Research
Diversity, Equity, Inclusion, & Justice through Introductory College Mathematics
My current research explores the question: How can introductory college mathematic programs (primarily precalculus and calculus) better support diversity, equity, inclusion, and justice? This question relies on the understanding that these programs, broadly speaking, currently do not support these tenants. My most recent publications, collaborations, talks, and grant work all seek to answer this question and transform college mathematics programs.
Successful Introductory College Mathematics Programs
An overarching focus of my research has, and continues to be, exploring the question: What constitutes a successful introductory college mathematics program? This work has resulted in identifying characteristics of successful programs, critiquing definitions used to define a successful program, and dissemination focused on helping college and universities critically consider how to improve their programs to better support student success.
Supporting Novice Instructors
My doctoral work was focused on programs that support graduate students to teach in introductory mathematics programs, and since then I have continued exploring the question: How can we best prepare novice instructors to best support their students in introductory college mathematics? The focus of this support has been primarily on supporting graduate students as they transition to being both student and teacher as well as implementing more ambitious teaching, and is currently shifting to be centered around supporting equity, inclusion, and justice in their classrooms.
