MPWR 2017 will be held on Wednesday, February 22, the day before the RUME Conference at the Kona Kai Resort & Spa in beautiful San Diego, CA.
Every year, one day before the RUME (Research in Undergraduate Mathematics Education) Conference, the MPWR Seminar takes place. This special event is designed to support women at all career stages in networking and increasing involvement with the RUME community.
The MPWR Seminar includes:
- panel discussions led by women in the RUME community as well as broader mathematics education and Discipline Based Education Research (DBER) communities
- group discussions between the panelists and MPWR participants
- formal and informal networking opportunities
The 2017 MPWR seminar will include panel discussions led by leading female education researchers from within and beyond the RUME community, professional development activities and opportunities for establishing mentoring-relationships. The 2017 topics and panel speakers are as follows:
Lara Alcock is a Reader in Mathematics Education in the Mathematics Education Centre at Loughborough University in the UK. Her research focuses on understanding student thinking at the transition to proof, which in the UK coincides with the transition to university. Her recent work includes eye-movement studies of mathematical reading, experimental studies on proof comprehension, and exploratory work on the relationship between conditional reasoning performance and logical reasoning in real analysis. She likes to share the results of this work and the field’s broader progress with those who can directly benefit: she has authored two research-based study guides - How to Study as a Mathematics Major and How to Think about Analysis - and regularly gives presentations for both early-career and experienced mathematicians. She has participated in all three of the previous MPWR seminars, and has gained through both stimulating conversations and a new mentoring relationship.
Jessica Deshler is an Associate Professor in the Department of Mathematics at West Virginia University where she is also the Graduate Teaching Assistant Coordinator, and a Faculty Associate for the WVU Center for Women’s & Gender Studies. Her research interests are in the area of undergraduate mathematics education specifically focusing on professional development of graduate students, issues of gender equity in mathematics and is currently investigating developmental mathematics students’ affective traits. She is a co-investigator on several NSF-funded projects to enhance the preparation for teaching of mathematics graduate students across the US, model undergraduate STEM retention and examine personalities in STEM-intending developmental mathematics students. She spent 2015-2016 as a US Fulbright Scholar at Central European University in Budapest, Hungary with her husband and 4 kids who really didn’t appreciate being enrolled in a Hungarian public school for the year but she’s sure they’ll appreciate it more someday.
Elizabeth Burroughs, Ph.D., is Department Head and Professor in the Department of Mathematical Sciences at Montana State University in Bozeman, Montana. She has devoted the past decade to research in issues of K-12 mathematics education; her current research investigates the nature of mathematical modeling in elementary classrooms. She is the Governor for Teacher Education on the Mathematical Association of America’s Board of Governors, and she is active in professional societies as a coauthor of national recommendations for mathematics teacher preparation. Before earning her Ph.D. in Mathematics from the University of New Mexico, Beth was a high school mathematics teacher in Atlanta, Georgia. She and her family spent 2014-15 in York, U.K., while Beth was a Fulbright Scholar at the University of York. She has lived in Bozeman since 2007 with her husband and three school-aged children, where they embrace the motto “put on a hat and go outside.”
Amanda Jansen, Ph.D., is an Associate Professor in the mathematics education program in the School of Education at the University of Delaware. Her research focuses on students’ motivation and engagement in mathematics classrooms, particularly students’ participation in classroom discourse. Her more recent work in this area addresses how mathematics teachers understand, implement, and transform recommendations from research about motivating and engaging students in mathematics. She also conducts research on pre-service mathematics teachers’ learning. Before becoming a professor, she was a junior high mathematics teacher in Arizona, and she went to graduate school at Michigan State University where she studied educational psychology. Mandy strives to promote the idea that when one of us succeeds, we all succeed – the entire field of mathematics education! – and she believes in cooperation over competition.
"How to support each other in being successful"
"How to support each other in making good contributions to science"
Ebony McGee, assistant professor of diversity and STEM education at Vanderbilt University’s Peabody College, studies the educational and career trajectories of historically marginalized students of color in science, technology, engineering, and mathematics (STEM). Her research also focuses on the role of racialized experiences and biases in STEM educational and career achievement, problematizing traditional notions of academic achievement, and what it means to be successful in STEM yet marginalized in various ways. Education is McGee’s second career; she left a successful career in electrical engineering to earn a PhD in mathematics education from the University of Illinois at Chicago, after which she was a National Academy of Education/Spencer Foundation postdoctoral fellow at the University of Chicago and a National Science Foundation postdoctoral fellow at Northwestern University. Her current research, funded by the National Science Foundation, investigates the social, cultural, and structural barriers that have caused growth in the number of African American engineering faculty to stagnate. A second study problematizes the persistence of female engineering and computing faculty who endure race, gender, and class barriers within their departments and institutions. In a third study, she designed a holistic racial- and gender-specific online mentoring portal for PhD students and postdoctoral scholars with the goal of increasing the representation of engineering faculty of color. The portal can be found at: http://BlackengineeringPhD.org
Dr. Good is an associate professor of psychology at Baruch College and the Graduate Center, City University of New York. She received a master’s degree in mathematics from the University of Kansas in 1994 and an Ad Hoc Interdisciplinary Ph.D. in mathematics education and social psychology from The University of Texas at Austin in 2001. Dr. Good continued her training at Columbia University as a postdoctoral fellow from 2001-2005 under the direction of Carol Dweck. While at Columbia, she was awarded a postdoctoral research fellowship from the National Institute of Child and Human Development.
Dr. Good’s research program focuses on the social factors that impact students’ academic achievement, learning, motivation, and self-image. Specifically, she studies the impact of mindsets—theories of intelligence, belonging, and persistence—on students’ academic outcomes and teachers’ pedagogical practices. In addition to her basic research, she develops interventions for students, teachers, and parents to facilitate the development of effective and engaged learners to reduce race and gender gaps in motivation, achievement, and learning.
Plenary Speaker - Catherine Good
Deborah Moore-Russo, Ph.D. is the Department Chair and an Associate Professor of Mathematics Education in the Department of Learning and Instruction at University at Buffalo, SUNY. She also serves as the Director of the UB Gifted Mathematics Program. Her research interests revolve around multimodal communication, visualization, and reasoning related to pivotal precalculus and calculus topics. She also studies the use of digital tools and environments to enhance meaning making and reflection in postsecondary STEM education. She taught for nine years in the Mathematics Department at the University of Puerto Rico in Mayaguez before moving to Buffalo and now spends more time in hockey rinks than at the beach.
Megan Wawro, Ph.D., is an Associate Professor in the Mathematics Department at Virginia Tech. Her research program is centered on investigating the learning and teaching of linear algebra at the undergraduate level. She is a co-developer of the NSF-funded Inquiry-Oriented Linear Algebra (IOLA) curricular and instructor support materials, and she is the recipient of an NSF Early CAREER award to investigate students’ understanding and use of eigentheory in quantum physics. Before becoming a professor, she was a high school art and math teacher in Ohio and in Switzerland. Wawro has been a part of the MPWR movement since its inception in 2014, and she looks forward to see how women continue to support and empower one another in the RUME community and beyond.