جست‌وجوی استاد و پژوهشگر

Beth Archer-Kuhnمشاهده پروفایل

دانشیار

• Scholarship of Teaching and Learning
• Child Custody and Domestic Violence
• Social Work Education
• +۲ مورد دیگر

Dr. Beth Archer-Kuhn is an Associate Professor at the University of Calgary's Faculty of Social Work, currently on leave until January 2026. With 25+ years of practice experience in child welfare and mental health, she specializes in clinical social work, custody evaluations, and executive leadership. Her academic credentials include a BSW (1986) and MSW (1991) from the University of Windsor, culminating in a PhD in Social Work (2016). Her research examines: The intersection of child custody decisions and domestic violence Inquiry-Based Learning (IBL) in social work education Critical reflexivity in clinical practice Community responses to family violence Recent publications focus on pedagogical innovation during COVID-19, transformative learning frameworks, and women's experiences in shared parenting arrangements under domestic violence. Analysis reveals strong emphases on social justice education, trauma-informed practice, and technology adaptation in higher education. Awards & Honors: Faculty Publication Award (2019) Teaching Scholars Award (2019) VPR Travel Award (2019) She leads major grants including a SSHRC Insight Development Grant studying shared parenting impacts on domestic violence survivors, an Alberta Community Justice Grant for public awareness, and international IBL pedagogy research. Current projects explore AI ethics in education and national recruitment networks for vulnerable populations.

• Cryptology
• Computer Science
• STEM Education
• +۶ مورد دیگر

Robert Talbert is a mathematician and educator affiliated with the mathematics department at Grand Valley State University. His professional work focuses on innovative teaching methodologies, educational technology integration, and assessment systems in higher education. His primary research interests include cryptology, computer science, STEM education, flipped learning, specifications grading, inquiry-based learning, and educational technology . Talbert has been particularly active in exploring how technology can enhance teaching practices, with significant contributions to the understanding of flipped classroom models and alternative grading systems. An analysis of his recent publications reveals a strong emphasis on practical applications of educational theory. His work consistently addresses challenges in mathematics education while developing transferable strategies for broader STEM disciplines. Talbert's research shows particular innovation in specifications grading systems and the adaptation of flipped learning models for online environments. Talbert has been actively involved in academic discussions around the Legacy of R. L. Moore and Inquiry Based Learning Conference, connecting flipped classroom methodologies with traditional inquiry-based approaches. His work bridges theoretical educational frameworks with practical classroom implementation. As an academic, Talbert has explored productivity systems for faculty, notably applying the Getting Things Done (GTD) methodology to academic work. His writings demonstrate a commitment to both scholarly rigor and practical applicability, often sharing insights from his own classroom experiences.

John Mooreمشاهده پروفایل

مدرس

• Differential Geometry
• Minimal Surfaces
• Riemannian Manifolds
• +۴ مورد دیگر

John Moore is a Lecturer in the Department of Earth Science at the University of California, Santa Barbara. He specializes in differential geometry and geometric analysis, with a focus on minimal surfaces, Riemannian manifolds, and global analysis. His work bridges geometric topology, curvature analysis, and educational pedagogy, including contributions to inquiry-based learning (IBL) methods in mathematics education. Research interests include the study of minimal surfaces in complex manifolds, stability of geometric structures, and applications of gauge theory (e.g., Seiberg-Witten invariants) to four-dimensional topology. His publications span over four decades, addressing topics like curvature constraints, surface singularities, and geometric variational problems. Notably, he contributed to collaborative research on IBL dissemination in mathematics teaching (2009) and pioneered studies on bumpy metrics and parametrized minimal surfaces. His educational materials, such as lecture notes on differential geometry and global analysis, reflect his dual focus on research and pedagogy. Moore's advising and grant activities include faculty development programs for active learning methodologies. His office is located in Webb Hall 1037, and he can be contacted via jlmoore@ucsb.edu.

Patrick X. Raultمشاهده پروفایل

استاد

• Matrix Analysis
• Number Theory
• Inquiry-Based Learning (IBL)
• +۳ مورد دیگر

Dr. Patrick X. Rault is a Professor and Department Chair at Idaho State University , with a focus on Matrix Analysis , Number Theory , and Inquiry-Based Learning (IBL) communities. He serves as President of the COMMIT Network and Co-Director of the Center for Undergraduate Research in Mathematics . His career spans multiple institutions including SUNY Geneseo, University of Arizona, and University of Nebraska at Omaha. His research bridges Numerical Ranges in finite fields with Undergraduate Research initiatives. Over 15 peer-reviewed publications explore topics like Gau-Wu invariants, matrix geometry, and number-theoretic bounds, often co-authored with students. He has secured over $2.8 million in grants, including NSF awards for IBL community development and CURM. Key awards include the 2022 Beckenbach Book Prize , 2015 Henry L. Alder Award , and 2008 Goldwater Scholarship . His teaching spans Abstract Algebra , Number Theory , and Proof-Writing , with hybrid/remote course design expertise. He leads the STEM TRAIL Center at UNO and national IBL networks.

Alessandra Pantanoمشاهده پروفایل

مدرس

• Representation Theory
• Unitary Duals of Reductive Groups
• Active Learning
• +۳ مورد دیگر

Alessandra Pantano is a Lecturer with Potential Security of Employment (PSOE) and the Assistant Vice Chair for Undergraduate Studies in the Department of Mathematics at the University of California, Irvine (UCI). She holds a PhD from Princeton University (2004) and an MS from the University of Tor Vergata, Italy (1999). Her research focuses on representation theory, particularly the unitary dual of real reductive groups. She is a leading advocate for active learning and inquiry-based learning (IBL) strategies, and has pioneered outreach initiatives like the UCI Math Circle and MATH CEO, which engage K-12 students in mathematics through culturally responsive practices. Her educational background includes postdoctoral research at Cornell University and visiting scholar roles at MIT. Teaching awards include the 2014 UCI Outstanding Contribution to Undergraduate Education Award and the 2002 Princeton Engineering Council Excellence in Teaching Award. She has taught a wide range of courses, from introductory calculus to advanced abstract algebra, consistently receiving high student evaluations. In outreach, Pantano emphasizes collaborative learning and mentorship, particularly for underserved Latinx youth. Programs like MATH CEO pair college mentors with middle/high school students to foster mathematical curiosity. Her work bridges university-community partnerships, aiming to democratize access to STEM education. Research Focus: Unitary representations of reductive groups, Atlas of Lie Groups project Teaching Philosophy: Active learning, IBL, and equity-centered pedagogy Outreach: UCI Math Circle, MATH CEO, and culturally responsive afterschool programs

Alison Marrمشاهده پروفایل

استاد

• Graph Theory
• Graph Labeling
• Recreational Mathematics
• +۳ مورد دیگر

Alison Marr is a Professor of Mathematics at Southwestern University, located in Georgetown, Texas. She holds a Ph.D. from Southern Illinois University (2007), an M.S. from Texas A&M University (2004), and a B.A. from Murray State University (2002). Her research focuses on graph theory, graph labeling, and recreational mathematics, with notable contributions to magic labelings of directed graphs and combinatorial design. Marr has served as Department Chair and co-chair of the Transforming Paideia Initiative, emphasizing interdisciplinary education. She teaches across the mathematics curriculum, including innovative courses like a First-Year Seminar on game shows and a team-taught Global Health Paideia Seminar. Active in professional leadership, Marr co-directs the Enhancing Diversity in Graduate Education (EDGE) Summer Program for women in mathematics. She is also involved in inquiry-based learning (IBL) and serves on committees for the Mathematical Association of America (MAA) and Association for Women in Mathematics (AWM). Her recent work addresses equity in calculus education and curriculum modernization. Marr has advised students like D. Beckelhymer and D. Adams, and her research spans over 20 peer-reviewed journal articles, including contributions to Graphs and Combinatorics , Symmetry , and Recreational Mathematics Magazine . Her presentations include invited addresses at conferences such as the Mid-West Conference on Combinatorics and international workshops on graph labeling. Marr collaborates widely, with co-authors including W.D. Wallis and R. Simanjuntak. Beyond academia, she engages in community outreach through teacher circles and high school presentations on mathematics and game shows.

Noah Williamsمشاهده پروفایل

دانشیار

• Probability Theory
• Random Polynomials
• Random Matrices
• +۵ مورد دیگر

Noah Williams is a tenured Associate Professor in the Department of Mathematical Sciences at Appalachian State University, part of the College of Arts and Sciences. He has completed seven years of service as of fall 2025, actively contributing to both teaching and research in probability and its applications. Research Interests: Dr. Williams specializes in probability theory , particularly focusing on random polynomials and random matrices . His work investigates the asymptotic behavior of roots and critical points, pairing phenomena, and eigenvalue statistics. He also explores combinatorial problems arising in genome rearrangement, applying probabilistic and discrete methods to model evolutionary distance. Recent Research Trends: His recent publications reveal a strong focus on the interplay between complex analysis and probability, especially in the context of random polynomials. He frequently collaborates with Sean O'Rourke, producing rigorous results on the Gauss-Lucas theorem and local root-critical point pairing. A secondary thread involves discrete-to-continuous transitions in arithmetic progressions and genome evolution models under operations like DCJ and deletion-insertion. No scientific awards or honors are mentioned in the available text. Teaching & Academic Service: Dr. Williams teaches a wide range of courses including Calculus I, Techniques of Proof, Linear Algebra, and graduate-level Computational Probability. He previously served in multiple instructional roles at the University of Colorado Boulder, including Instructor of Record, Assistant Coordinator for large calculus sections, and Lead Graduate Teacher for pedagogical training. His teaching philosophy incorporates Inquiry-Based Learning (IBL), supported by resources from established IBL initiatives. Laboratories & Research Teams: While no formal lab is mentioned, Dr. Williams is part of a collaborative research network, primarily with Sean O'Rourke (University of Colorado Boulder), and has co-authored work with other mathematicians such as T. Greenwood, J. Kariv, A. Brisbin, M. Riehl, and J. Christy. These collaborations suggest an active research group or team in probabilistic combinatorics and random matrix theory.

Martin Lundbergمشاهده پروفایل

مدرس ارشد

• Adult Education
• Vocational Pedagogy
• Teacher Education
• +۳ مورد دیگر

Martin Lundberg serves as Senior Lecturer and Head of Department at Linköping University's Department of Pedagogy and Adult Learning (PVL) and Department of Behavioral Sciences and Learning (IBL). He leads initiatives in vocational teacher education and collaborates with Gothenburg and Karlstad universities on a new master's program for vocational teachers. Research Focus His scholarly work centers on vocational pedagogy , folk high school education systems , and practical educational research methodologies . Lundberg examines how educational institutions can drive social change through politically engaged didactics while addressing the specific challenges of vocational knowledge transmission. Publication Trends His recent publications (2019-2024) demonstrate consistent focus on educational reform frameworks, vocational teacher development, and postgraduate training systems. The work shows particular attention to practical implementation strategies within Sweden's folk high school tradition and vocational education sectors. Professional Leadership Head of Department for both PVL and IBL units Lead developer of new vocational teacher master's program Active contributor to national educational policy discussions

Anneliese Spaethمشاهده پروفایل

استاد

• Inquiry-Based Learning
• Undergraduate Mathematics Education (RUME)
• Basis Theory
• +۵ مورد دیگر

Anneliese Spaeth is a Professor of Mathematics and Vice President for Technology at Huntingdon College. She holds a Ph.D. in Mathematics from Vanderbilt University (2013), with expertise in Banach Spaces and Basis Theory. Her administrative leadership includes strategic technology initiatives such as implementing Canvas LMS, Campus Café SIS, and expanding campus WiFi. She served as Department Chair (2014-2019) and pioneered the Applied Mathematics major. Her research focuses on Inquiry-Based Learning (IBL), RUME, Basis Theory, Harmonic Analysis, and Quantization Algorithms. She contributes to the Journal of Inquiry Based Learning in Mathematics editorial board and actively publishes in mathematics education and pure/applied mathematics. Notable achievements include NSF Fellowship recognition and multiple honor society memberships. Her professional service includes roles with AACTM, AMS, and MAA. Technical interests encompass Python programming and educational technology innovations.

Kyle E. Besingمشاهده پروفایل

دانشیار

• Mathematical Physics
• Spectral Theory
• Quantum Systems Localization
• +۳ مورد دیگر

Kyle E. Besing serves as Associate Professor of Mathematics and Mathematics Program Coordinator at Kentucky Wesleyan College's Division of Natural Sciences & Mathematics in Owensboro, Kentucky. Education background: PhD in Applied Mathematics, University of Alabama at Birmingham (2015) MS in Applied Mathematics, University of Alabama at Birmingham (2011) BS in Mathematics, University of Southern Indiana (2008) His research centers on mathematical physics and spectral theory, specifically investigating disorder effects on localization properties in quantum systems through models like the Random Edge Laplacian and Random Mass Laplacian. In mathematics education, he implements active learning methodologies with emphasis on Inquiry-Based Learning (IBL) to engage students who struggle with mathematics, utilizing humor and descriptive language within rigorous frameworks. Dr. Besing maintains an active teaching profile across the mathematics curriculum including Calculus sequences, Abstract Algebra, Geometry, and specialized courses for elementary teachers. He disseminates educational content through his YouTube channel and maintains professional presence across multiple social platforms including TikTok where he shares mathematical concepts with broad audiences. As Mathematics Program Coordinator, he oversees curriculum development and academic advising within the department. His teaching philosophy prioritizes accessibility for students who previously disengaged from mathematics, demonstrated through course design in offerings like Problem Solving in Mathematics and Verticality of Mathematics in PreK-12 Curriculum.

Nate Harmanمشاهده پروفایل

استادیار

• Algebra
• Representation Theory
• Combinatorial Representation Theory
• +۷ مورد دیگر

Nate Harman is an Assistant Professor at the University of Georgia, specializing in representation theory and algebraic mathematics. He previously held positions as an NSF Postdoctoral Fellow and Dickson Instructor at the University of Chicago, a member at the Institute for Advanced Study, and an IBL Fellow at the University of Michigan, Ann Arbor. He earned his PhD from MIT in 2017 under the guidance of Pavel Etingof. His research spans combinatorial representation theory, modular representations, tensor categories, and representation stability, with applications to Tannakian formalism and model-theoretic methods in algebra. He is also involved in lattice structures within semisimple Lie groups and superrigidity problems. Contact: Email: nharman@uga.edu Organizational affiliations include: MathILy, MathILy-Er, MathILy-EST, The Math Circles of Chicago, Hampshire College Summer Studies in Mathematics, Budapest Semesters in Mathematics, SMALL REU, Center for Inquiry Based Learning, AMIIBL, and MAA Project NExT.

Fredrik Jeppssonمشاهده پروفایل

استاد

• Technology and Science Education Research
• Embodied Cognition
• Conceptual Metaphors in Science Learning
• +۳ مورد دیگر

Fredrik Jeppsson is a Professor at Linköping University, affiliated with the Department of Behavioural Sciences and Learning (IBL) and the Division of Learning, Aesthetics, Natural Science (LEN). He holds a key role within the Faculty of Educational Sciences, focusing on Technology and Science Education Research (TESER). His research emphasizes embodied cognition, conceptual metaphors in science learning, and multimodal analysis of classroom interactions. He actively explores how physical tools like infrared cameras and embodied learning strategies enhance science education, particularly in primary and early childhood settings. Jeppsson's work spans disciplines, integrating cognitive science, semiotics, and educational methodology. Notable contributions include studies on death education in children's literature, science classroom discourse, and cross-linguistic approaches to science learning. His projects often bridge theory and practice, offering insights into how educators can design engaging, multimodal learning experiences. His recent publications (2023-2025) highlight advancements in embodied physics teaching, analysis of science content representation, and the role of aesthetic processes in education. These works underscore his commitment to fostering meaningful student engagement through innovative pedagogical frameworks. Research Groups: Technology and Science Education Research (TESER), Division of Learning, Aesthetics, Natural Science (LEN) Key Themes: Embodied cognition, conceptual metaphors, multimodal analysis, educational technology Jeppsson collaborates with international scholars and contributes to teacher training programs, emphasizing the integration of research into educational practice.

Angela Kubenaمشاهده پروفایل

مدرس

• Geometric Group Theory
• Undergraduate Mathematics Education
• Mathematics
• +۲ مورد دیگر

Angela Kubena is a Lecturer IV in the Department of Mathematics at the University of Michigan, affiliated with the College of Literature, Science, and the Arts (LSA). She holds a Ph.D. from the University of Chicago (2004). Her research focuses on geometric group theory, including CAT(0) geometry, complexes of groups, lattices in automorphism groups, and undergraduate mathematics education. She coordinates introductory mathematics programs and teaches courses like Calculus I (MATH 115) and Linear Algebra (MATH 217). Her office is East Hall 3839, and she can be reached at akubena@umich.edu. Education: Ph.D., University of Chicago, 2004 Research Interests: Angela’s work bridges geometric group theory and education, with a focus on CAT(0) spaces, commensurators, and fixed-point properties in groups. She also emphasizes improving undergraduate mathematics pedagogy through innovative teaching methods and curriculum design. Teaching: She currently leads Calculus I sections and teaches Linear Algebra using inquiry-based learning (IBL). She coordinates introductory courses and mentors teaching assistants. Awards/Grants: None explicitly listed in provided texts. Labs/Teams: Member of the Introductory Program Coordination Team within the Mathematics Department.

Samuel Cookمشاهده پروفایل

دانشیار بالینی

• Math Education
• Statistics Education
• Inquiry-Based Learning
• +۳ مورد دیگر

Samuel Cook is a Clinical Associate Professor of Math Education at Boston University, affiliated with the College of Arts and Sciences (CAS) Mathematics and Statistics department. He also supports faculty and doctoral candidates at Wheelock College of Education & Human Development and teaches across multiple units including Kilachand Honors College. His research focuses on inquiry-based learning in undergraduate mathematics, statistics education, and the cognitive aspects of mathematical proof comprehension. Prior to academia, he taught high school math and physics through the AVID program, supporting first-generation college students, and contributed to the AGEP initiative promoting diversity in STEM PhD programs. Dr. Cook holds a B.S. in Mathematics from the University of Texas-Rio Grande Valley, and both M.S. and Ph.D. degrees in Applied Mathematics and Statistics from Stony Brook University. He integrates technology in education, as seen in his work with the International Medical School in Hungary. His teaching portfolio includes statistics, research methods, and honors thesis guidance for Kilachand students. His research interests emphasize improving statistical literacy and pedagogical strategies, with a particular focus on how students engage with mathematical symbols and proof structures. Beyond academia, he applies statistical analysis to sports through sabermetrics, reflecting his passion for data-driven insights in both education and leisure.

Tim Fukawa-Connellyمشاهده پروفایل

استاد

• Mathematics Education
• Proof-Based Mathematics Teaching
• Teacher Education/Development
• +۳ مورد دیگر

Dr. Tim Fukawa-Connelly is a Professor in the Department of Teaching and Learning at Temple University's College of Education and Human Development. His research focuses on advanced mathematics education, particularly in proof-based courses like abstract algebra and real analysis, as well as mathematics teacher education and statistics education. He explores how classroom dynamics influence student learning and knowledge retention, with a recent emphasis on improving lecture-based instruction in advanced mathematics. Education Background: Not explicitly listed in provided texts, though his work implies expertise in mathematics and education. Teaching Roles: Teaches undergraduate courses including Mathematics for Educators, Effective Teaching Strategies, and Field Experience. His research interests include student understanding of mathematical definitions, transitions between secondary and tertiary education, and fostering pedagogical content knowledge in teachers. Recent work highlights collaboration with mathematicians to redesign university courses and improve teaching methodologies. He has contributed to studies on homework practices in abstract algebra, the role of definitions in advanced mathematics learning, and the application of real analysis concepts in secondary teaching contexts. Publications since 2022 reflect a focus on refining pedagogical strategies for proof-based courses, analyzing lecture effectiveness, and bridging gaps between advanced mathematics and secondary education needs. His work often addresses challenges in student comprehension of abstract concepts and instructor communication practices. Dr. Fukawa-Connelly has led collaborative research projects like COMET (Collaborating with Mathematicians to Enhance Teaching) and contributed to initiatives like the ULTRA experimental real analysis course. He emphasizes principles such as fostering 'attention to scope' in mathematics teachers and leveraging active learning techniques in university settings.