Teaching

As a teacher-scholar I am dedicated to preparing outstanding teachers to serve in our state and beyond. I strive to connect theory to practice while providing students with authentic learning experiences that will aid them in their future teaching endeavors. In order to think critically about education, both my research and my knowledge of teaching manifest themselves in my practice. I do my best to make my classroom not only a place to discuss and analyze issues in the field of education, but to foster a classroom environment where social constructivist theories of teaching and learning are enacted. I aim to provide safe, critical spaces for students to engage in meaningful dialogue and to make connections between theory and practice. I believe that quality teaching engages students in learning activities that guide students in constructing their own knowledge. My hope as a teacher-scholar is to spark interest, excitement, and joy in and around mathematics in order that students may become competently confident mathematicians and mathematics teachers.

In the courses I teach, I do my best to implement my research in authentic pedagogy. I strive to create spaces where students are able to construct meaning for themselves, help them find meaningful connections to their lived experiences, and engage in substantive conversations through meaningful questions. Each semester, I emphasize developing and sustaining a positive classroom environment. To do this, I co-construct classroom norms and expectations with each class in order to understand my students' perspectives and expectations for our limited time together. This not only serves to create an inclusive space, but also models teaching practices for my students to take with them into their classrooms. Whether I am working with students in secondary schools, undergraduate and graduate students, or current classroom teachers in professional development workshops, I feel it is valuable to take time to create spaces that are conducive to constructive dialogue and that integrate democratic choice.

AWARDS

1. Reich College of Education Outstanding Undergraduate Teaching Award (2020 - 2021) 

Awarded to one faculty in the college each year for their use of innovative and/or creative approaches to teaching undergraduates.  

2. San Antonio Mathematics and Science Education Coalition Teaching Award (2011 - 2012) 

Awarded to science and mathematics teachers with outstanding curricular projects.

NOMINATIONS

1. Reich College of Education Outstanding Advocate for Student Success (Nominated 2025 - 2026)

2. Reich College of Education Community of Practice Award (Nominated 2025 - 2026)

Nominated for my contributions to the course-alike mathematics education team in the Department of Learning, Teaching, and Curriculum.

2. Reich College of Education Outstanding Undergraduate Teaching Award (Nominated 2022 - 2023; 2023 - 2024)

2. Reich College of Education Outstanding Mentorship Award (Nominated 2021 - 2022)

3. Reich College of Education Outstanding Graduate Teaching Award (Nominated 2021 - 2022) 

4. Reich College of Education Community of Practice Award (Nominated 2021 - 2022) 

Nominated for my contributions to the laboratory school development committee around  the development of the Academy at Elkin. 

5. International School of the Americas Teacher of the Year (2012, 2013, 2015, 2016)

UNIVERSITY COURSES TAUGHT – Undergraduate 

1. CI 4210, Mathematics for Special Education and Multitiered Systems of Support, Appalachian State University 

Mathematics methods course for Special Education majors. The course focuses on number and operation in the elementary grades, multi tiered systems of support, and differentiation.

2. CI 4040, Mathematics in the Middle Grades, Appalachian State University

Middle grades mathematics methods course. This course emphasizes content found in middle school mathematics standards, lesson planning, and engaging students in authentic ways. This class is also connected to the Mathematics Clinic at Appalachian State. 

3. CI 4030, Teaching Mathematics in the Elementary School, Appalachian State University

A study of mathematics and pedagogy for prospective K-6 teachers. Mathematical content strands include measurement and geometry and process strands connections, communication, problem solving, reasoning and proof, and representation with the integration of technology and assessment.

4. CI 4000, Curriculum & Instruction, Appalachian State University

An examination of the basic principles of curriculum, instruction, and assessment in relation to children in grades K-6. Topics focusing on classroom management, working with parents, and demonstrating performance on teaching standards will also be presented. Emphasis is placed on selecting, planning, and utilizing materials, strategies, and experiences based on the developmental needs of children and young adolescents.

5. CI 3555, Beyond the Numbers, Appalachian State University

Using the lens of quantitative literacy, students construct a comprehensive understanding of their world. Students will investigate what it means to be a global society and what responsibilities they hold as members. The course will examine current social issues, defining the issues and using data to paint a concise picture.

6. CI 3530, Writing in the Discipline, Appalachian State University 

Attached to CI 3230, this course was offered as a way for students to experience writing as it relates specifically to the art of teaching. 

7. CI 3400, Policies and Practices in Educational Assessment, Appalachian State University 

Prospective teachers will critically examine factors that influence assessment practices and policies in districts, schools, and classrooms. They will consider how formative and summative data are and can be used to evaluate student learning and improve teacher instruction. They will design and develop a variety of assessments for student learning.

8. CI 3230, Investigating Mathematics Teaching and Learning, Appalachian State University 

This course prepares prospective teachers to construct a comprehensive understanding of effective mathematics instruction in grades K-6 with selected instructional activities designed for implementation during field placement experiences. The course includes content, methods, and materials of elementary school mathematics instruction.

9. EDMA 4253, Teaching and Learning Mathematics Reasoning and Proof, University of Oklahoma 

This course prepares prospective secondary mathematics teachers to master content associated with teaching 6 - 12 mathematics, learn how to engage students in mathematics learning, and construct lesson plans to be implemented in their future mathematics classrooms. 

10. EDU 2000, Introduction to Learners, Teachers, and Schools, Appalachian State University 

As the initial course in the College of Education Core, the purpose of this course is to guide prospective teachers as they explore, examine, and critique the complex relationships among learners, teachers, schools, and educational structures. This course is designed to provide students with fundamental skills and knowledge to recognize teaching and learning as socially-constructed and context-bound experiences.

11. EDU 3100, Assessment For Learning, Appalachian State University 

This course focuses on factors that influence assessment practices and policies in agencies, districts, schools, and classrooms. Students explore how formative and summative data can be used to evaluate student learning, improve teacher instruction, and provide avenues for justice, equity and inclusion. 

UNIVERSITY COURSES TAUGHT – Graduate 

1. CI 5041, Assessment for Improving Learning in Future Teachers, Appalachian State University 

This course, designed for classroom teachers, focuses on the evaluation of student performance to improve teaching and learning. Teachers will examine the theoretical foundations of assessment and evaluation and investigate research-based assessment practices. They will apply this knowledge to select and design assessments that meet curriculum goals and elicit quality student work, interpret assessment data, evaluate student learning, and identify implications for teaching.

2. CI 5320, Teaching Mathematics to Emergent Bilingual Learners, Appalachian State University 

The purpose of this course is to prepare preservice and in-service teachers, and other teaching professionals, to teach mathematics to students learning English as an additional language, as well as children who are multilingual, immigrants, or refugees. The course is designed to prepare teachers to teach K-8 students with linguistically and culturally diverse backgrounds.

3. CI 5660 - Developing Expertise in Academic Content, Appalachian State University

The purpose of this course is to prepare Middle Grades Graduate Certificate Students in their academic content area to create worthwhile, salient content for young adolescence.

SECONDARY COURSES TAUGHT

1. AP Calculus AB, International School of the Americas (ISA) 

2. PALS: Peer Assistance Leadership & Service, ISA 

3. Pre-calculus, ISA 

4. College Algebra, ISA 

5. Algebra I, ISA

INVITED GUEST INSTRUCTOR

1. CI 4000 - Curriculum and Instruction, Eric Groce (Fall 2024), Appalachian State University

2. EDU 3100 - Assessment, Kelley Wilson (Fall 2023), Appalachian State University

3. MAT 5540/4040, Mathematical Learning Theories, Michael Bossé (Fall 2022), Appalachian State University 

4. ILAC 6023, Proseminar in Instructional Leadership and Academic Curriculum, Kate Raymond (Fall 2019), University of Oklahoma 

5. EDMA 4233, Problem-solving environments for secondary mathematics learning, Kate Raymond (Fall 2018;  Spring 2019), University of Oklahoma

6. EDUC 3341, Methods courses in literacy, mathematics, and science, Angela Breidenstein (Spring 2017), Trinity University 

7. EDMA 4243, Fundamental concepts of secondary mathematics learning, Kate Raymond (Spring 2017), University of Oklahoma 

8. EDSS 5043, Analysis of teaching and learning, Neil Houser (Fall 2016), University of Oklahoma

PERSONAL PROFESSIONAL DEVELOPMENT 

1. North Carolina Mathematics Framework Summit, UNC System. Cary, NC (Spring 2026)

Two-day summit for mathematics teacher educators in the UNC System to learn and work about the implementation o the Math Instruction Framework.

2. Scholarship of Teaching and Learning Exchange, Appalachian Learning Community, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Fall 2026)

Facilitator for an Appalachian Learning Community across departments at App State focused on exchanging ideas within the realm of Scholarship of Teaching and Learning and the implications of this work on current teaching practices.

3. The Caring University Book Club, Department of Learning, Teaching, & Curriculum, Appalachian State University (Spring 2026)

Book club with the LTC Dept. discussing topics related to the premises that all faculty have talent, should be treated as whole people, and deserve to be cared for as contributors to the university’s success. 

4. Alternative Grading Learning Community, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Fall 2024, Spring 2025)

A learning community across departments at App State focused on exploring alternative assessment models, their merits and shortcomings, and benefits of thinking outside-the-box when it comes to grading student work. I was able to participate and lead sessions for this App LC. 

5. Scholarship of Teaching and Learning Exchange, Appalachian Learning Community, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Fall 2025)

Facilitator for a critical learning community across departments at App State focused on exchanging ideas within the realm of Scholarship of Teaching and Learning and the implications of this work on current teaching practices.

6. Anxious Generation Book Club, Learning, Teaching, and Curriculum, Appalachian State University (Fall 2025)

Book club with the LTC Dept. about Johnathan Haidt’s work around anxiety, social media, and other related topics.

7. Creatives Writing Retreat, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Spring 2025)

A week-long writing retreat in Spring 2025 to reinvigorate creativity in scholarship.

8. Scholarship of Teaching and Learning, Appalachian Learning Community, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Fall 2024, Spring 2025)

Learning community across departments at App State focused on the Scholarship of Teaching and Learning, the implications of this work on current practice, and the dissemination of scholarship to a broader audience.

9. Unraveling Faculty Burnout Book Club, Reich College of Education Mentoring Guild, Appalachian State University (Fall 2024). 

A semester-long book club hosted by the RCOE Mentoring Guild to help faculty manage their commitments and sustain their career. 

10. Course (re)Design Institute Alum, Center for Excellence in Teaching and Learning for Student Success, Appalachian State University (Summer 2024)

Accepted as an alum to support faculty and review (re)designed course materials for CETLSS.

11. How to Write a Lot Book Club, Reich College of Education Mentoring Guild, Appalachian State University (Spring 2024)

A semester-long book club hosted by the RCOE Mentoring Guild to help faculty develop sustainable writing habits. 

12. Course (re)Design Institute, Center for Excellence in Teaching and Learning for Student  Success, Appalachian State University (Summer 2023) 

A four-day workshop designed to help faculty design and retool their courses to better align with research-based practices. My work was one of three  of 35 selected as an exemplar. 

13. Faculty Spring Writing Retreat, Appalachian State University (Spring 2023) 

A four-day writing retreat hosted by the RCOE Mentoring Guild to help faculty write  manuscripts, grants, or other scholarly pursuits. 

14. Lunch and Learn – Field Experience Dialogue, Appalachian State University (Spring 2023)

An opportunity to listen to and engage with others about field experiences in the college  of education, and to brainstorm ways to make these better for students and faculty. 

15. Transformative Teaching and Learning Sandbox , Appalachian Learning Community, Appalachian State University (Spring 2023) 

A learning community bringing together faculty and CETLSS staff who share interests in  exploring the edges of what is new in teaching and learning. This group consists of early  adopters of out-of-the-box teaching practices. 

16. Work-Write-Read Session, Appalachian State University (Fall 2022) 

Workshop hosted by the RCOE Mentoring Guild dedicated to writing more effective  annual faculty reviews. 

17. Un-grading Scholarship of Teaching and Learning, Appalachian Learning Community,  Appalachian State University (Fall 2022) 

Learning community focused on practices associated with un-grading and supporting  faculty to produce scholarship on the outcomes of this approach to classroom assessment 

18. Lunch and Learn – Liquid Syllabus, Appalachian State University (Spring 2022) 

Workshop on creating a liquid syllabus. 

19. Faculty Winter Writing Retreat, Appalachian State University (Fall 2021) 

Three-day writing retreat designed to help faculty create space to write manuscripts,  syllabi, course content, etc.  

20. Quality Matters Teaching Online Certificate, Appalachian State University (Fall 2021) 

Seven courses over the summer and fall semesters designed to enable instructors to  demonstrate and grow in their mastery of online teaching.  

21. Immigrant Ally Training, Appalachian State University (Spring 2021) 

Three sessions over the course of the Spring semester geared towards training faculty to be better equipped to support students and community members from immigrant and  diverse backgrounds. 

22. Reich College of Education New Faculty Mentorship Meetings, Appalachian State University (Fall 2019 – present) 

Monthly meetings to discuss The Peak Performing Professor in order to develop purpose,  mission, vision, and goals for success as new faculty members.  

23. Inclusive Teaching MOOC: Supporting all Students in the College Classroom, Columbia Center  for Teaching and Learning (Spring 2021).  

A five-module course designed to help faculty better understand inclusive teaching  practices. Certificate ID: 207266865a77424d834cc8c02f9defdb 

24. Early Career Faculty Book Club, Radical Hope, Appalachian State University (Fall 2020) 

Semester-long book club for early career faculty members to engage in critical  conversations around teaching and learning in higher ed.  

25. Online Teaching Excellence Institute Professional Development, CI 5320: Teaching Mathematics  to Bilingual Learners (Summer 2020) 

Four-week institute designed to help faculty develop authentic online courses. Worked  with Lisa Poling to develop CI 5320: Teaching Mathematics to Emergent Bilinguals.  

26. Online Teaching and Learning Workshop, Online Learning Consortium: Institute for Professional  Development, Online Learning Basics (2020). 

Week-long online PD designed to help instructors move their existing face-to-face courses  to online formats.  

27. Online Teaching and Learning Workshop, Online Learning Consortium: Institute for Professional  Development, Engaging Learners in Online Discussions (2020). 

Week-long online PD designed to help instructors learn best practices for engaging  students through online discussion boards.