SoTL Research

I have been involved in numerous aspects of the scholarship of teaching and learning, including writing projects and flipping the classroom.

Fall 2018: With Jenny Fuselier, I developed a metacognition intervention designed for students who did poorly on their first math test. We implemented the intervention (which consisted of a 35-minute presentation to students) and then kept track of how much the students receiving the intervention fared in the course as compared to students who did not receive the intervention.

Fall 2015: With colleagues at High Point, I taught one section of Calculus 1 with solely students who had taken Calculus before, and another section with solely students who had NOT taken Calculus before. Results were compared between the two sections (and with control sections taught by others in the department). A paper regarding our experience has been accepted to PRIMUS.

Fall 2013: With colleagues at High Point University, I flipped one section of a course and taught the other section in a normal lecture fashion. We compared the results from the two sections and published the results in PRIMUS.

2012-2013: I created a Linear Algebra project involving a tic-tac-toe-like game I called Mat-Rix-Toe. I used the project in my class, as did some of my colleagues, and we reported on our use of the project in the journal PRIMUS.

SoTL Publications

  • (with K. O'Hara and L. Piechnik) Environmental Impacts: how comparative prior knowledge affects students' Calculus experience, accepted to PRIMUS.
  • (with L. Zack, J. Fuselier, R. Lamb, and K. O'Hara) Flipping Freshman Mathematics, PRIMUS, 25(9-10) (2015), 803--813. DOI: 10.1080/10511970.2015.1031302
  • (with E. Farnell and J. Stockton) Mat-Rix-Toe: Improving writing through a game-based linear algebra project, PRIMUS, 24(6) (2014), 491-512. DOI: 10.1080/10511970.2013.876476