2023 Summer Workshops

Drew Lewis was most recently an Associate Professor of mathematics at the University of South Alabama, and lead PI on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. He is a Team-Based Learning Collaborative certified Trainer-Consultant and is experienced in providing faculty development around topics such as Team-Based Learning, alternative grading, and inclusive teaching.

Tien Chih is an Assistant Professor of mathematics at Oxford College of Emory. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is one of the co-authors of “Calculus for Team-Based Inquiry Learning”, a freely available activity book designed to help instructors more easily implement TBIL in their courses. This will be his first role as a leader in TBIL professional development.

Francesca Gandini is a Visiting Assistant Professor of mathematics at Kalamazoo College. She was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in her classes since. She is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”, and has previously given some workshops for the Alliance for Michigan IBL. 

Joe Hibdon is an Associate Professor of mathematics at Northeastern Illinois University. He was a participant in the first TBIL workshop offered in 2021, and has been implementing TBIL in his classes since. He is also one of the co-authors of “Calculus forTeam-Based Inquiry Learning”. He has done extensive work, including on several grant projects, on broadening participation in STEM and mathematics in particular.

Steven Clontz is an Associate Professor of mathematics at the University of South Alabama, and PI on two active NSF grants supporting Team-based Inquiry Learning and Accessible STEM Open Education Resources. He co-developed the TBIL pedagogy along with Lewis, and is the lead maintainer of the TBIL Resource Library. His professional interests include the cyberinfrastructure of academia, particularly the use of free and open source resources and technologies that support active learning in university classrooms. 

Julie Estis is the Executive Director of Academic Enhancement and an Associate Professor of Speech-Language Pathology at the University of South Alabama, and one of the co-PIs on the NSF IUSE grant “Transforming Lower Division Undergraduate Mathematics Through Team-Based Inquiry Learning”. She is an experienced faculty developer, particularly with respect to Team-Based Learning; she is a Team-Based Learning Collaborative certified Trainer-Consultant, as well as the current president of the Team-Based Learning Collaborative.

Therese Shelton has engaged many students in differential equations within a class setting and in undergraduate research experiences. She has co-authored papers and course modules in pharmacokinetics, cholera, and car suspensions.

Patrice Tiffany has been giving workshops for five years on how to incorporate modeling with technology into the teaching of Differential Equations. She has been a PI on a recent NSF grant promoting this approach and is also an ICTCM fellow.

Brian Winkel is Director of SIMIODE, founder of the MAA-featured journals PRIMUS and Cryptologia, and emeritus professor of mathematics from the US Military Academy at West Point.

Rosemary Farley has been involved with using technology in the mathematics classroom for over 25 years. She was named a Fellow at the International Conference on Technology in Collegiate Mathematics in 2018.

Kurt Bryan has ten years of experience doing mathematics in industry and government, and for the past 29 years has been a Professor of Mathematics at the Rose-Hulman Institute of Technology in Terre Haute Indiana. His interests lie in partial differential equations, inverse problems, mathematical modeling, and involving undergraduates in research.

Leigh Noble is passionate about student-centered learning, and serves as the technical director for SIMIODE in order to help other educators have success in their classrooms.

Nancy Kress is an Assistant Teaching Professor at University of Colorado Boulder. She is a former high school teacher and an emerging expert on equitable and inclusive mathematics instruction. She has extensive experience co-designing and co-facilitating professional development focused on equity and inclusion in the early undergraduate mathematics context.

Matthew Voigt is an Assistant Professor of Engineering and Science Education at Clemson University. He is a proud first-generation college student and Queer researcher. His research centers around issues of equity, access, and power structures occurring in undergraduate STEM programs with a particular focus on gender and sexuality issues.

Rebecca Machen has been an educator for the last 15 years in K-12, community college, and university settings. Her research focuses on inclusive pedagogical practices and faculty training in undergraduate classes.

Antonio Martinez is a doctoral candidate with developing interests in the role of programming in introductory undergraduate mathematics courses as well as how to equitably support students in active learning classrooms.

Wendy Smith (she/they) is a research professor at the University of Nebraska-Lincoln and director of the Center for Science, Mathematics, and Computer Education who engages in equity-focused research related to institutional change and PK-20 STEM education. 

Gulden Karakok was introduced to student-centered and inquiry-based teaching practices at an Emerging Scholars workshop as a graduate student. Since then she implements such teaching practices in all of her courses. She has been part of the AIBL Workshop Team since 2017. She also uses the MAA Instructional Practices (IP) Guide in graduate student teaching seminars and facilitates workshops centered around the IP Guide. Most recently, she co-authored the Book StudyGuide for others to utilize the IP Guide for such workshops. 

Roberto Soto was introduced to student-centered practices when he began his high school teaching career in 1997. As faculty at California State University, Fullerton, Roberto co-facilitated active learning activities for his colleagues as part of SEMINAL (Student Engagement in Mathematics through an Institutional Network for Active Learning). He attended his first AIBL workshop in 2019 and is now Co-PI of the NSF-funded META (Mathematics Equity Through Teaching Actively) grant that helps faculty promote equity via student-centered learning techniques.

Elizabeth Thoren has over 15 years of experience teaching with inquiry and has been part of the AIBL Workshop Leader Team since 2018 where she has co-developed and co-facilitated both virtual and in-person IBL Workshops. Elizabeth also served as a guest Associate Editor for the PRIMUS special issue on Teaching Inquiry and is currently part of the leadership council for COMMIT-CaN (COMmunities for Mathematics Inquiry in Teaching in California and Nevada).

Rebecca Glover has used inquiry in her classroom since attending an AIBL Summer Workshop in 2014.  She became an AIBL Workshop Leader in 2019, facilitating both in-person and virtual workshops, co-founded the Minnesota Inquiry in Teaching Network (MITN), and is on the leadership team for the Twin Cities Math Teachers' Circle.

Paul Seeburger has been teaching math at Monroe Community College since 1998. He developed the CalcPlot3D app to help students visualize multivariable calculus and is now lead-PI on an NSF IUSE project focused on expanding CalcPlot3D’s 3D-printing features and developing hands-on guided learning activities using 3D-printed surfaces to improve student understanding of multivariable calculus concepts. Paul has presented in-person minicourses on the CalcPlot3D project at MathFest, the Joint Math Meetings, and ICTCM, and two online workshops for the MAA’s Project NExT.

Deborah Moore-Russo is a Professor of Mathematics and the First-Year Mathematics Director at the University of Oklahoma (OU). She studies the multiple ways a single mathematical concept is conceptualized, represented, visualized, and communicated. She looks at how physical and digital instructional resources, as well as instructional tasks, influence student learning. She also thinks about whether instructional decisions help students perceive mathematics as a dynamic, engaging discipline that goes beyond memorization of rules and equations.

Stepan Paul is a Teaching Assistant Professor of Mathematics at North Carolina State University, where he has taught since 2020. He works on developing novel illustrations of concepts in calculus and geometry with dynamic geometry software and digital fabrication. He currently coordinates the multivariable calculus course at NC State and organizes the departmental Teaching and Learning Seminar.

Shelby Stanhope is an Associate Professor of Mathematics at the U.S. Air Force Academy. Her work focuses on innovative teaching methods in multivariable calculus, aiming to help students grasp three-dimensional concepts through tactile activities using 3D-printed models, computer visualization with CalcPlot3D, and experiential learning field trips.

Sharona Krinsky is a faculty member in the Mathematics department at California State University. She has over 30 years of experience in the mathematics classroom, has worked with dozens of faculty on course redesign, is an organizer of The Grading Conference (now in its fourth year), and is currently a co-PI and faculty trainer on the NSF IUSE funded CLIMB grant to redesign sophomore level engineering classes to use Mastery Grading.

Robert Bosley is a faculty member in the Mathematics department at California State University Los Angeles as well as the intervention support coordinator at Santee Education Complex, a grades 9-12 high school in the Los Angeles Unified School District. In addition to over 17 years of classroom experience at both the grades 9-12 and Higher Ed levels, Bosley is a certified Mastery Grading trainer, organizer of The Grading Conference, and has over a decade of experience working with faculty at all levels on course redesign.