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Marshella (Shelly Sheats) L. Harkness

Title: Professor
Office: 511C Teachers College
Tel: 513-556-3743
Email: harkneml@ucmail.uc.edu

Prior to coming to the University of Cincinnati, in September 2005, Dr. Shelly Sheats Harkness began her career as a mathematics teacher in Indianapolis. After 12 years of public school teaching, she pursued a Ph.D. As a graduate assistant she taught courses at Indiana University Purdue University, Indianapolis. In 2002, Dr. Harkness earned her Ph.D. in Curriculum and Instruction from Indiana University. She was an Assistant Professor at Miami University from 2003-2005.  As an Associate Professor a UC, Shelly currently is Co-Editor for the School Science and Mathematics journal. Her research interests include: STEM education; the impact of teachers’ listening and believing (Elbow, 1986); Ethnomathematics; and the connections between mathematics and social justice. Dr. Harkness enjoys teaching, working with doctoral students, and visiting K-12 classrooms.

Education

  • Doctor of Philosophy (Ph.D.), Indiana University, Bloomington, Indiana, 2002 (Curriculum and Instruction, Mathematics Education).
  • K-12 Gifted and Talented Endorsement, Indiana University Purdue University Indianapolis, Indianapolis, Indiana, 1996.
  • Master of Science (M.S.), Butler University, Indianapolis, Indiana, 1991.
  • Bachelor of Science with Highest Distinction (B.S.), Indiana University Purdue University Indianapolis, Indianapolis, Indiana, 1987.

Research Information

Research Support

  • (PI), Southwest Ohio STEM2 Teaching Academy, Ohio Board of Regents. $340,000. 2007 to 2009. Status: Completed.
  • (PI), Disseminating research results to different audiences, Education and Allied Professions Summer Research Grant. $5,000. 2004. Status: Completed.
  • (Collaborator), Geometry and Art, Indianapolis Museum of Art. 2002. Status: Completed.
  • (Collaborator), African American Initiative for Mathematics and Science II. 09-01-2011 to To Present.
  • (Collaborator), Harkness, Marshella; Vincent, Nelson, Southwest Ohio STEM Academy, Ohio Board of Regents. (STEM FY07), $340,000.00. 02-01-2007 to 06-01-2010. Status: Closed.
  • (PI), Harkness, Marshella; Vincent, Nelson, Southwest Ohio STEM Academy, Ohio Board of Regents. (OBR STEM FY08), $255,000.00. 06-01-2008 to 06-01-2010. Status: Closed.
  • (Collaborator), Breiner, Jonathan; Escoe, Gisela; Gaffney, James; Harkness, Marshella; Johnson, Carla, The Cincinnati STEM Hub Partnership Cincy-STEM, Ohio Board of Regents. (OBR COF 09-08), $185,280.00. 07-01-2009 to 06-30-2015. Status: Active.
  • (Collaborator), Breiner, Jonathan; Fowler, Thaddeus; Haring, Karen; Harkness, Marshella; Kemphaus, Ralph; Maynard, Kathie; Meyer, Helen, Ohio Innovation Partnership Choose Ohio First Scholarship Program, Ohio Board of Regents. (OIP Agreement), $2,056,250.00. 04-05-2010 to 06-30-2015. Status: Active.

Publications

Peer-reviewed Publications

  • Harkness, S. S. (2009). Social constructivism and the ‘Believing Game’: A mathematics teacher’s practice and its implications. Educational Studies in Mathematics, 70 (3), 243-258.
  • Stinson, K., Harkness, S. S., Meyer, H., & Stallworth, J. (2009). Mathematics and science integration: Models and definitions. . School Science and Mathematcis, 109 (3), 153-161.
  • Harkness, S. S.;Wachenheim, K. (2008). Using listening journals in math methods.. The Teacher Educator, 43 (1), 50-71.
  • Harkness, S. S., & Thomas, J. (2008). Reflections on “Multiplication as Original Sin”: The implications of using a case to help preservice teachers understand invented algorithms. The Journal of Mathematical Behavior , 27 (2), 128-137.
  • Harkness, S.S.;Portwood, L. (2007). A quilting lesson for early childhood preservice and regular classroom teachers: What constitutes mathematical activity?. The Mathematics Educator, 17 (1), 15-23.
  • Harkness, S.S.;D'Ambrosio, B.D.;Morrone, A. (2007). Preservice elementary teachers’ voices describe how their teacher motivated them to do mathematics. Educational Studies in Mathematics, 65, 235-254.
  • Harkness, S.S. (2005). Geometry of transformations: Teacher and unit under construction. Mathematics Teacher, 99 (2), 88-92.
  • D'Ambrosio, B.D.;Boone, W.J.;Harkness, S.S. (2004). Planning district wide professional development: Insights gained from teachers and students regarding mathematics teaching in a large urban district. School Science and Mathematics, 104 (1), 5-15.
  • Morrone, A.S.;Harkness, S.S.;D'Ambrosio, B.;Caulfield, R. (2004). Patterns of instructional discourse that promote the perception of mastery goals in a social constructivist mathematics course. Educational Studies in Mathematics, 56 (1), 19-38.
  • Harkness, S.S.; Poston, A. (2004). Nickel and dimed: Using a topical theme to create opportunities for students to make connections between social studies and mathematics. Ohio Council for the Social Studies, The Review, 40 (1), 33-39.
  • Harkness, S.S.;Hickey, D. (2004). Using Ohio’s academic content standards: Reflections from two stakeholders. Ohio Journal of School Mathematics, Autumn, 21-25.
  • Caulfield, R.;Harkness, S.S.;Riley, R. (2003). Surprise! Turn routine problems into worthwhile tasks. Mathematics Teaching in the Middle School, 9 (4), 198-202.
  • Harkness, S.S.;Grant, M. (2002). Do you have a passion related to your teaching? Fund it! The impact of a Lilly teacher creativity fellowship. Indiana Mathematics Teacher, 17 (1), 14-16.
  • Lane, C.P., & Harkness, S. S. (2012). Game show mathematics: Specializing, conjecturing, generalizing, and convincing. . Journal of Mathematical Behavior, 31 (2), 163-173.
  • Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM?: A discussion about conceptions of STEM in education and partnerships. . School Science and Mathematics, 112 (1), 3-10.
  • Harkness, S. S., Johnson, I. D., Hensley, B, & Stallworth, J. (2011). Apprenticeship of immersion: College access for high school students. . School Science and Mathematcis, 111 (1), 11-19.
  • Meyer, H., Stinson, K., Harkness, S. S., & Stallworth, J. (2010). Middle grades teachers’ characterizations of integrated mathematics and science instruction. . Middle Grades Research Journal, 5 (3), 153-167.
  • Harkness, S. S., Lane, C., Mau, S. T., & Brass, A. (2010). The ‘Believing Game’ in mathematics: Stories in a discipline of doubt. . The Journal of the Assembly for Expanded Perspectives on Learning,, 15, 37-49.
  • Uzan, E., & Harkness, S. S. (2012). Concrete, pictorial, and symbolic: Representations help teachers and students understand a geometry problem. . Ohio Journal of School Mathematics, 65, 6-13.
  • Breiner, J.M., Harkness, S.S., Johnson, C.C., & Koehler, C.M. (2012). What is STEM?: A discussion about conceptions of STEM in education and partnerships. . School Science and Mathematics., 112(1), 3-10. .
  • Uzan, E., & Harkness, S.S. (In Press). Concrete, pictorial, and symbolic: Representations help teachers and students understand a geometry problem.. Ohio Journal of School Mathematics. .
  • Lane, C.P., & Harkness, S.S. (In Press). Game show mathematics: Specializing conjecturing, generalizing, and convincing. . Journal of Mathematical Behavior., 31(2), 163-173. .
  • Thomas, J. N., & Harkness, S. S. (2013). Implications for intervention: Categorizing the quantitative mental imagery of children.. Mathematics Education Research Journal, 25(2) (231-256), DOI 10.1007/s13394-012-0059-y.
  • Harkness, S. S., Thomas, J. N., Lane, C., & Cooper, A. (2013). Allowing “What is the whole?” to usurp, “Where is the reciprocal?”. Far East Journal of Mathematical Education, 10(1) (1-30).
  • Lane, C., Thomas, J. N., & Harkness, S. S. (2013). What is the whole in cornhole? Introducing and capitalizing upon disequilibrium with fraction operations.. Ohio Journal of School Mathematics, 67 (33-41).
  • Harkness, S. S., & Stallworth, J. (2013). Photovoice: Understanding high school females’ conceptions of mathematics and learning mathematics.. Educational Studies in Mathematics, 84(3) (329-347).
  • Harkness, S. S., Truhart, R., & Gregson, S. (2014). Using mathematics to design costumes: Hat making.. Ohio Journal of School Mathematics, 70 (27-33).
  • Ragland, T. C., & Harkness, S. S. (2014). Recruiting secondary mathematics teachers: Characteristics that add up for African American students.. Journal of Urban Mathematics Education, 7(2) (76-96).
  • Harkness, S. S. (2014). Recycling plastics: Utilizing ‘moments of contingency’ for formative assessment.. Louisiana Association of Teachers of Mathematics, 10 (13-26).
  • Cargile, L., & Harkness, S. S. (In Press). Flip or flop: Are math teachers using Khan Academy as envisioned by Sal Khan?. Tech Trends.
  • Brass, A., & Harkness, S. S. (In Press). Preservice teachers’ conceptions of the relative size of numbers.. Investigations in Mathematics Learning.
  • Lane, C. P., Harkness, S. S., & Thomas, J. N. (2014). (In Press). Multiple ways to persevere: Liar’s Bingo. Ohio Journal of School Mathematics.

Invited Publications

  • Harkness, S.S.;Portwood, L. (2006). Is quilting doing mathematics? (and other questions). Math Explorer, 8 (3), 4-5.
  • Harkness, S.S. (2005). Geometry of transformations: Teacher and unit under construction. Albuquerque Public Schools Mathematics Teacher, 2 (2), 1-5.
  • Harkness, S. S. (2011). Letter from the editor. School Science and Mathematics..
  • Harkness, S. S. (2012). Book Review: Effective instruction for STEM disciplines: From learning theory to college teaching. Journal for the Scholarship of Teaching and Learning 12(1), 90-92..
  • Harkness, S. S. (2012). Letter from the editor.. School Science and Mathematics..
  • Harkness, S. S. (2013). Letter from the editor. Full STEAM ahead.. School Science and Mathematics.
  • Harkness, S. S. (2014). Letter from the editor. Fight the fight for public schools and public school teachers.. School Science and Mathematics.
  • Harkness, S. S., Truhart, R., & Gregson, S (2014). Using mathematics to design costumes: Hat making.. The Pinnacle Newsletter of the Idaho Council of Teachers of Mathematics, VXII(8), 20-26. Reprint with permission from OJSM..

Book Chapters

  • Harkness, S.S. (2005). Prompt intervention in mathematics education. Intervention for all students: Mathematics and cultural connections (pp.33-56). Columbus, OH: Ohio Resource Center for Mathematics, Science, and Reading and the Ohio Department of Education.
  • Harkness, S.S.;Grant, M. (2006). Teachers engaged in research: Inquiry into mathematics classrooms, grades 6-8. Mosaics of Granada to the mathematics of Escher (pp.15-34). Reston, VA: National Council of Teachers of Mathematics.
  • Harkness, S. S., & Lane, C. P. (2011). Professional development: The importance of upfront evaluation planning. . Secondary STEM educational reform (pp.25-45). New York, NY: Palgrave Macmillan.
  • Harkness, S.S., & Lane, C.P. (2011). The importance of upfront evaluation planning. . Secondary STEM educational reform. (pp.24-45). New York, NY: Palgrave Macmillian. .

Additional Publications

Review

  • Harkness, S. S. (2012). (Rev. of Effective instruction for STEM disciplines: From learning theory to college teaching. ). Journal for the Scholarship of Teaching and Learning. (pp.90-92)..

Presentations & Lectures

Invited Presentations

  • Harkness, S. S., & Shumar, A. (2006). Engineering Our Students’ Mathematical Learning Ohio Council of Teachers of Mathematics, Toledo, OH.
  • Grant, M., & Harkness, S. S. (2006). Mathematics in Art: Exploring Sirpinski Triangles. Girls' Conference at Sycamore School, Indianapolis, IN.
  • Harkness, S. S., & D’Ambrosio, B. D. (2005). Lessons Learned from "Young Mathematicians at Work" Presented at the Ohio Council of Teachers of Mathematics, Dayton, OH.
  • Wanko, J. J., Harkness, S. S., & Johnson, I. D. (2005). Understanding and Enhancing Discourse in Teacher Preparation: Teachers, Students, and Technology Dallas, TX.
  • Harkness, S. S., & Caulfield, R. (2004). Ratio, Proportion, and Probability: Turn Routine Problems into Worthwhile Tasks Presented at the Ohio Council of Teachers of Mathematics, Akron, OH.
  • Harkness, S. S. (2004). Motivating Teacher Practices that Promote Mathematics for All Invited presentation: Mathematics/Science Doctoral Seminar (EDCI858), University of Maryland.
  • Mau, S., Harkness, S. S., Rayl, S., Vance, M., Embry, M., & Vandell, C. (2004). Mentors and Teachers: What We Have Learned from Each Other Presented at the National Council of Teachers of Mathematics, Philadelphia, PA.
  • Harkness, S. S. (2003). “Rewards” of Listening To Students Invited presentation: Mathematics Education Student Association at the University of Georgia, Athens, GA.
  • Harkness, S. S. (2003). "Rewards" of Listening To Students Presented at School Science and Mathematics, Columbus, OH.
  • Morrone, A. S., & Harkness, S. S. (2003). Motivating Teacher Practices In a Social Constructivist Mathematics Course for Pre-service Teachers Presented at the American Education Research Association, Chicago, IL.
  • Harkness, S. S., & Morrone, A., S. (2002). Motivating Experiences In a Mathematics Course for Preservice Teachers Presented at the National Council of Teachers of Mathematics Research Presession, Las Vegas, NV.
  • Mau, S., & Harkness, S. S. (2008). Videos, Voices, Vision: What Do Student Teachers Identify As Their Own Best Practice? Association of Mathematics Teacher Educators, Tulsa, OK.
  • Harkness, S.S., & Dunk, D. (2006). The Environment: A “Nature” al Connection to Mathematics and Culture National Council of Teachers of Mathematics, St. Louis, MO.
  • Houser, L., Harkness, S., & Thompson, B. (2002). Implications of the INTASC Portfolios Project for Teacher Educators and P-12 Teachers American Association of Colleges for Teacher Education, New York, NY.
  • Houser, L., & Harkness, S. (2002). INTASC Portfolio Scorer Training: The Impact on Educators’ Thinking and Practices Association of Teacher Educators Annual Meeting, Denver, CO.
  • Houser, L., Mau, S., & Harkness, S. (2001). Understanding Teachers’ Thinking and Practices Association of Teacher Educators Annual Meeting, New Orleans, LA.
  • Harkness, S. S., & Foley, G. (2007). NCTM Alignment Implementing Ohio’s Standards for Teachers and Administrators in Higher Education, Columbus, OH.
  • Harkness, S., Stinson, K., Meyer, H., & Stallworth, J. (2007). Mathematics and Science Content Standards Integration In the Middle Grades A Symposium on Mathematics and Science Teaching and Learning, Columbus, OH.
  • Pullin, C., & Harkness, S. S. (2007). “Biggest Loser,” “Deal or No Deal?”, “Survivor”: Developing reasoning and proof Ohio Council of Teachers of Mathematics, Columbus, OH.
  • Grant, M., & Harkness, S. (2000). Ethnomathematics: A Worlf of Mathematics Indiana Council of Teachers of Mathematics, Indianapolis, IN.
  • Grant, M., & Harkness, S. (1998). Inspirations from Spain: Mosaics of Granada to Escher’s geometry Indiana Council of Teachers of Mathematics, Indianapolis, IN.
  • Grant, M., & Harkness, S. (1998). Symmetry, Tessellations, and the Art of M. C. Escher Central Indiana Council of Teachers of Mathematics, Indianapolis, IN.
  • Harkness, S.S. (2008). A Personal Journey with Mathematics and Cultural Connections Miami University Council of Teachers of Mathematics, Oxford, OH.
  • Harkness, S. S. (2007). What If “Believing” Rather Than “doubting” Was the “Bedhogger” In Our Mathematics Teaching Practice? Visiting Scholar at Indiana University Purdue University Fort Wayne, Fort Wayne, IN.
  • Harkness, S. S. (2007). Launch, Explore, Summarize: Engage Students with Mathematics and “Stories” Eileen Tway Children’s Literature Conference, Miami University, Oxford, OH.
  • Harkness, S. S. (2009). Geometry Describes the Beauty of Islamic Art Evenings for Educators, Cincinnati Art Museum.
  • Jones, P., Zydney, J. M., Harkness, S. S., & Diehl, L. (2009). Designing and Assessing a Mlearning Environment Aimed at Allowing Students Greater Control and Flexibility Association for Educational Communications and Technology, Louisville, KY.
  • Harkness, S. S. (2009). Art Nouveau: Nature and Mathematics "Order from Chaos" in Fractal Designs Evening for Educators, Cincinnati Art Museum.
  • Harkness, S. S., Lane, C., & Thomas, J. (2009). Condos and Contexts: Japanese Lesson Study Stone Soup, Faculty Development Center, CECH, University of Cincinnati.
  • Lane, C., & Harkness, S. S. (2010). Mathematical Thinking: A Natural or Learned Behavior? Association of Mathematics Teacher Educators, Irvine, CA.
  • Harkness, S. S., Lane, C., & Thomas, J. (2010). Pictures and Portions: Leveraging Contexts and Representations to Buttress the Understanding of Fractions Kentucky Center for Mathematics, Frankfort, KY.
  • Brass, A., & Harkness, S. S. (2012). Examining Preservice Teachers’ Understanding of the Magnitude of Large Numbers. Association of Mathematics Teacher Educators, Fort Worth, TX.
  • Meyer, H., Maynard, K., & Harkness, S. S. (2010). Re-claiming the STEM Curriculum for Humanity XIV World Congress of Comparative Education Societies, Istanbul, Turkey.
  • Uzan, E., & Harkness, S. S. (2011). Teaching and Learning with Concrete and Virtual Manipulatives (GeoGebraTM) School Science and Mathematics, Colorado Springs, CO.
  • Harkness, S. S. (2012). Chilkat Dance Blanket Mathematics Evenings for Educators, Cincinnati Art Museum.
  • Harkness, S. S. (2011). Art Deco Jewelry Boxes Evenings for Educators, Cincinnati Art Museum.
  • Kastberg, S., Harkness, S. S., Naresh, N., Cox, & D. C., Keiser, J. (01-2013). Development as a Mathematics Teacher Educator: Living Contradictions Orlando, Florida.
  • Harkness, S. S., & Brass, A. (02-2015). Methods Textbooks: Mathematics Teacher Educators’ Struggles to Choose and Use Irvine, California.
  • Watson, P., Johnson, H., & Harkness, S. S. (12-2013). What’s Wrong with the Core? Analyzing the Common Concerns around Disciplinary Literacy and the Us of Expository Texts.
  • Watson, P., Johnson, H., & Harkness, S. S. (12-2013). What’s Wrong with the Core? Analyzing the Common Concerns around Disciplinary Literacy and the Us of Expository Texts Sanibel Island, Florida.

Paper Presentations

  • Harkness, S. S. (11-2008). Informing Mathematics and Science Integration Professional Development: Teachers’ Models, Definitions, and Constraints, North Carolina.
  • Harkness, S.S. (10-2011). Art Deco Jewelry Boxes..
  • Uzan, E., & Harkness, S.S. (11-2011). Teaching and Learning with Concrete and Virtual Manipulatives (GeoGebra). , Colorado Springs, Colorado..
  • Brass, A., & Harkness, S.S. (02-2012). Examining Preservice Teachers' Understanding of the Magnitude of Large Numbers, Fort Worth, TX..
  • Harkness, S.S. (02-2012). Chilkat Dance Blanket Mathematics. .
  • Harkness, S. S. (02-2013). Photography and Mathematics, Cincinnati Art Museum.
  • Harkness, S. S. (04-2013). Filling and Designing Coffee Pots: Algebraic Functions., Cincinnati Art Museum.
  • Harkness, S. S. (11-2013). Choreography: Transformations on a Coordinate Plane, Cincinnati Art Museum.
  • Harkness, S. S. (01-2015). Perspective: Art and Geometry Converge, Cincinnati Art Museum.
  • Harkness, S. S. (04-2015). Costuming and Design: Hat Math, Cincinnati Art Museum.

Experience & Service

Work Experience

  • 2005 to To Present, Assistant Professor, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, OH.
  • 2003 to 2005, Assistant Professor, University of Miami, Miami, OH.
  • 2003Assistant Professor, University of Northern Kentucky, Highland Heights, KY.
  • 1998 to 2002, Graduate Assistant in Teaching, Indiana University-Purdue University Indianapolis, Indianapolis, IN.
  • 1993 to 1996, Graduate Assistant in Teaching, Butler University, Indianapolis, IN.
  • 1995 to 1998, Mathematics Teacher and Department Chairperson, Northview Middle School, Indianapolis, IN.
  • 1987 to 1996, Mathematics Teacher, Ben Davis Junior High School, Indianapolis, IN.

Other Experience and Professional Memberships

  • 2007 to 2009 ,Co-PI for an Ohio Board of Regents Grant, Southwest Ohio Secondary Teaching Academy. Currently supporting 44 high school students who are interested in careers teaching mathematics or science. The students lived on Miami’s campus for a week and on UC’s campus for a week during the summer and attended Precalculus class for 5 hours each day. They will participate in 10 follow-up sessions this academic year and earn 3 PreCalculus credits which will transfer to any Ohio higher education institution.
  • 2006 to To Present ,Facilitator for graduate-level online professional development courses, iDiscovery, Miami University. Related to reform-based mathematics teaching and learning
  • 2006, Judge for the Teacher Creativity Fellowship Program, Lilly Foundation. One of 16 reviewers (from across the United States) for this prestigious award program. 120 teachers from a cadre of 773 applicants were chosen to receive an $8000 stipend for professional projects which would “provide creative ways to renew and revitalize” experienced teachers
  • 2005 to 2006 ,PD3-PCMI and Districts Partner to Design Professional Development, University of Cincinnati. National Science Foundation grant, concentrating on working with five teachers from Aiken University High School and have IRB approval to collect data about their use of representation. Withrow University and Hughes Center High Schools’ teachers also participate in this project.
  • 2005 to 2006 ,Professional Development Workshop Leader, Winton Woods School District, Cincinnati, Ohio. For three groups of teachers 5-6, 7-8, and 9-10 that focus on the big ideas of mathematics, helping teachers become reflective practitioners, and increasing content knowledge of mathematics
  • 2005 to 2006 ,Instructor, Reaching Academic Mathematics Proficiency 2, Hamilton City Schools, Ohio. A series of sessions with teachers from Hamilton City Schools (grades K-8) both during the school years (Spring and Fall 2005, and Spring 2006) and the summer (a week-long workshop)
  • 2005, Co-PI, MTH699.U: Increasing Proficiency in Mathematics Content: Part II, Miami University and TCP World Academy, Ohio. This 4-week summer course was part of a grant, Encouraging Proficiency in Content: Mathematics for the Middle Grades, funded by the Ohio Department of Education to provide graduate credit in mathematics content for teachers (Summer 2005)
  • 03-2005, Workshop Leader, Wilbur Wright Elementary School, New Castle, Indiana. One day professional development workshop for all teachers K-6. Focus: “Best Practices” for Teaching Mathematics
  • 2004 to 2005 ,PI, Reaching Academic Mathematics Proficiency, Hamilton City Schools, Ohio. Improving Teacher Quality Grant. A series of sessions with teachers from Hamilton City Schools (grades K-8) both during the school years (Spring 2004-Fall 2004, and Spring 2005) and the summer (a week-long workshop). Focus: Algebraic Thinking; and, Number, Number Sense, and Operations
  • 2003 to 2005 ,Project Leader, Hands-On Geometry, Mount Healthy City Schools, Northwest Local School District, Three Rivers Local School District, and Winton Woods City School District, Ohio. A collaborative effort of faculty/project staff from the College of Mount St. Joseph, University of Dayton, Miami University, and the Hamilton County Educational Services Center, working with teachers at Mount Healthy City Schools, Northwest Local School District, Three Rivers Local School District, and Winton Woods City School District. This year-long program was divided into three phases: Phase 1 – Three meetings during the Spring of 2003; Phase 2 – A week-long summer course; and Phase 3 – Follow-up visits by the project staff to participants’ classes and two group sessions, one in the Fall (2004) and one in the Spring (2005). Participants, middle school mathematics teachers, engaged in inquiry-based geometry lessons that align with the Ohio Academic Content Standards and developed lessons for inquiry-based geometry instruction in their classrooms
  • 1999 to 2001 ,Graduate Assistant, Standards-based Professional Development for Secondary Math Teachers in Indiana, Indiana University Purdue University, Indianapolis, IN. A year-long professional development program based on the Indiana Professional Teaching Standards for Mathematics. During the second year of the program mentored 14 teachers in 12 different schools throughout Central Indiana. These teachers videotaped their teaching and created portfolios based on IPSB/INTASC Standards
  • 1999 to 2002 ,Facilitator, Fostering Algebraic Thinking Workshop Series, Indianapolis Public Schools, Indianapolis, Indiana. A series of six all-day workshops for IPS 4th, 5th, and 6th grade teachers. Facilitated extended mathematics activities that focused on problem solving, reasoning, communication, real number sense, estimation, geometry, and measurement. Helped teachers learn to assess open-ended problems and create rubrics for assessment. Used cases and videotapes of students to foster reflection about best practices in mathematics. (1999-2000: Grade 5. 2000-2001: Grade 6. 2001-2002: Grade 3.)
  • 2011, Co-Editor, . School Science and Mathematics.

Courses Taught

  • Level: Undergraduate

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  • Level: Graduate

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  • Level: Undergraduate

  • Level: Undergraduate

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  • Level: Undergraduate

  • Level: Undergraduate

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  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate