Presentations, Performances & Exhibitions
Keynote address
· November 2023
Keynote/Named Lecture
Femmes+ Hacks,
Duke University
Harry Houdini's Magic Math Trick
· March 2023
Invited Talk
Johns Hopkins Math Club
Accessible approaches to tough problems: Doing math and talking about gender with middle schoolers
- AWM Lecture Series
· December 2021
Invited Talk
Kutztown University
Femmes+Hack Keynote Address
- Femmes+Hack
· October 2021
Invited Talk
Duke
Professional Activities for Teaching Focused Faculty (panelist)
- Project NExT
· August 2021
Other
MAA
An Engineer, a Mathematician, and a Sociologist (all Womxn) Walk into a \sout{Bar} Classroom...
- Promoting Women Mathematics
· January 2021
Other
MAA Contributed Paper Session,
Joint Mathematics Meetings
Using Problem-based Learning and Social Science to Promote Girls in STEM
- Bridging the Gap - NC STEM Education Conference
· October 2019
Instructional Course, Workshop, or Symposium
North Carolina Association for Biomedical Research,
McKimmon Conference and Training Center, Raleigh, NC
50 minute presentation of preliminary results from the Girls Exploring Math (GEM) program. The conference included K-16 STEM educators and teaching-adjacent personnel.
A Proposed Investigation of Non-points-based Grading in Calculus (with Shira Viel)
- Mid-Atlantic RUME Conference
· October 2019
Instructional Course, Workshop, or Symposium
James Madison University
Non-points-based grading methods (NPBG) such as standards-based grading, mastery-based grading, and specifications grading have grown in popularity in secondary mathematics education but are still relatively new at the undergraduate level. However, the approach
has been gaining traction (as evidenced by an upcoming PRIMUS special issue) and studies of NPBG methods have yielded positive results with regards to student engagement and learning outcomes. We seek to further this field of inquiry with an exploratory study
examining the effects of NPBG on Calculus students’ mathematical attitudes and perceptions. In NPBG, students are scored on the degree of their mastery of specified learning objectives, rather than on `points earned’, and are often given multiple opportunities
to demonstrate mastery. The Project NExT research group on mastery-based testing in undergraduate mathematics has built a variety of formal and informal resources on NPBG. Some of their preliminary analyses reveal a decrease in anxiety, an increase in confidence,
and an increase in average course grade. We plan to use a quasi-experimental design to look at the effect of NPBG on mathematical attitudes and perceptions. Anecdotal evidence presented at the May 2019 SEMINAL/PtC joint meeting suggests that concurrent treatment
and control groups are perceived by students to be unfair. Instead, we will compare a course from Fall 2019 with the same course in Fall 2020 (or Fall 2021). We will control for confounding factors including standardized test scores and pre-requisite knowledge,
as assessed by the Precalculus Concept Assessment (see https://www.tandfonline.com/doi/full/10.1080/07370001003676587).
Our primary instrument for evaluating student perceptions is the Math Attitudes and Perceptions Survey (MAPS) (see https://www.tandfonline.com/doi/full/10.1080/0020739X.2015.1133854).
The MAPS assesses "factors of expert-like behaviour in and views of mathematics.” We are collecting baseline data this semester by administering the MAPS in all sections of Calculus I and II and one section of Calculus III. We will administer it again at the
end of the semester, and have received IRB approval for data collection from students who opt in. We are new to the field of RUME! We’d like to solicit feedback from experienced researchers by seeking answers to the following: 1. Should we limit ourselves to
purely quantitative methods of evaluating student perceptions or should we use mixed methods? 2. Other than the MAPS, what instruments exist for measuring mathematical attitudes and perceptions? 3. We have several potential calculus courses in which we could
run the experiments. What are the pros/cons of a coordinated multi-section course as opposed to one large lecture? What are the pros/cons of an introductory course as opposed to a more advanced course? 4. We have a highly-selective student body; how might that
affect the generalizability of the study?
has been gaining traction (as evidenced by an upcoming PRIMUS special issue) and studies of NPBG methods have yielded positive results with regards to student engagement and learning outcomes. We seek to further this field of inquiry with an exploratory study
examining the effects of NPBG on Calculus students’ mathematical attitudes and perceptions. In NPBG, students are scored on the degree of their mastery of specified learning objectives, rather than on `points earned’, and are often given multiple opportunities
to demonstrate mastery. The Project NExT research group on mastery-based testing in undergraduate mathematics has built a variety of formal and informal resources on NPBG. Some of their preliminary analyses reveal a decrease in anxiety, an increase in confidence,
and an increase in average course grade. We plan to use a quasi-experimental design to look at the effect of NPBG on mathematical attitudes and perceptions. Anecdotal evidence presented at the May 2019 SEMINAL/PtC joint meeting suggests that concurrent treatment
and control groups are perceived by students to be unfair. Instead, we will compare a course from Fall 2019 with the same course in Fall 2020 (or Fall 2021). We will control for confounding factors including standardized test scores and pre-requisite knowledge,
as assessed by the Precalculus Concept Assessment (see https://www.tandfonline.com/doi/full/10.1080/07370001003676587).
Our primary instrument for evaluating student perceptions is the Math Attitudes and Perceptions Survey (MAPS) (see https://www.tandfonline.com/doi/full/10.1080/0020739X.2015.1133854).
The MAPS assesses "factors of expert-like behaviour in and views of mathematics.” We are collecting baseline data this semester by administering the MAPS in all sections of Calculus I and II and one section of Calculus III. We will administer it again at the
end of the semester, and have received IRB approval for data collection from students who opt in. We are new to the field of RUME! We’d like to solicit feedback from experienced researchers by seeking answers to the following: 1. Should we limit ourselves to
purely quantitative methods of evaluating student perceptions or should we use mixed methods? 2. Other than the MAPS, what instruments exist for measuring mathematical attitudes and perceptions? 3. We have several potential calculus courses in which we could
run the experiments. What are the pros/cons of a coordinated multi-section course as opposed to one large lecture? What are the pros/cons of an introductory course as opposed to a more advanced course? 4. We have a highly-selective student body; how might that
affect the generalizability of the study?
30 Years of Calculus: from Project CALC to today (with Shira Viel)
- Joint Progress through Calculus (PtC) project and SEMINAL project meeting
· May 2019
National Scientific Meeting
University of Nebraska,
Lincoln, NE
The 40 minute presentation included a brief history of calculus reform at Duke. Duke has been a leading innovator in calculus reform since the 1980s. We included a focus on the current grading systems in our lab calculus courses and solicited ideas and opinions for updating our grading structure.
Diversity Matters (with Emily Braley, Brendan Kelly, Mary Pilgrim, Joan Lind, and Kelly McArthur)
- UTK CoMInDS Workshop
· March 2019
Instructional Course, Workshop, or Symposium
University of Tennessee Knoxville,
Knoxville, Tennessee
The team developed two hour-long workshops focused on diversity, equity, and inclusion in the math classroom. The workshop participants were providers of graduate student professional development. The activities presented and analysed at the conference could be used to train new instructors on issues of diversity.
Automorphisms of the Punctured Mapping Class Group
- Geometry Topology Seminar
· November 2017
Invited Talk
Duke University
Algebraic Characterizations in the Mapping Class Group
- No Boundaries: Groups in Algebra, Geometry, and Topology
· October 2017
Invited Talk
University of Chicago
Lightning Talk
Automorphisms of the Punctured Mapping Class Group
- AMS Special Session on Geometric Group Theory
· September 2017
Invited Talk
Point-Pushing in the Mapping Class Group
- Geometry Topology Seminar
· February 2017
Invited Talk
Columbia
Point-pushing in the mapping class group.
- Geometry Topology Seminar
· January 2017
Invited Talk
Georgia Tech,
Georgia Tech
Service to the Profession
Contibutor
·
October 2023
Event Participation
PAC-Math Program Assessment Conference for Mathematics
Course Coordinator Math 230
·
August 2023
Other
Team Leader/Assistant. CoMInDS OpenMath workshop
·
July 2023
Administration
MAA
Team Leader, CoMInDS OpenMath Workshop
·
July 2023
Administration
MAA
Panelist, Femmeshacks Hackathon
·
October 2021
Event Participation
Duke
Reviewer
·
2021
Editorial Activities
PRIMUS
Panelist, Femmeshacks Hackathon
·
November 2020
Community Outreach
Duke
Faculty Volunteer, FEMMES Capstone Event
·
February 2020
Community Outreach
Session Organizer, Creating Effective Homework Assignments
·
2020
Administration
MAA Project NExT
Reviewer, AWM Springer Series
·
2020
Editorial Activities
Fellow, Project NExT Workshops and MathFest
·
July 2019
Event Participation
Cincinnati, OH
Faculty Volunteer, FEMMES Capstone Event
·
February 2019
Community Outreach
FEMMES
Participant, Theoretical and Methodological Perspectives on Knowing and Learning Mathematics and Science, Journal Club
·
2019
Professional Development
Cornell University,
Digital Meetings
A group of mathematicians who are seeking to include more math education research in their portfolios are reading through a series of well-known articles in math education. The reading list is based on a syllabus by Chris Rasmussen as San Diego State University.
Member, Calculus Committee
·
August 2017
- December 2021
Committee Service
Duke University
Junior Faculty Association Founding Member, Junior Faculty Association
·
2017
- 2020
Administration
I helped to organize several events for faculty members new to Duke to make connections and feel a sense of community.
Service to Duke
Bass Connections Team Leader, Assessing and Improving Girls' and Women's Math Identity
·
2023
- 2024
Projects & Field Work
North Carolina
North Carolina
Bass Connections Team Leader, Assessing and Improving Girls' and Women's Math Identity
·
2021
- 2024
Projects & Field Work
North Carolina
Education & Human Development located in Durham, North Carolina
North Carolina
Education & Human Development located in Durham, North Carolina
Deans summer research fellowship selection committee (University)
·
2021
Committee Service
Duke
Bass Connections Team Leader, Improving Girls’ Math Identity through Problem-solving and Mentorship
·
2020
- 2021
Projects & Field Work
North Carolina
Education & Human Development
North Carolina
Education & Human Development
Panelist, Femmeshacks Hackathon
·
November 2019
Community Outreach
Duke Femmes,
Duke University
Highschool girls attended a weekend event at Duke, allowing them to gain exposure to computer science and coding as well as to get a taste for the campus environment and providing them the opportunity to form connections, not only with each other but also with other Duke students and the faculty. I spoke on a panel of women in STEM who discussed the challenges and benefits of pursuing a STEM career.
EUTL (Enhancing Undergraduate Teaching and Learning) (School)
·
October 2019
Committee Service
Duke University
Liaison for the Math Department
Activity Leader, 6th Grade Math Lecture
·
February 2019
Community Outreach
Duke University
Presented an interactive lecture on the Monty Hall problem to a group of approximately 50 6th grade students.
Course Coordinator, Implementing new grading system in math 112L.
·
January 2019
- May 2019
Innovation
Duke University
I was responsible for the design, implementation, and analysis of success of an new grading system in Math 112L. With the help of Shira Viel, we looked for changes in the type and frequency of comments on end of semester teacher course evaluations and wrote up a report to share with the calculus committee.
Participant, Fall Teaching Quantitative Science faculty journal club
·
2019
Professional Development
Office of Learning Innovation at Duke University
Bass Connections Team Leader, Spatial Reasoning and Problem-based Learning to Improve Girls' Math Identity
·
2019
- 2020
Projects & Field Work
North Carolina
Education & Human Development
North Carolina
Education & Human Development
Duke GEM (Girls Exploring Math)
·
2019
- 2024
Community Outreach
Math Activities Consultant, Citizenship Lab
·
January 2019
- August 2019
Consulting
Duke University
Consulted on the creation of engaging and relevant math activities for refugee high school students in the Durham area.
Course Coordinator, Math 112L Calculus Redesign
·
August 2018
- August 2020
Innovation
Duke University
The Math Department is in the process of redesigning the first-year courses. This has included creating a new structure for Math 112L (calculus II). I have been responsible for editing the curriculum, designing new in-class activities, coordinating the calculus instructors, and maintaining communication between the graduate student instructors and the senior faculty members who run the RFI. I have assisted in the data collection and the writeup of results for the evaluation of this experiment.
Co-Instructor, Math 112L Redesign
·
August 2018
- May 2020
Curriculum Innovations
The Math Department launched an experimental calculus II course in Fall 2018. I restructured the content and presentation of in-class material to complement the Research Faculty Interactions that were added to the previous course format.
Activity Leader, 6th Grade Math Lecture
·
April 2018
Community Outreach
Duke University
The presentation included an interactive discussion of the Monty Hall problem for a group of approximately 50 6th grade students
Faculty Volunteer, Femmes Capstone Event
·
February 2018
Event Participation
Duke University
Committee to Improve Early STEM Math Classes (Department)
·
January 2018
- May 2018
Committee Service
Bass Connections Faculty Team Leader, Problem-based Learning to Improve Girls' Math Identity
·
2018
- 2021
Projects & Field Work
Primary Theme: Education & Human Development
Women continue to be underrepresented in STEM fields in the United States. The gender gap in STEM fields exists at all levels, from childhood through career selection, and there are many causes for female underrepresentation found in recent research on the topic. Two major causes are math identity: their beliefs, attitudes and emotions about math; and societal views around gender as it relates to fields of study. Because many people see math as a "masculine" subject, women and girls tend to feel they must overachieve in the field to be competitive, or even comparable, with their male counterparts. Additionally, the pervasive stereotype that STEM fields are "for men" can have a negative impact even on those who actively reject the stereotype.
SPIRE advisory board (Program)
·
October 2017
- August 2018
Committee Service
Math Teaching Committee (Department)
·
2017
- 2023
Committee Service
Leadership & Clinical Positions
Teaching Committee member
Academic & Administrative Activities
Faculty Learning Community (2022-2023) Inclusive Assessment
Faculty Learning Community (2023-2024) Identifying Impactful Research-Based Teaching Methods and Forging Connections Across Departments Teaching Large Introductory Natural Science Courses
Coordinator Math 230 (Fall 2023)
Coordinator Math 112L (Spring 2019, Fall 2019, Spring 2020)
Coordinator Math 111L (Spring 2018, Spring 2021)
Co-coordinator Math 111L (Fall 2017)
Graduate student teaching:
• Organize observations of all first-time teachers (2018-2021)
• Assist in conducting observations of first-time teachers (2018-2023)
• Conduct individual meetings with all first-time teachers after their first semester teaching (2018-2022)
• Organize practice teaching and observations for first-year graduate students after their completion of 771S (2018-2021)
• Run a variety of sessions during training week for graduate student teachers (2018-2023)
Lab Manager (Spring 2018, Fall 2018, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021)
• Hire undergraduate teaching assistants to staff all calculus labs
• Schedule undergraduate and graduate teaching assistants in appropriate labs that fit their schedules
• Run orientation/training session for all teaching assistants
• Troubleshoot problems and serve as point of contact for teaching assistants
• Update website
Lab Calculus Help Room Manager (Spring 2018, Fall 2018, Fall 2019, Spring 2020, Fall 2020, Spring 2021, Fall 2021)
• Hire undergraduate teaching assistants to staff the lab calculus Help Room that operate 40 hours per week.
• Run orientation session for Help Room staffers
• Coordinate undergraduate Help Room managers (these managers assist in responding to email, collecting and posting pictures of Help Room staff, posting schedules,
• Manage absences and assist in finding replacement staff if necessary)
• Rework the the Help Room schedule for finals weeks