Resume

• Student Affairs

  Student Development

  Higher Education

  Adult Education

  Academic Advising

  Pedagogy

  Mathematics

  Higher Education Policy

  Curriculum Design

  Statistics

  Educational Technology

  Mathematics Education

  Poetry

  Curriculum Development

  Gifted Education

  FERPA

  University Teaching

  Higher Education Research

  Teaching

  Quantitative Research

  Sharing Your Expertise: A Model for Advising Guides

  Sharing Your Expertise: A Model for Advising Guides

  At most U.S. colleges and universities

  students’ end of term grades are reported in terms of grade-points

  with letter grades represented as even increments on the zero to four scale. Yet much of mathematics coursework is graded on a percentage-based scale

  upon which final letter grades are determined in a not always systematic manner. In this talk

  I will outline why and how I changed my grading system for an undergraduate linear algebra course to a grade-point model. I will present sample student assignments and multi-semester student outcomes data to demonstrate the effects this administrative change had on student performance. I will also discuss how this policy change and my students’ responses to it affected how I view the activities of grading and providing feedback.

  Changing Scales

  Changing Perspectives

  But Which Math Class Should I Take?

  Many institutions use a test of mathematical knowledge and skills to determine

  at least in part

  course placement. However

  when the success of such a placement test is evaluated

  the most common measure is students' final grades in the course. I will argue that final course grade is not an appropriate outcomes measure for student placement based on a knowledge and skills based test

  and will present alternative outcomes measures. Preliminary results from a study of a proposed Calculus Readiness Test will also be presented.

  Evaluating the Success of a Calculus Placement Test: Aligning the Basis for Placement and the Basis for Assessment.

  It is important that digital materials for classes be accessible. However

  accessibility guides often overlook typesetting equations

  and accessibility checkers are often misleading about whether mathematical content is truly usable by screen readers. This poster examines several ways of creating equations which are not effective

  with suggestions for improving accessibility.

  10 Ways to Publish Equations that Screenreaders Hate

  section of Current Practices in Quantitative Literacy

  edited by R. Gillman

  Quantitative Literacy Course Selection

  When I began teaching

  I adopted the grading scales and policies that I had seen as a student and saw being used by my colleagues. However

  over time I grew to have practical and philosophical objections to those practices. Consequently

  I decided to switch all of my grading to a grade-point scale. In this session

  I will discuss the process of implementing this grading change

  how different classes have reacted to an unexpected grading scale

  and how making a change in scale affected the way I think about grading

  Getting at the (Grade) Point of Grading

  Student surveys indicated that an interest in social justice played a part in some students’ decision to take a statistics course. This poster looks at developing statistics content relevant to social justice topics

  and at incorporating that material into an introductory statistics course.

  Social Justice as Statistics Context

  Gives examples of equity and social justice topics that can be used to provide context for general probability topics

  with a focus on conditional probability. Includes specific examples used in both quantitative literacy and introductory statistics courses.

  Using Equity and Social Justice for Probability Context

  Gift Exchange: Myths and Truths About Gifted and Talented Students.

  In the game of \"Dots”

  two players take turns connecting dots on a grid. When a player closes a space on the grid

  that player has ”captured” the space. When all spaces have been captured

  the player who has enclosed the most spaces wins. Dots is easy enough for children to play

  and requires only paper and pencil. Yet it can be used in the classroom to help students explore concepts such as mathematical modeling

  symmetry

  game theory

  and the idea of ”proof”. In this talk

  Dots will be demonstrated on a square grid

  and examples for using this restricted version in the classroom will be given. A brief discussion of the non-square grid variant and possible uses with advanced students will also be included.

  Classroom Uses for the Game of 'Dots': A Simple Bridge to Advanced Ideas

  Card sorts are simple activities to help spark student engagement

  which can be used for a wide variety of math topics and course levels. They can be structured as individual student activities

  small group activities

  or full class activities; can be done with physical cards or online; can be used to review material

  as formative assessment

  or as summative assessment. This session includes a sample of creating a card sort

  revising the activity after initial class use

  and using the activity for multiple purposes in multiple courses. Samples of additional card sort topics and structures are also presented.

  Making Connections with Card Sorts

  The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses

  Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills

  and to compare the performance of students with differing high school mathematics backgrounds within each course. High school mathematics backgrounds were considered in three forms: using the binary minimum preparation standards (MAPS) of the college

  using levels defined by the preparation standards and high school academic data

  and using levels defined only by high school academic data. Performance in the college courses was considered through two measures: final grades for students who completed their courses

  and a binary measure of course success determined by whether a student completed the course with a grade of C- or above. Statistical tests of correlation

  independence of variables

  and difference of means were used to analyze the data.\nMAPS were found to have no significant relation to final grade or course performance. Levels of preparation defined by high school data and MAPS were also found to have no significant relation to final grade or course performance. Levels of preparation defined only by high school data showed no significant relation to course success

  but showed a positive relation to final course grade.\nFor students with below or above average levels of preparation

  as measured by either non-binary scale

  there was no significant difference in student performance between the two courses

  while students with average levels of high school preparation performed significantly better in the Quantitative Reasoning course than in the Algebra course. For first year students in general

  there was no difference in mean final grade between the two courses considered

  but rates of success were higher in the Quantitative Reasoning course than in the Algebra course.

  An Analysis of Final Course Grades in Two Different Entry Level Mathematics Courses Between and Among First Year College Students With Different Levels of High School Mathematics Preparation

  In this talk

  I will describe an final project I have assigned in multiple quantitative literacy courses. The goal of the project assignment is for students to connect math to their own interests and passions. The requirements and directions for the project are left non-specific to encourage students to be creative and original with their project. However

  students are required to submit progress reports during the semester

  and extensive feedback is provided on an individual basis. The final projects are shared with their peers at the end of the term in science-fair style sessions. While students are initially nervous (and sometimes angry) about the open nature of the project

  the majority of students create impressive projects

  and show great enthusiasm for sharing their creations. The presentation will include examples of student projects from recent classes.

  Making Math Your Own: a Final Project for Quantitative Literacy Courses

  Quantitative Literacy courses can be a wonderful opportunity for students to see the place of mathematics in the world around them. Writing assignments are often used to help students improve their understanding of concepts

  discover applications of particular topics in their own lives

  and make connections between various course subjects. Over the last ten years

  I have also discovered that writing assignments can play a very different additional role: Math Therapy. This session will describe the weekly ”journal” assignment I have used in both university Quantitative Literacy courses and precollegiate summer programs for underrepresented student populations. I will explain the guidelines

  policies

  and requirements I have developed for the assignments. Sample student journal entries will be shared

  as well as anonymous student feedback on the journal assignment.

  The Math 'Journal' Assignment: Finding Applications

  Seeing Connections

  and Getting Over that Seventh Grade Algebra Class

  In this talk

  I describe a system of rotating student groups I use in an inverted course designed for elementary education students. I will discuss how mixing up student groups during a class activity increases student participation

  and also builds a safe environment for students to ask questions and express uncertainty. The presentation will also include ``nuts and bolts'' ideas on how to set up the rotating group system for different class sizes

  how to introduce the system to students

  how often to use the system in a course

  and structuring activities that can be used effectively with the system.

  Using Rotating Student Groups to Increase Participation and Decrease Anxiety

  Have you ever wondered about the difference between 'gifted'

  'high achieving'

  and ‘honors' students? Do you work with brilliant but low-achieving students

  and wonder how to help motivate them? Has a student ever made you think

  “You’re so smart

  so why can’t you...?” Then let's talk genius! We’ll refer to geniuses from pop culture as we talk about what research says is true - and not true - about the intellectually gifted. I’ll also share anecdotes from discussions with gifted students and members of high IQ societies

  and my own experiences as a gifted college student. We'll see how a realistic view of this brilliantly diverse population can help improve our advising practices.

  Genius Bar: Advising Intellectually Gifted Young Adults

  Course placement instruments are usually thought of in terms of proficiency tests. Certainly

  before students enroll in Calculus 1

  we want to be fairly sure they have learned the prerequisite material. However

  unless the only lower division mathematics courses offered by an institution are strictly sequential in nature

  course placement will involve more than accurate assessment of student skills. In this presentation

  I will give an overview of some of the issues beyond skills assessment which are involved in course placement. I will also examine the relationship between course placement and course selection

  and will provide examples of course selection instruments. Finally

  questions of how

  and whether

  to include various factors in course placement and course selection instruments will be addressed.

  Course Placement: Looking Beyond Skills Assessment

  The University of Colorado at Boulder has a ”Minimum Academic Preparation Standard” (MAPS) for mathematics of four years of high school coursework

  including at least as far as Algebra II. However

  students can be

  and are

  admitted without having met this standard. However

  all mathematics coursework offered by the campus includes prerequisites which assume the preparation standard has been met; there are no remedial or developmental courses offered. The purpose of this study was to compare the performance in entry level mathematics coursework of students who have not met the mathematics MAPS requirement with students who have met the requirement. The different levels of high school background among students who have met the MAPS requirement will be considered. The classes which were be considered were all Fall 2009 and Fall 2010 sections of both a College Algebra course and a Quantitative Reasoning course.

  Minimum Academic Preparation and Performance in First Year Mathematics Courses

  Got Math? Mastering the Requirement Without Mastering the Subject

  Carrie

  Muir

  Whatcom Community College

  University of Colorado at Boulder

  Boulder

  CO

  Taught three courses per year (9-15 semester hours) at all undergraduate levels

  including materials selection and curriculum development. Served on department

  college

  campus

  and state committees. Advised 300+ undergraduate mathematics majors and minors on all degree requirements

  as well as career opportunities

  graduate school planning

  and other future plans; advised students from other programs as needed by the college. Advised freshmen from all academic programs on initial enrollment during summer orientations. Evaluated mathematics courses from other institutions for applicability to general education

  major

  and minor requirements. Provided training for academic advisors on issues of course selection and placement the areas of Quantitative Reasoning and Mathematics. Served as coordinator for undergraduate courses as assigned by the Math Department.

  Mathematics Instructor and Academic Advisor

  University of Colorado at Boulder

  Bellingham

  Washington Area

  Mathematics Faculty

  Whatcom Community College

  Bellingham

  Washington Area

  Mathematics Faculty - Associate Professor

  Whatcom Community College

  Bellingham

  Washington Area

  Mathematics Faculty - Assistant Professor

  Whatcom Community College

  Provided mathematics individual tutoring

  group tutoring

  and study skills workshops to college students from at-risk

  first generation

  and traditionally under-represented populations.

  University of Colorado at Boulder

  English

  BFA Faculty Recognition Award

  University of Colorado at Boulder

  Boulder Faculty Assembly (BFA)

  Lelia & Simon Peskoff Award

  The Leila and Simon Peskoff Award is given annually to an AMATYC Project ACCCESS fellow who has contributed to the education profession in the area of the mathematics taught during the first two years of college.

  American Mathematical Association of Two-Year Colleges (AMATYC)

  Excellence in Advising Award

  Univeristy of Colorado at Boulder

  Arts & Sciences Academic Advising Center

  Bachelor of Arts (B.A.)

  Mathematics

  Graceland University

  University of Nebraska-Lincoln

  Doctor of Philosophy (Ph.D.)

  Educational Administration (Educational Leadership and Higher Education)

  University of Colorado at Boulder

  Master of Arts (M.A.)

  Applied Select Advanced Statistics

  Higher Education Environments

  Modern Algebra 1

  Higher Education Leadership

  Modern Algebra 2

  Finance of Postsecondary Education

  Foundations of Mathematics

  Real Analysis 1

  Administrative Issues in Postsecondary Education

  Number Theory

  Real Analysis 2

  Algebraic Geometry

  Linear Algebra

  Multivariate Analysis

  Educational Politics and Policies

  Set Theory

  Advanced Multivariate Methods: Multi-level and Latent Variable Modeling

  American Professoriate

  Mathematics Teacher Training

  Higher Education in America