Organization Description

Oregon State is an international public research university that draws people from all 50 states and more than 100 countries. We go wherever the challenges are, push ourselves to the very edge of what’s known and keep going. We are determined to forge solutions. We are diverse and welcoming. We embrace our responsibility to Oregon and the world, building a future that’s smarter, healthier, more prosperous and more just. We see what could be and have worked relentlessly for 150 years to make it so. 

Participant Biographies

Since coming to OSU in 2012, the courses I have taught have varied greatly, from College Algebra, to non-Euclidean Geometry, to the capstone course for math majors intending to be teachers, to graduate level mathematics education courses. I have also been the lead mathematics education researcher in the redesign of our College Algebra course, studying instructor and student experiences, as well as conducting quantitative analyses of student outcomes (they’re good, whew!). 

I became interested in this project after reading the CRAFTY report and the CUPM guidelines, and thinking more about how to improve lower-division mathematics courses. I will be collaborating with peers from biology and chemistry to strengthen mathematics connections across lower-division courses.

In my free time, I like to travel, read (usually research articles for work, but that can still be fun, right?), and spend time with my family.

I have been interested in teaching at the college level since my undergraduate degree. I started formally teaching shortly after I finished my PhD first at community college and then very briefly at the University of Wyoming. I taught both majors and non-majors biology. I applied for my currently job in 2011.

Upon transitioning from industry to academia in 1997, I facilitated student-centered learning practices in lab, recitation, and large lecture settings. Regardless or spaces and class size, I have asked students to participate in problem solving projects in small groups and as me as a conduit. Since 1997, classroom designs have evolved to accommodate these activities and I have expanded use. Since 1997, online tools have been developed to foster new modes (hybrid models, animations…) and I have selected platforms which have been shown to be effective.

Teaching is my priority at OSU and I have endeavored to not only prepare and execute outstanding learning experiences that promote student success, but also inspire my students to think critically about course content, develop as scientists and grow to be leaders in their communities. My teaching also allows me scholarly/creative opportunities as I develop curriculum, implement new pedagogical approaches and assess my teaching and student learning. In my future, I hope to not only continue this work, but also further my efforts to improve student success, provide experiential learning opportunities and leadership roles for undergraduates and serve as a role model to others for how to practice effective instruction.

2021 SUMMIT-P Annual Meeting Poster Submission

We provide an update from the Oregon State University SUMMIT-P team. We describe the SUMMIT-P work and how it relates to Calculus course redesign at OSU.