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1. Identifying and Categorizing Instructor Considerations for Active Learning Implementation

   Brucati, B; Hearne, L; Weber, K; Johnson, E; Fukawa-Connelly, T (July 2025, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S; Katz, B; Melhuish, K (Ed.)

   In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 

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2. Identifying and Categorizing Instructor Considerations for Active Learning Implementation

   Brucati, B; Hearne, L; Weber, K; Johnson, E; Fukawa-Connelly, T (July 2025, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S; Katz, B; Melhuish, K (Ed.)

   In this paper, we discuss our experience collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. We use this experience to attend to three primary research objectives. First, we identifi ed three primary categories of instructor considerations that would determine whether or not they would incorporate a proposed strategy. Second, we observed and made sense of which of these were most prominent for these mathematicians. Third, we determined what combination of considerations needed to be satisfi ed to warrant the implementation of a strategy by these mathematicians. 

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3. Opposing dimensions in mathematicians' counter narratives written for undergraduate students

   Melhuish, Kate; Guajardo, Lino; Contreras, Norman; Dawkins, Paul C; Diaz-Lopez, Alexander; Garcia, Rebecca; Lew, Kristen; Harris, Pamela; Roh, Kyeong_Hah; Walker, Shanise; et al (November 2024, Special Interest Group of the Mathematics Association of America on Research in Undergraduate Mathematics Education)

   Cook, S; Katz, B; Moore-Russo, D (Ed.)

   In mathematics, counter narratives can be used to fight the dominant narrative of who is good at mathematics and who can succeed in mathematics. Eight mathematicians were recruited to co-author a larger NSF project (RAMP). In part, they were asked to create author stories for an undergraduate audience. In this article, we use narrative analysis to present five polarities identified in the author stories. We present various quotations from the mathematicians’ author stories to highlight their experiences with home and school life, view of what mathematics is, experiences in growth in mathematics, with collaboration, and their feelings of community in mathematics. The telling of these experiences contributes towards rehumanizing mathematics and rewriting the narrative of who is good at and who can succeed in mathematics. 

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4. Mathematicians Navigating Parenthood: Lessons Learned, Methodologies, and Useful Solutions That Were Beneficial During the COVID-19 Pandemic

   Gurski, Katharine; Peace, Angela; Prosper, Olivia; Stepien, Tracy; Teboh-Ewungkem, Miranda I (January 2023, Notices of the American Mathematical Society)

   Navigating a career as a mathematician in academia, industry, or a national lab was challenging for many families with children before the COVID-19 pandemic. Then, the pandemic hit and the situation was exacerbated. Parents and parents-to-be were tested and challenged in ways unanticipated, with time for parental duties clashing with time for research, teaching, and service, leaving those wishing to be parents contemplating the feasibility of this balancing act of parenthood and work-life in a COVID-19 era and beyond. Many members in our mathematics community experienced these challenges first hand and persevered. Lessons were learned and different methodologies employed as many reimagined what work-life and home-life balance looked like. These lessons and methodologies can be useful in our future endeavors as parent-educators and researchers, and if shared can benefit others who are in parenthood or on the path to parenthood, as they seek to create a better harmony between work and home life. Thus, this article explores and showcases some of the discussions that ensued during a 2022 Joint Mathematics Meeting (JMM) Professional Development Workshop Mathematicians Navigating Parenthood organized by the authors. The article collects key discussion points and lessons learned, putting together useful solutions and resources, as well as unresolved questions. We report on strategies to help parents and parents-to-be succeed as well as present proposals on what departments could implement based on their individual policies to provide a welcoming environment to colleagues with, or expecting, children. 

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5. Making STEM Equitable: An Active Learning Approach to Closing the Achievement Gap

   https://doi.org/10.15294/ijal.v5i2.23933  

   Christian Burke, Richard Luu (October 2020, International journal of active learning)

   null (Ed.)

   Active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. Meta-analysis of current research shows maximum impact when applied to STEM education, especially for underrepresented minority (URM) students and students with a low GPA. This study focuses on student success, progression, completion and STEM interest within the General Chemistry course sequence at Blinded City College, which has a 51% Hispanic student population. Data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from General Chemistry 1 to General Chemistry 2, with a greater positive impact and completion success among Hispanic students compared to students from Asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. Comparison of scores for the American Chemical Society General Chemistry Exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. In total, active learning classes were most beneficial to Hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of STEM active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate STEM academic coursework. 

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