************************************ Sent at the request of Hortensia Soto. ************************************ University of Northern Colorado
Our Program: The School of Mathematical Sciences at the University of Northern Colorado is pleased to announce the availability of a doctoral student assistantship in the Educational Mathematics Ph.D. program starting in the fall of 2018. The application deadline is February 15, 2018.
Our program, which began in 1993, is unique in the fact that the school does not house a competing Ph.D. program in mathematics; instead, our program in Educational Mathematics has a balance of both mathematics education and doctoral-level mathematics courses. As such, mathematics educators and mathematicians in the school collaborate on teaching, scholarly, and service endeavors. As a student in this program you will have opportunities to:
* work with nationally recognized faculty with a diverse range of areas of expertise including: preparing K-12 teachers, offering professional development to K-16 teachers, and conducting research in undergraduate mathematics education; * co-teach mathematics and mathematics education courses such as discrete math, linear algebra, abstract algebra, higher geometry, and the secondary methods course; * conduct, present, and publish mathematics education research under the direction of mathematics educators and mathematicians; * supervise student teachers; and * collaborate with mathematics educators and mathematicians on grant-related activities, service, and outreach efforts.
Our Mathematics Educators: The mathematics educators in our program bring a range of research expertise that incorporates both quantitative and qualitative research methods. Below are brief descriptions of our mathematics educators' research interests. This year we are delighted to welcome Dr. Lindsay Reiten as a new faculty member who brings in expertise in curriculum and instruction.
Dr. Spencer Bagley: Dr. Bagley's research interests are broad and include student thinking and learning in many areas of undergraduate mathematics, including differential equations, linear algebra, calculus, and upper-division mathematics courses. He is also interested in the scholarship of teaching and learning, and has studied the inverted/flipped classroom in various disciplines. He is currently investigating the use of machine learning techniques to automatically categorize student responses to open-ended questions. Dr. Bagley is also interested in the professional development of college faculty, especially early career faculty and incoming graduate TAs.
Dr. Gulden Karakok: Dr. Karakok's research and projects relate to transfer of learning of undergraduate mathematics. She investigates undergraduate students' and mathematicians' mathematical creativity and relates this creativity to the issue of transfer of learning by making connections to prior experiences that may result in creating new ideas, adopting new perspectives, and taking risks. In addition, Dr. Karakok investigates students' transfer of learning in undergraduate courses where she developed technology based modules (e.g., WeBWorK CLASS) and adopted novel teaching practices (e.g., flipped classroom model). She is the co-director of the Northern Colorado Math Teachers' Circle program and facilitates professional development workshops for K-12 mathematics teachers. In addition, she works with the Academy of Inquiry Based Learning to run professional development workshops for faculty and graduate students.
Dr. Jodie Novak: Dr. Novak's work focuses on the mathematical preparation of pre- and in-service mathematics teachers. Over the last 12 years, she has been involved with eight, multi-year partnerships with local school districts to support the professional development of K-12 mathematics teachers. These efforts always focus on deepening teachers' mathematical knowledge for teachers but often through different mechanisms such as supporting teachers to engage in lesson study or to adopt a new curriculum. Dr. Novak led the Math Teacher Leadership Center, a 6.5 year, $5.3M NSF project, which developed and researched a blended delivery master's program for secondary math teachers and a math teacher leadership program. She is currently leading in collaboration with Oklahoma State University a 3-year, $1.2M NSF funded project, Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching, to develop a model for studying secondary teachers' mathematical knowledge for teaching exponential functions. These projects provide opportunities for graduate students to engage in research and to develop their capacity in delivering professional development.
Dr. Robert Powers: Dr. Powers has a background in curriculum and instruction. He is currently working on the Initiating a Foundational Research Model for Secondary Mathematical Knowledge for Teaching grant, three-year, $1.17 million grant from the NSF investigating expert teachers' mathematical knowledge for teaching exponential functions in high school. He is also initiating an investigation of the practice of mathematics teacher educators. Specifically, he is interested in learning more about the teaching and learning of mathematics pedagogy in teacher education programs. He frequently mentors doctoral candidates to teach the methods of teaching secondary mathematics and courses related to field experiences in the secondary teacher preparation program.
Dr. Lindsay Reiten: Dr. Reiten is a recent graduate from the University of Wisconsin-Madison where she completed her degree in Curriculum and Instruction (Mathematics Education). Her research interests include preparation of pre-service mathematics teachers as well as how to foster and support technology integration in secondary mathematics classrooms. This second line of research is grounded in the overarching question: How can secondary mathematics teachers be supported in implementing technology-based instructional activities that both challenge and support student learning? Dr. Reiten's research draws from her own experience as a middle and high school mathematics teacher, as well as her work with pre-service mathematics teachers at UW-Madison and here at University of Northern Colorado. Dr. Reiten is looking forward to continuing her work with pre-service mathematics teachers and supporting graduate students as they explore how to foster and support secondary mathematics teachers as they strive to equip all students to read and write the world with mathematics.
Dr. Hortensia Soto-Johnson: Dr. Soto has published in various areas of mathematics education including assessment, mathematical preparation of elementary teachers, outreach efforts for high school girls, and especially in the area of teaching and learning of undergraduate mathematics. Her current research efforts are dedicated to investigating the teaching and learning complex analysis, where she adopts an embodied cognition perspective. Since her days as an undergraduate student, Dr. Soto has mentored young women and promoted mathematics via summer outreach programs. She has also been involved with facilitating professional development for K-16 teachers in Nebraska, Colorado, and California. She has also taught teachers from rural Nebraska as part of the University of Nebraska-Lincoln NSF-funded project, Math in the Middle. Currently, she is delivering professional development to collegiate teachers as part of Project PROMESAS (Pathways with Regional Outreach and Mathematics Excellence for Student Achievement in STEM). Dr. Soto is a working member of the Mathematical Association of America and currently serves as the Associate Secretary-Elect and will serve as the lead editor of the upcoming MAA Instructional Practices Guide. She is also the coordinator-elect for SIGMAA RUME.
Contacting Us: For more information regarding our program, please visit our website http://www.unco.edu/NHS/mathsci/grad/phd_edmath.html. You may also contact Hortensia Soto-Johnson, who serves as the recruitment coordinator, at Hortensia.email@example.com or 970-351-2425. ******************************************** -- Jerry P. Becker Department of Curriculum & Instruction College of Education and Human Services Southern Illinois University Carbondale 625 Wham Drive / MC 4610 Carbondale, Illinois 62901