptist College, Conway, Arkansas His research centers on co-requisite course designs for developmental mathematics education, investigating student motivation in higher education contexts, and integrating technology to enhance instructional effectiveness. This work directly informs UCA's Math Corequisite Design initiatives aimed at improving foundational mathematics success through structured academic support systems.

• Developmental Mathematics
• Statistics
• Assessment and Program Evaluation
• +۴ مورد دیگر

Wendiann Sethi serves as Senior Faculty Associate and Director of Developmental Mathematics in the Department of Mathematics and Computer Science at Seton Hall University. She holds a PhD in Higher Education from Seton Hall (2017), an MA in Statistics from SUNY Buffalo (1995), and an MS in Mathematics from Seton Hall (1992). Her research focuses on developmental mathematics education, statistical pedagogy, curriculum redesign, and program evaluation. She has pioneered co-requisite models for college-level math and led initiatives in integrating technology into mathematics instruction. Her work emphasizes improving student success through innovative teaching methods and assessment strategies. Recent research highlights include examining factors influencing diverse applicant matriculation into physician assistant programs (2024) and analyzing faculty internationalization patterns (2014). She has presented at conferences like the National Organization for Student Success (NOSS) and serves on multiple university committees including Core Curriculum, Pre-Health Advisory, and Data Science Assessment. Dr. Sethi has secured grant funding for projects addressing barriers to PA program access ($7,000, 2021-2022). She actively contributes to academic governance through roles like NJ-NOSS Chapter President (2021-2023) and membership in the Math/Statistics Co-Requisite Advisory Board for Cengage Learning.

Anthony Edgingtonمشاهده پروفایل

دانشیار

• Rhetoric and Composition
• Writing Assessment
• Literacy Studies
• +۳ مورد دیگر

Anthony Edgington is an Associate Professor and Director of Composition in the Department of English Language and Literature at the University of Toledo's College of Arts and Letters. He earned his Ph.D. in Rhetoric and Composition from the University of Louisville in 2004. His teaching focuses on freshman composition, composition pedagogy, writing theory, and research skills, with recurring themes of literacy, popular culture, and teaching methodologies. Edgington's research centers on writing assessment, literacy studies, peer response methodologies, and working-class studies. He investigates the intersections of pedagogical practices, program administration, and writing assessment frameworks. His work consistently explores the dynamics of teacher response, writing program development, and inclusive assessment practices. His publications demonstrate sustained focus on composition pedagogy and writing assessment, with recent works exploring reflective teaching practices, peer review methodologies, and student writing showcase initiatives. Earlier publications established foundational work on teacher response patterns and writing program administration challenges. Academic Leadership: As Director of Composition, Edgington oversees curriculum development, program assessment, and writing initiatives including the Showcase for Student Writing. He has presented extensively on writing program administration challenges, particularly regarding dual enrollment policies, co-requisite course design, and online instruction transitions.

Emilie Hancockمشاهده پروفایل

دانشیار

• Mathematics Education
• STEM Education
• Teacher Preparation
• +۳ مورد دیگر

Emilie Hancock serves as an Associate Professor in the Department of Mathematics at Central Washington University (CWU), where her work focuses on preparing future mathematics teachers and mathematicians through inquiry-based pedagogies and networked educational reforms. Her academic credentials include a PhD in Educational Mathematics with a minor in Applied Statistics and Research Methods from the University of Northern Colorado (2018), an MS in Mathematics from Montana State University (2013), and a BA in Mathematics from Bryn Mawr College (2011). Hancock's research centers on networked pedagogical reform in K-12 and undergraduate STEM education, utilizing improvement science methods to enhance educator reflective practice. She develops holistic frameworks for student-centered instruction in co-requisite calculus and investigates metacognitive development during mathematical problem-solving, while addressing systemic gatekeeping in discipline-based education research. Her 2019-2023 publications reveal a consistent focus on sustainable educational reform through collaborative networks, with significant contributions to understanding reflective practice in mathematics education and barriers facing emerging education researchers. Scientific recognition includes: Faculty Innovator of the Year (CWU Multimodal, 2023) Project NExT Fellow (Mathematical Association of America, 2018) Hancock leads three major NSF-funded initiatives: WA-STELLAR (DUE #2150054) for STEM teacher leadership development, Building Capacity for Master Teacher specialization (DUE #1950332), and Expanding the Pool of Discipline-Based STEM Education Researchers (DUE #2039750). These projects establish collaborative networks for educational reform while creating pathways for emerging researchers. She directs teacher preparation through courses including Sets and Logic, Linear Algebra, Algebra for Teachers, and specialized STEM pedagogy courses (STP 307/406/504/505), implementing project-based and reflective teaching models within the Mathematics Department's teacher education ecosystem.