Plenary Speakers
Wendy SmithUniversity of Nebraska Lincoln
Dr. Wendy Smith is the Director for the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln, and a Research Professor in the Department of Mathematics. Smith’s research interests span PK-20 mathematics, science, and computer science education, and focus on improving equitable teaching and learning through institutional change, active learning, leadership, professional development, professional networks, action research, and networked improvement communities. Smith has led mixed methodology and qualitative research studies of all sizes, including as one of the collaborative principle investigators for the Student Engagement in Mathematics through and Institutional Network for Active Learning (SEMINAL, NSF DUE-1624643, 1624610, 1624628, and 1624639).
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Jacqueline (Jackie) DewarLoyola Marymount University
Dr. Jacqueline Dewar is professor emerita of mathematics at Loyola Marymount University. A 2003–04 Carnegie scholar, her scholarship of teaching and learning (SoTL) research ranges across faculty development, K–12 math/science teacher preparation, and gender equity in mathematics education.
She coauthored The Scholarship of Teaching and Learning : A Guide for Scientists, Engineers, and Mathematicians, published by Oxford University Press in 2018 and co-edited and contributed to Doing the Scholarship of Teaching and Learning in Mathematics, published by the Mathematical Association of America in 2015. Among the journals where her SoTL work has appeared are PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, Journal on Excellence in College Teaching, International Journal for Scholarship of Teaching and Learning, Journal of the Scholarship of Teaching and Learning, and Transformative Dialogues. Post-retirement she continues to lead workshops and mentor SoTL scholars on campuses across the country and at national and international SoTL conferences and mathematics conferences. |
Jack EichlerUniversity of California - Riverside
My focus of scholarly activity lies in developing, implementing, and assessing more engaging learning environments for large enrollment general chemistry courses. I was the principal investigator on an NSF Transforming Undergraduate Education in STEM (TUES) project that developed, implemented, and disseminated a series of problem-based case studies in our two-year general chemistry/organic chemistry sequence, and an NSF Improving Undergraduate STEM Education (IUSE) project in which we adapted our problem-based studies to be used as in-class activities for flipped classroom modules. A related research study demonstrated that implementing 4-6 flipped classroom modules in one quarter of general chemistry significantly increased the amount of active learning that takes place in lecture, and students participating in the flipped classroom modules performed better in the course than students in traditional lectures (Eichler and Peeples, 2016, Chemical Education Research and Practice). A follow-up study that utilized a randomized controlled trial experiment indicates the online learning environment led to most of the performance gains in a model flipped classroom study group (Casselman, Atit, Eichler, et al., 2020, Journal of Chemical Education). My current work focuses on how the flipped classroom can be leveraged to facilitate deeper conceptual understanding of core chemistry concepts (Wu, Eichler, Yezierski, et al., 2021, Chemistry Education Research and Practice; Eichler, 2022, Journal of Chemical Education).
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James NyachwayaNorth Dakota State University
James Nyachwaya is an Associate Professor at North Dakota State University in the departments of Chemistry and Biochemistry, and the School of Education. His research area is chemistry education, with research interests in students’ conceptual understanding of the particulate nature of matter, students’ academic language fluency, and more broadly the processes and products of student interactions in large enrollment general chemistry courses. He is also an Associate Editor for the Chemistry Education Research and Practice (CERP) journal.
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Conference Organizers
Miloš Savić |
Oluwatobi (Tobi) OdeleyeWest Virginia University
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Miloš Savić is an Associate Professor at the University of Oklahoma in the David and Judi Proctor Department of Mathematics. Miloš is interested in creativity at the undergraduate level, and research on undergraduate research opportunities. He is a member of the Creativity Research Group, and is the Director of the Undergraduate Research and Creative Activity Office at OU.
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Oluwatobi (Tobi) Odeleye is an Assistant Professor in the Department of Chemistry at West Virginia University. She is a chemical education researcher, and her research interests revolve around different factors that influence student attitudes towards chemistry specifically, and STEM fields in general. She believes in a learner-centered classroom and continues to investigate ways to make her large-enrollment classroom environment learner-oriented.
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