STEM Education & Teacher Development - People

jpeg of Jesse Bazzul  Jesse Bazzul (Assistant Professor), Ph.D., University of Toronto; cirriculum and science education, critical theory, STEM policy. His work focuses on the social, political, and ethical dimensions of STEM education from the perspective of critical theory; specifically how STEM policy and cirricula work to open and limit the ethical actions of educational communities. [email]
 Photo of Beste Gucler. Beste Güçler (Assistant Professor and Graduate Program Director), 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 and Department Chair), 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]
 jpeg of Karen Terrell Karen Terrell (Full-Time Lecturer), 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]


Lindsey Cabral, STEM Education & Teacher Development Secretary (B.S. - UMass Dartmouth).   [email]                                                                                          
Amy Cabral, Lecturer. An Early Childhood Educator for 15 years, Amy has worked in both the private and public school systems. She has worked as a Special Education Service Liason for Early Intervention and area school districts, and as a teacher for most elementary grades. With her experiene in the field and interest in curriculum development, she is currently working to design Science curriculum for elementary grade levels based on National Science Standards.
Catie Marchessault,  Lecturer (M.A.T. - UMass Dartmouth).  Catie is a Secondary Math Teacher at Dartmouth High School and a UMASS Dartmouth alumnus.  She has participated in various research projects with the Kaput Center and continues to explore avenues of investigating and analyzing teaching practices and student interaction.  She is particularly interested in exploring how dynamic software environments change the way students understand, express, and think about mathematics.
Michael Ward, Lecturer (Masters - Providence College & Northeastern University). Mike has twenty eight years in public education. He has worked in urban, suburban, and rural school districts, as a Director of Instructional Services, a District Math Content Coordinator, Assistant Principal, and Director of Business.  As a classroom teacher for 20 years, he taught virtually every mathematics course available at the high school level through AP Calculus.
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.