Program Faculty

 
 Photo of Beste Gucler. Beste Güçler (Associate Professor), Ph.D., Michigan State University; undergraduate mathematics education, history of mathematics, qualitative research methods.  Her work focuses on how mathematical discourse on various concepts develops over history and in classrooms; developing pedagogical approaches to enhance classroom communication; and using technology to support learning. Interests include: teaching and learning of calculus, college and career readiness, transitions from high school to college-level mathematics, and democratizing access for students.  [email]
Shakhnoza Kayumova (Assistant Professor), Ph.D., University of Georgia; science educations, critical theory, language-rich inquiry practices, qualitative research methods. Her work focuses on the empowerment of English Language Learners (ELL) and minority girls in STEM education through language rich inquiry practices.  Interests include: multiple and interlocking experiences of social class, gender, race, ethnicity, and language that ELL students bring into the formal ways of knowing. [email]
Photo of Chandra Orrill. Chandra Orrill (Associate Professor), Ph.D., Indiana University; teacher knowledge and professional development. Her work focuses on how teachers understand the mathematics they teach, what teachers learn in professional development, and how teacher knowledge shapes student learning; content knowledge development efforts in the areas of middle grades' rational number topics; development of assessments to measure teachers' mathematical knowledge for teaching in these areas; and design-based research and mixed methods approaches.  [email]
 

Walter Stroup (Associate Professor & Department Chair), Ed.D. Harvard University; generative design. His current research is related to generative activity design that celebrates and attempts to leverage the dynamic and inclusive participatory potential of classroom-based learning and teaching in science and mathematics.  This "generative" approach emerged from what "what students taught him” as part of his ongoing work with a wide range of richly diverse, but economically challenged, schools in the United States and Mexico.  He is a co-founder of the nationally recognized UTeach secondary certification program and has received significant funding from the National Science Foundation including an Early CAREER Award for the Learning Entropy and Energy Project and a recently announced project titled, Group-based Cloud-Computing for STEM Education.

 

 jpeg of Karen Terrell Karen Terrell (Full-Time Lecturer & Graduate Program Director for Ph.D. program), Ph.D., Boston College; mathematics educations for underserved populations, teacher education. Her research is focused on how to prepare teachers to meet the needs of English learners in mathematics classrooms, general issues of teaching and learning mathematics, literacy across the cirriculum, and reframing parent engagement in order to improve student achievement in mathematics. [email]
 Stephen Witzig Stephen Witzig (Assistant Professor), Ph.D., -University of Missouri; development of teachers' specialized knowledge for teaching science, scientific practices, and bridging research relationships among scientists, classroom teachers, and science teacher educators. His work focuses on the sources of teachers' content and pedagogical knowledge, how experience shapes knowledge, socioscientific issues based education, qualitative methods in science education, and areas of student learning including the roles of students and teachers in learning science. [email]
Staff

 

Carol Hansen, STEM Education & Teacher Development Secretary (B.S. - UMass Dartmouth).   [email]                                                                                          

Lecturers
David Welty, Lecturer. David is currently a Fairhaven High School supervisor of curriculum, instruction, and assessment. In addition, he is the Science Education Specialist for the Oceans Academy through the Ocean Explorium at the New Bedford Seaport. He is currently working on instruction strategies for visualizing the abstract world of the molecular world and improving student observation skills of Nature through Nature Journaling.

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