Education | Previous Experience | Teaching & Advising  Teaching Awards & Honors |Professional Achievement  Academic Organizations | Continuing Education | Consulting  Professional Service | Other University Service | Non-University Professional Service

• B.S.: University of Notre Dame, Notre Dame, IN (1987)
  Major: Honors Mathematics
  (Indiana Teaching Certification for High School Mathematics, 1987-1992)

• M.S.: Vanderbilt University, Nashville, TN (1989)
  Major: Mathematics

• Ed.D.: Peabody College of Vanderbilt University, Nashville, TN (1993)
  Major: Mathematics Education
  (Dissertation: A Comparative Study on the Effectiveness of Differential Equations Instruction With and Without a Computer Algebra System)

• Morehead State University, Morehead, KY 40351
  Associate Professor, 1997-2000
  Assistant Professor, 1992-1997
  Department of Mathematical Sciences
  Detailed information about my work experience at Morehead State University is provided later in the vita.

• Vanderbilt University, Nashville, TN
  Teaching Assistant, 1987-1989, 1990-1992
  Department of Mathematics
  I taught 37 credit hours of freshman and sophomore calculus and elementary differential equations. I had full instructional responsibility for these courses except choice of textbooks. As part of my doctoral study, I used the computer algebra system Mathematica in one of my differential equations classes.

• Vanderbilt University, Nashville, TN
  Tutor, 1989-1992
  Learning Center
  I tutored students an average of 8 hours per week in various mathematics courses, including algebra and trigonometry, calculus (all levels), probability and statistics (calculus- and noncalculus-based), differential equations, and linear algebra. I also worked as a tutor for tutored study halls in freshman calculus. The Learning Center provided free tutoring services for students who need assistance in courses in an assortment of subject areas.
  
  PRIVATE TUTOR, 1990-1992
  I privately tutored Vanderbilt students (in the same subjects as at the Learning Center) and a few high school students for over 450 hours. This is an accurate estimate based on records kept for income tax purposes.
  
  PART-TIME INSTRUCTOR, Summers of 1989 & 1991
  San Jacinto College North Campus, Houston, TX
  I taught 15 credit hours of beginning algebra, intermediate algebra, college algebra, and trigonometry (equivalent to MATH 091, 093, 141, & 152) as a summer job while attending Vanderbilt University.
  
  ADJUNCT FACULTY MEMBER, Summers of 1988, 1989, and 1991
  North Harris County College Main & East Campuses, Houston, TX
  (now North Harris College & Kingwood College)
  I taught 18 credit hours of pre-algebra mathematics, introductory algebra, college algebra, and applied calculus (equivalent to MATH 090, 091, 152, & 160).
  
  RESEARCH ASSISTANT, 1990
  Department of Teaching and Learning
  Peabody College of Vanderbilt University, Nashville, TN
  I helped videotape classes, edit videotapes, check data, and test computer software for elementary mathematics and science education projects funded by the National Science Foundation (#TPE-8751472 & #TPE-89500310).

• TEACHING LOAD EACH SEMESTER AT MARSHALL UNIVERSITY:
  
  Fall 2000: MTH 121: Concepts and Applications of Mathematics (2 classes) 6 hours
  CI 102: Introduction to Computers in the Classroom (3 classes) 3 hours
  CI 470: Level II Clinical Experience 3 hours
  12 hours
  
  Spring 2001: MTH 121: Concepts and Applications of Mathematics (2 classes) 6 hours
  CI 101: Mathematics for Elementary Teachers I 3 hours
  CI 415: Integrated Methods and Materials: Secondary Education 3 hours
  CI 470: Level II Clinical Experience 3 hours
  15 hours
  
  Summer A 2001: CI 415/515: Integrated Methods and Materials: Secondary
  Education 3 hours
  CI 470/EDF 637: Level II Clinical Experience 0 hours
  Summer C 2001: CI 350: Instructional Technology and Computing 3 hours
  6 hours
  
  Fall 2001: MTH 121: Concepts and Applications of Mathematics (2 classes) 6 hours
  CI 101: Mathematics for Elementary Teachers I 3 hours
  CI 201: Mathematics for Elementary Teachers II 3 hours
  12 hours
  
  Spring 2002: MTH 121: Concepts and Applications of Mathematics (2 classes) 6 hours
  Reassigned time for work with the Appalachian Collaborative
  Center for Learning, Assessment, and Instruction in
  Mathematics (ACCLAIM) 6 hours
  12 hours
  
  Summer C 2002: CI 101: Mathematics for Elementary Teachers I 3 hours
  CI 350: Instructional Technology and Computing 3 hours
  6 hours
  
  Fall 2002: MTH 121: Concepts and Applications of Mathematics 3 hours
  MTH 583: Special Topics—MERIT Applied Geometry Methods 2 hours
  UNI 101: New Student Seminar 1 hour
  Reassigned time for work with the Appalachian Collaborative
  Center for Learning, Assessment, and Instruction in
  Mathematics (ACCLAIM) 6 hours
  12 hours
  
  Spring 2003: MTH 121: Concepts and Applications of Mathematics 3 hours
  CI 101: Mathematics for Elementary Teachers I 3 hours
  Reassigned time for work with the Appalachian Collaborative
  Center for Learning, Assessment, and Instruction in
  Mathematics (ACCLAIM) 6 hours
  12 hours
  
  Fall 2003: MTH 121: Concepts and Applications of Mathematics 3 hours
  CI 101: Mathematics for Elementary Teachers I 3 hours
  CI 350: Instructional Technology and Computing 3 hours
  Reassigned time for work with the Appalachian Collaborative
  Center for Learning, Assessment, and Instruction in
  Mathematics (ACCLAIM) 6 hours
  12 hours
  
  
• COURSES TAUGHT AT MOREHEAD STATE UNIVERSITY:
  
  MATH 131: General Mathematics: Problem Solving Strategies
  MATH 135: Mathematics for Technical Students
  MATH 152: College Algebra
  MATH 175: Analytic Geometry and Calculus I
  MATH 231: Mathematics for the Elementary Teacher I
  MATH 232: Mathematics for the Elementary Teacher II
  MATH 330: Geometry for Teachers (K-4)
  MATH 354: Business Statistics
  MATH 373: Principles and Techniques of Teaching Mathematics
  MATH 374: Clinical and Field Experiences in the Teaching of Mathematics
  MATH 631: Problem Solving and the Teaching of Mathematics in the Elementary School
  MSU 101: Discovering University Life
  
  
• STUDENT CONTACT ACTIVITIES:
  
  Academic Adviser: Marshall University, 2000-2002
  Morehead State University, 1995-2000
  
  Direction of Independent Studies: One student for MATH 476 Special Problems (Geometry for Teachers K-4), Spring 1996 (see Teaching Load section)
  Two students for MATH 373 Principles and Techniques of Teaching Mathematics, Fall 1999 (see Teaching Load section)
  
  Other: Correspondence Study Program Instructor for MATH 231 & 232, 1995-2000
  One section of MSU 101, Fall 1994 (see Teaching Load section)
  
  
• NEW PROGRAM DEVELOPED:
  
  Area of Concentration in Mathematics Teaching developed, 1999-2000. This program was approved by the Department of Mathematical Sciences and the College of Science and Technology. It was not approved by the University Teacher Education Council in a split-vote decision due to enrollment concerns.
  
  
• TEACHING-RELATED GRANT SUBMITTED:
  
  “Teaching Spherical Geometry to Future Elementary Teachers,” MSU 1999 Summer Fellowship for the Enhancement of Teaching, $500
  
  
• INNOVATIVE INSTRUCTIONAL TECHNIQUES DEVELOPED:
  
  Courses mentioned below with the prefixes MTH & CI were taught at Marshall University. Courses with the prefix MATH were taught at Morehead State University.
  
  I have used small-group cooperative learning strategies in almost all of my mathematics classes. Students were held accountable for the work they were supposed to do in class. In CI 101 & 201 and MATH 231 & 232, each group was required to turn in their group work, and credit was not given unless it was satisfactorily completed. Students were allowed repeated attempts to satisfactorily complete the assignments. In MATH 131 & 135, regular quizzes were given covering the material done in class in small groups.
  
  The First Assignment, given in most undergraduate courses, held students accountable to read the syllabus and abide by its policies. Each student signed a statement saying that he/she has read the syllabus, understands its content, has had his/her questions answered concerning it, and will not cheat.
  
  I prepared and used lecture notes in many MTH 121 and CI 101 class sessions and some CI 201 class sessions. These notes were distributed to the students and students added to the notes during each applicable class session. This allowed the students more time to think about the subject matter being presented and actively participate in the solving of mathematics exercises and problems. Students were encouraged to collaborate in the solving of these exercises and problems during class sessions.
  
  MTH 121 students were assigned to visit my office during the Spring & Fall 2002 semesters. Many who did the assignment received help on course material.
  
  A Basic Skills Test was given in CI 101 in 2001-2002 and in MATH 231 in 1994-2000. In order for students to complete the course, they had to earn a passing grade of 80% on the test.
  
  Students in MTH 121, CI 101 & 201 and MATH 231, 232, 330, 373, 374, & 631 learned several mathematics songs that motivated them to do mathematics and taught content relevant to these courses.
  
  CI 415 and 515 students completed lesson plans, a unit plan, and journal entries related to the
  CI 470/EDF 637 experience. These students also performed microteaching and completed a lesson plan unrelated to their CI 470/EDF 637 experience. They were allowed to revise this lesson plan based on the specific feedback that they received the first time it was graded.
  
  CI 102 & 350 students completed several projects, each related to the software packages WordPerfect or Microsoft Word, Microsoft Excel, Microsoft Access, Microsoft PowerPoint, and Netscape Composer and Navigator. CI 350 students also completed projects related to the software package Print Shop and explored the Learning Village web site sponsored by the West Virginia Department of Education.
  
  In MATH 135 & 152, textbook problems assigned for homework were given full credit if satisfactorily completed and were handed back to students to correct if not. Credit was not given for the assignment unless it was satisfactorily completed, and students were allowed repeated attempts to satisfactorily complete the assignments.
  
  Hands-on materials, called manipulatives, were used extensively in CI 101 & 201 and MATH 231, 232, 330, 373, & 374, and occasionally in MATH 131 & 631.
  
  In MATH 231, 232, 330, 373, & 631, I used transparencies from the National Council of Teachers of Mathematics’ Curriculum and Evaluation Standards for School Mathematics and upbeat instrumental music to perform a short “transparency show” that motivates students and emphasizes the importance of effective mathematics teaching in our society.
  
  I gave short-answer writing assignments in MATH 231 & 232. Credit was awarded on these that receive a passing score (60%). Assignments not assigned a passing score were returned to the students to be rewritten, and no credit was awarded until the assignments received passing scores. Students were required to provide explicit, descriptive answers to the questions on the assignments.
  
  Detailed test solutions were provided (after the corresponding tests) in many MATH 135, 175, 231, & 232 classes to provide helpful feedback to students concerning test performance.
  
  Students in MATH 354 were given the opportunity to correct errors on their tests as a means of improving their test performance.
  
  MATH 175, 373, & 374 students were asked to present and explain solutions to problems in front of the class at the chalkboard.
  
  Students in MATH 131 were required periodically to write the solution to a story problem called the “Problem of the Day.” Students were required to provide explicit, descriptive answers to the directions of the assignment.
  
  MATH 330, 373, & 631 and CI 101 (Summer 2002) students were required to read journal and magazine articles related to mathematics education and write summaries on these articles. MATH 373 & 631 students were also required to give short oral presentations on some of these articles.
  
  MATH 373 & 374 students prepared 30-minute lessons and practiced teaching those lessons in front of the class.
  
  A portfolio of instructional materials, including lesson plans, was assigned to MATH 374 students.
  
  Graphing calculators were used extensively in MTH 121 and MATH 152, 175, & 354. They were also used, though not as extensively, in other courses.
  
  The computer program DERIVE was introduced to students in MATH 175.
  
  The computer program LOGO was used in MATH 232 when it was available.
  
  The computer program Wingeom by Phillips Exeter Academy was used in MATH 330.
  
  Lénárt spheres were used to teach spherical (non-Euclidean) geometry in MATH 330. These are transparent spheres, similar to overhead transparencies, that are used to drawing concrete representations of spherical geometry concepts.
  
  The computer program MINITAB was used in MATH 354.
  
  The Microsoft Works Spreadsheet program was used in MATH 131.

• Honor an Educator – Kappa Delta Pi (Epsilon Theta Chapter), 1996

• “’Musical’ Math Popular with Students” article that appeared in the October 7, 1998 issue of The Trail Blazer (Morehead State University student newspaper)

• Fabulous Faculty Member—Phi Eta Sigma National Honor Society (Marshall University Chapter), 2001

• SCHOLARSHIP:
  
  Article Published: Klein, Thomas J. & Jaisingh, Lloyd R., “Arc Length [Calculus Laboratory Activity Using DERIVE],” in Birdsall, Jim (Ed.), Lab Projects: NSF Calculus Institute Using Computer Algebra Systems, National Science Foundation, 1994.



• Grants Submitted: 
  
  I am the Marshall University Co-Principal Investigator for a 5-year $10 million NSF grant to establish The Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). ACCLAIM is an NSF-funded Center for Learning and Teaching established to build capacity in rural mathematics education in the middle and secondary grades. The partner institutions in ACCLAIM are the University of Tennessee, the University of Kentucky, the University of Louisville, Ohio University, and Marshall University, along with the Appalachian Rural Systemic Initiative (ARSI). Responsibilities of the center are to offer advanced degrees in mathematics and mathematics education, provide professional development for mathematics teachers, improve mathematics teacher education programs, and encourage research in mathematics education in rural settings. I am also a Co-Director of the Teacher Education Initiative of ACCLAIM, along with Dr. Karen Mitchell, and a member of the ACCLAIM Management Team.
  
  I was Co-Principal Investigator for a proposal titled NSF Noyce Scholarship Supplement to the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). It was a 4-year $500,000 NSF Noyce Scholarship proposal to supplement ACCLAIM. It would have provided 15 scholarships each of the four years for persons seeking certification in middle or high school mathematics at the University of Tennessee, the University of Kentucky, the University of Louisville, Ohio University, or Marshall University, the partner institutions making the proposal. It was not funded.
  
  Dr. Carl Johnson and I received $14,098 for an Eisenhower Professional Development Program proposal titled “Problem Solving Using the CBR and the TI-73 Graphing Calculator” to provide intensive training for middle-grades mathematics teachers in the teaching of problem solving. Dr. Carl Johnson served as the Project Director, and both of us served as Instructors for a five-day workshop.
  
  Dr. Carl Johnson and I received $15,048 for an Eisenhower Professional Development Program proposal titled “Problem Solving for Grades 1-5” to provide intensive training for elementary mathematics teachers in the teaching of problem solving. Dr. Carl Johnson served as the Project Director, and I served as Instructor for a one-week workshop.
  
  Dr. Carl Johnson and I submitted an Eisenhower Professional Development Program proposal titled “Problem Solving for Grades 6-12” to provide intensive training for secondary mathematics teachers in the teaching of problem solving. It was not funded.
  
  “District VI Science and Math Alliance,” Dwight D. Eisenhower Mathematics and Science Education Program, Kentucky Council on Postsecondary Education (submitted with Dr. Joan Whitworth)
  Note: Joan Whitworth did almost all of the work involved with the grant as the faculty member with reassigned time. I provided minimal assistance with the mathematics portion of the alliance.
  
  “Teaching Spherical Geometry to Future Elementary Teachers,” MSU 1999 Summer Fellowship for the Enhancement of Teaching, $500



• Papers Presented and Talks Given:
  
  Substitute speaker for Dr. Rodger Hammons’ presentation on the use of DERIVE in calculus instruction at the Kentucky Academy of Sciences Meeting, October 23, 1993, Georgetown College, Georgetown, KY
  
  “The Prisoner’s Dilemma” for the Morehead State University Math Club, Spring 1994?
  
  “The Problem of the Day: Use in a College General Mathematics Class” at the Kentucky Council of Teachers of Mathematics Conference, October 14, 1995, Somerset, KY
  
  “The Problem of the Day: A Tool for Teaching Problem Solving” at the Kentucky Academy of Sciences Meeting, November 18, 1995, Bowling Green, KY
  
  “Understanding Math Anxiety,” at the Meeting of the Kentucky Section of the Mathematical Association of America, March 30, 1996, Murray State University, Murray, KY
  
  “Using Spreadsheets for Financial Planning” for the Somerset Community College Math Club, September 24, 1996, Somerset Community College, Somerset, KY
  
  “Mathematica Animations of Constrained Extrema Problems” at the International Conference on Technology for Collegiate Mathematics, November 8, 1996, Reno, NV
  
  “Geometry Songs for Elementary Teachers” at the MSU Kappa Delta Pi meeting, November 14, 1996
  
  “Mathematics: I Can Relate to That!” at the Kentucky Academy of Sciences Meeting, November 15, 1996, Bowling Green, KY
  
  “General Mathematics: Problem Solving Strategies” at the American Mathematical Society/Mathematical Association of America Joint Annual Meeting, January 9-12, 1997, San Diego, CA
  
  “What Our Students Think About Us and Why It Matters” at the Meeting of the Kentucky Section of the Mathematical Association of America, March 29, 1997, Western Kentucky University, Bowling Green, KY
  
  “Mathematics Sing-Along: Motivating Students Through Music” with Joyce Saxon at the National Council of Teachers of Mathematics Western Regional Conference, February 19, 1998, Denver, CO
  
  “Mathematics Sing-Along: Teaching and Motivating Students Through Music” with Joyce Saxon at the National Council of Teachers of Mathematics National Conference, April 23, 1999, San Francisco, CA
  
  Invited presentation titled “Statistics: Another Basic Skill” at the Annual Spring Conference of the Eastern Kentucky Council of Teachers of Mathematics, April 29, 1999, Jenny Wiley State Resort Park, KY
  
  “Math Songs” at the Kentucky Council of Teachers of Mathematics Conference, October 30, 1999, Elizabethtown, KY
  
  “Probability Simulations Using the TI-73 Calculator” at the International Conference on Technology for Collegiate Mathematics, November 5, 1999, Burlingame, CA
  
  “Mathematics Sing-Along: Teaching and Motivating Students Through Music” with Joyce Saxon at the National Council of Teachers of Mathematics National Conference, April 15, 2000, Chicago, IL
  
  “Mathematics Sing-Along: Teaching and Motivating Students Through Music” with Joyce Saxon at the National Council of Teachers of Mathematics National Conference, April 7, 2001, Orlando, FL
  
  Participation in a panel discussion titled “National Science Foundation Support of Mathematics Teacher Education: Past, Present, and Future” with Kathryn B. Chval and representatives of seven NSF-funded centers at the Association of Mathematics Teacher Educators Conference on January 26, 2002 at San Antonio, TX
  
  “Problem Solving Using the TI-73” with Dr. Carl Johnson at the West Virginia Council of Teachers of Mathematics Conference on March 15, 2002 at Flatwoods, WV
  
  “Project ACCLAIM” with Dr. Karen Mitchell and Carter Chambers at the West Virginia Council of Teachers of Mathematics Conference on March 15, 2002 at Flatwoods, WV
  
  Invited presentation titled “ACCLAIM” at the West Virginia Mathematical Association of Two-Year Colleges Conference on April 13, 2002 at Clarksburg, WV
  
  “ACCLAIM—Mathematics and Mathematics Education in a Rural Context” with Dr. William Bush, Dr. Vena Long, & Dr. Karen Mitchell at the Association of Mathematics Teacher Educators Conference on February 1, 2003 at Atlanta, GA
  
  “Using Manipulatives: Is It Worth It? The Impact on Student Development” with Dr. James Sottile, Dr. Carl Johnson, & Dr. Ruth Ann Murphy at the Annual Conference of the Eastern Educational Research Association, February 27, 2003, Hilton Head, SC
  
  “Teaching Mathematics with TI-73 Applications Software” with Dr. Carl Johnson at the West Virginia Council of Teachers of Mathematics Conference on March 21, 2003 at Flatwoods, WV
  
  “Move Over, Math Anxiety!” with Linda Hunt at the West Virginia Council of Teachers of Mathematics Conference on March 21, 2003 at Flatwoods, WV
  
  “Using Past Olympic Data to Predict Winning Times in the Summer Olympics of 2004” with Dr. Carl Johnson at the Teachers Teaching with Technology International Conference on March 12-14, 2004 at New Orleans, LA



• Grant Participation:
  
  Dr. Karen Mitchell, Carter Chambers, and I planned and hosted the ACCLAIM-sponsored Mathematics Teacher Preparation in Appalachia: Mathematics Content Conference held on August 8-9, 2003 in Huntington, WV. This regional conference was attended by approximately 60 mathematics and education faculty from central Appalachia.
  
  Dr. Karen Mitchell, Carter Chambers, and I planned and hosted the ACCLAIM-sponsored Mathematics Teachers in Appalachia: Future and Present Conference held on February 21-22, 2003 in Huntington, WV. This regional conference was attended by approximately 90 preservice mathematics teachers, 30 college mathematics and education faculty, and 10 mathematics teachers from central Appalachia.
  
  Dr. Karen Mitchell, Carter Chambers, Dr. William Bush, and I organized and hosted the ACCLAIM-sponsored Mathematics Teacher Education in Appalachia Conference held on August 16-17, 2002 in Lexington, KY. This regional conference was attended by approximately 80 mathematics and education faculty from central Appalachia.
  
  I assisted Carter Chambers & Dr. Karen Mitchell with the planning and hosting of the ACCLAIM-sponsored Algebra Investigations Using Models Workshop held on June 19-21, 2002 at Summersville, WV. The workshop was uniquely designed for and participated in by both college mathematics faculty and public school teachers of algebra. It was also sponsored by the West Virginia Department of Education.
  
  I assisted Karen Lucas and Melinda Backus in presenting a one-day workshop for preservice teachers in using the West Virginia Department of Education Learning Village web site, as part of the WVEDUCATION2 PT3 Project (West Virginia Educational Development Utilizing a Collaborative Approach Through an Instructional Online Network: Second Phase—Preparing Tomorrow’s Teachers to Use Technology).
  
  As part of the WVEDUCATION2 PT3 project, Melinda Backus, two Mason County teachers, two preservice teachers and I developed a second-grade thematic unit called “Down on the Farm” for the West Virginia Department of Education Learning Village web site. This unit addresses instructional objectives where improvement in instruction is desired and will be available for use by West Virginia teachers. In addition, Dr. Karen Mitchell, two Mason County teachers, two preservice teachers and I have developed a tenth-grade geometry unit called “The Clarkson Farm” for the Learning Village web site.
  
  I participated in training in the use of the West Virginia Department of Education Learning Village web site on October 19-20 & November 15-16 of 2000; January 17, October 26, and November 9 of 2001; and January 21, 2002 at Marshall University, as part of the WVEDUCATION2 Project.
  
  In the spring of 2000, I participated in the development of the Kentucky Middle School Mathematics Academies as a facilitator for one of the eight regions of Kentucky. The academies are five-day professional development sessions for middle school mathematics teachers improve their understanding of middle school mathematics curriculum content. I was also an instructor for the Region 8 Academy in the summer of 2000.
  
  In the summer of 1993, I coauthored (with Joyce Saxon and Ted Pack) Supplemental Instruction materials as part of a Title III MATH 131 grant and was paid a stipend for this.
  
  During the 1992-1993 academic year, I participated in the Reasoning Across the Curriculum project, including attendance at the November 21-22, 1992 workshop, as an instructor of MATH 131.
  In the spring semester of 1993 and the spring and fall semesters of 1995, I participated in the Title III MATH 131 grant as an instructor of classes that were assigned undergraduate students who supplied instruction sessions for these classes.

• Membership:
  
  Mathematical Association of America
  MAA Special Interest Group on Research in Undergraduate Mathematics Education
  Ohio Section, Mathematical Association of America
  National Council of Teachers of Mathematics
  West Virginia Council of Teachers of Mathematics
  Kentucky Council of Teachers of Mathematics
  Association of Mathematics Teacher Educators
  West Virginia Mathematical Association of Two-Year Colleges (Associate Member)
  Phi Delta Kappa



• Attendance at Conferences (No Presentation):
  
  Conclave of the Partnership Reform Initiatives in Science and Mathematics Undergraduate Component, March 25, 1994, Louisville, KY
  
  Meeting of the Kentucky Section of the Mathematical Association of America, April 7, 1994, Morehead State University, Morehead, KY
  
  National Council of Teachers of Mathematics 72nd Annual Meeting, April 14-16, 1994, Indianapolis, IN
  
  National Conference of Teachers of Mathematics Regional Conference, November 7, 1994, Charleston, WV
  
  Kentucky Mathematics Association of Teachers of Teachers Spring Meeting, February 18, 1995, Brescia College, Owensboro, KY
  
  Meeting of the Kentucky Section of the Mathematical Association of America, March 31-April 1, 1995, Transylvania University, Lexington, KY
  
  National Council of Teachers of Mathematics Regional Conference, October 5-6, 1995,
  Knoxville, TN
  
  Conclave of the Partnership Reform Initiatives in Science and Mathematics Undergraduate Component, March 1-2, 1996, Louisville, KY
  
  Eastern Kentucky Council of Teachers of Mathematics Spring Conference, April 16, 1996, Jenny Wiley State Resort Park, KY
  
  Miami Conference on Mathematics and Statistics, September 27-28, 1996, Miami University, Oxford, OH
  
  National Council of Teachers of Mathematics Regional Conference, November 1-2, 1996, South Bend, IN
  
  Eastern Kentucky Council of Teachers of Mathematics Spring Conference, April 24, 1997, Pikeville, KY
  
  Meeting of the Kentucky Section of the Mathematical Association of America, March 27-28, 1998, Morehead State University, Morehead, KY
  
  National Council of Teachers of Mathematics Regional Conference, October 15-16, 1998, Louisville, KY
  
  Mathematical Association of America MathFest, July 31-August 2, 1999, Providence, RI
  
  Conference on Research in Undergraduate Mathematics Education, September 17-18, 1999, Rosemont, IL
  
  West Virginia Council of Teachers of Mathematics Annual Conference, March 16-17, 2001, Flatwoods, WV
  
  West Virginia Higher Education Symposium on Science and Mathematics Education (Sponsored by the West Virginia Department of Education and Project CATS & Project MERIT—NSF-sponsored programs), April 19-20, 2001, Charleston, WV
  
  National Council of Teachers of Mathematics Regional Conference, September 20-22, 2001, Columbus, OH
  
  National Summit on the Mathematical Education of Teachers: Meeting the Demand for High Quality Mathematics Education in America (Sponsored by the Conference Board of the Mathematical Sciences), November 2-3, 2001, Tysons Corner, VA
  
  WVEDUCATION2 PT3 Conference, November 30-December 1, 2002, Morgantown, WV
  
  Joint Annual Meeting of the American Mathematical Society and the Mathematical Association of America, January 6-9, 2002, San Diego, CA
  
  West Virginia Higher Education Symposium on Science and Mathematics Education (sponsored by the West Virginia Department of Education and Project CATS & Project MERIT—NSF-sponsored programs), February 11, 2002, Charleston, WV.
  
  Show-Me Conference, April 4-6, 2002, Atlanta, GA
  
  National Council of Teachers of Mathematics 80th Annual Meeting, April 22-24, 2002, Las Vegas, NV
  
  Conference on Research in Undergraduate Mathematics Education, July 30-31, 2002, Burlington, VT
  
  Mathematical Association of America MathFest, August 1-3, 2002, Burlington, VT
  
  Teaching and Learning Conference sponsored by Ashland Community College on October 10-11, 2002 in Ashland, KY
  
  Association of Mathematics Teacher Educators Pre-Conference Session: Middle School Mathematics Teacher Preparation, January 30, 2003, Atlanta, GA
  
  National Council of Teachers of Mathematics 80th Annual Meeting, April 10-12, 2003, San Antonio, TX
  
  NCTM Research Presession, April 8-9, 2003, San Antonio, TX
  
  National Council of Teachers of Mathematics 81 Annual Meeting
  
  National Council of Teachers of Mathematics 82nd Annual Meeting, April 22-24, 2004, Philadelphia, PA

• Workshops Attended:
  
  “New Directions in Elementary School Mathematics” on September 16-17, 1992 at Lake Cumberland State Resort Park, KY; March 5-6, 1993 at Louisville, KY; and June 1-5, 1993 at Western Kentucky University, Bowling Green, KY. These workshops were designed for persons who teach the mathematics for elementary teachers course sequence.
  
  KERA Update Conference: Partners in Education Reform on August 27, 1993 at Morehead State University
  
  “Calculus Institute Using CAS” on May 17-29, 1993 and May 23-27, 1994 at Northern Kentucky University, Highland Heights, KY. These workshops were designed for persons who teach calculus that are also interested in integrating computer algebra systems into their classes.
  
  “New Connections in Elementary School Mathematics” on September 24-25, 1993 at Barren River Lake State Resort Park, KY and on September 16-17, 1994 at Elizabethtown, KY. These workshops were also designed for persons who teach the mathematics for elementary teachers course sequence.
  
  “New Horizons—Expanding Successful Practices in Mathematics for Elementary Teachers” on October 20-21, 1995 at Georgetown, KY; February 23-24, 1996 at Louisville, KY; and September 20-21, 1996 at Western Kentucky University, Bowling Green, KY. These workshops were also designed for persons who teach the mathematics for elementary teachers course sequence.
  
  Training workshop for the Kentucky Teacher Internship Program, September 15-16, 1995 and August 21, 1998, Morehead State University
  
  “Electronic Mail I, II, III,” on September 8, 10, & 11, 1997 at Morehead State University
  
  “Managing the Paper Load in Courses Which Require Writing,” on October 2, 1997 at Morehead State University
  
  “We Can All Make a Difference in Student Recruitment and Retention,” on September 8, 1998 at Morehead State University
  
  I participated in training in using the West Virginia Department of Education Learning Village web site on October 19-20 & November 15-16 of 2000; January 17, October 26, and November 9 of 2001; and January 21, 2002 at Marshall University, as part of the WVEDUCATION2 Project (West Virginia Educational Development Utilizing a Collaborative Approach Through an Instructional Online Network: Second Phase—Preparing Tomorrow’s Teachers to Use Technology).
  
  ACCLAIM Professional Development Initiative training on how to conduct a Program Improvement Review for mathematics programs at middle and high schools on February 12-13, 2002 at Lexington, KY
  
  “Writing for Publication” by Kenneth Henson on June 14, 2002 at the Marshall University Graduate College in South Charleston, WV
  
  Two-hour orientation in the teaching of UNI 101 on August 21, 2002 at Marshall University
  
  “Academic Policies Every Advisor Should Know” by Dr. Corley Dennison on October 7, 2002 at Marshall University
  
  “Students with Problems: Financial Aid, Medical Withdrawals, and Special Situations” by
  Dr. Corley Dennison on November 4, 2002 at Marshall University
  
  “Palm M130 Handheld Computer Training” sponsored by the Appalachian Rural Systemic Initiative on November 19, 2002 at Marshall University
  
  “Developing a Comprehensive Faculty Evaluation System” by Dr. Raoul Arreola on January 9-10, 2003 at Marshall University
  
  “Exploring the Life Cycle of Costs: Budget to Audit” teleconference by Jerry Fife, Mary Ellen Sheridan, & Jane Youngers (sponsored at Marshall University by the Marshall University Research Corporation) on June 24, 2003 at Marshall University
  
  “Analyzing Standards-Based High School Curricula” by Eric & Margaret Robinson (sponsored by the ACCLAIM Leadership Institute) on July 11, 2003 at the University of Kentucky, Lexington, KY
  
  “Using Effective Professional Development Strategies” by Deborah Spencer (sponsored by the ACCLAIM Leadership Institute) on July 16-17, 2003 at the University of Kentucky, Lexington, KY
  
  “Professional Development in Appalachian Contexts” by Aimee Howley (sponsored by the ACCLAIM Leadership Institute) on July 18, 2003

• Teacher educator consultant for 8-11 intern teachers each year from 1997-2000 and 1-4 intern teachers from 1995-1996 in the Kentucky Teacher Internship Program

• NCTM/NCATE review of mathematics teaching program folios, November 12-13, 1999, National Council of Teachers of Mathematics headquarters, Reston, VA
   

• COMMITTEE MEMBERSHIPS:
  
  1992-1993 Academic Year: Department Teacher Education Committee
  
  1993-1994 Academic Year: Department Teacher Education Committee
  Department Major/Minor Committee (Secretary)
  
  1994-1995 Academic Year: Faculty Senate
  KERA-Teacher Education Transformation Coordinating Committee
  Department Teacher Education Committee (Chair)
  Department Service Committee (Chair)
  
  1995-1996 Academic Year: Faculty Senate
  Faculty Senate Evaluation Committee
  University Teacher Education Committee
  KERA-Teacher Education Transformation Coordinating Committee
  Department Teacher Education Committee (Chair)
  Department Planning and Evaluation Committee (Chair)
  Department Service Committee
  
  1996-1997 Academic Year: KERA-Teacher Education Transformation Coordinating Committee
  College Undergraduate Curriculum Committee
  Department Planning and Evaluation Committee (Chair)
  Department Teacher Education Committee
  Department Service Committee
  Department Scholarship Committee
  
  1997-1998 Academic Year: NCATE Candidates for Professional Education Team
  SACS External Grants and Contracts Subcommittee
  College Undergraduate Curriculum Committee
  Department Teacher Education Committee (Chair)
  Department MPATE and Recruitment Committee
  Department Tenure Committee (Chair)
  
  1998-1999 Academic Year: President’s Steering Committee for the Teaching the Teachers for the 21st Century Symposium (Spring 1999 only)
  Faculty Senate
  Faculty Senate Communications Committee
  University Teacher Education Committee
  SACS External Grants and Contracts Subcommittee
  College Graduate/Teacher Education Committee
  College Undergraduate Curriculum Committee
  Department Teacher Education Committee (Chair)
  Department Planning and Evaluation Committee
  Department Social Committee
  Department Tenure Committee
  
  1999-2000 Academic Year: Steering Committee for the President’s Task Force on Teacher Education Reform and Co-Chair of Work Group on the TEP
  Faculty Senate
  Faculty Senate Academic Policies Committee
  University Teacher Education Committee
  College Graduate/Teacher Education Committee
  Department Teacher Education Committee (Chair)
  Department Planning and Evaluation Committee (Chair)
  Department Tenure Committee
  
  2000-2001 Academic Year: College Personnel Committee
  NCATE Elementary Education Committee
  CI 470/471 Clinical Evaluation Subcommittee
  
  2001-2002 Academic Year: College Personnel Committee
  College Teacher Education Standards Committee (Alternate Member)
  NCATE Elementary Education Committee
  K-12 Mathematics Committee (Spring 2002—Department of Mathematics)
  MERIT Geometry Committee (Spring 2002—Department of Mathematics)
  
  2002-2003 Academic Year: College Teacher Education Standards Committee (Alternate Member)
  MERIT Geometry Committee (Department of Mathematics)
  
  ADVISOR OF UNIVERSITY-APPROVED EXTRACURRICULAR ACTIVITIES:
  
  1996-1997 Academic Year: Kappa Delta Pi education honors society
  
  2000-2001 Academic Year: Graduate Student Council—Faculty Advisor
  MU College Y—Faculty Advisor
  
  2001-2002 Academic Year: Graduate Student Council—Faculty Advisor (Fall 2001)
  Marshall’s New Life—Faculty Advisor (Spring 2002)
  
  2002-2003 Academic Year: Marshall’s New Life—Faculty Advisor
  
  
• PARTICIPATION IN UNIVERSITY IN-SERVICE AND SPECIAL EVENTS:
  
  1992-1993 Academic Year: KCTM Math Bowl Problem Solving test grader. January 16
  Academic Sweet 16 quizmaster and timekeeper, January 30
  
  1993-1994 Academic Year: KCTM Math Bowl Problem Solving test grader. January 15
  Science Fair Judge, April 1?
  
  1994-1995 Academic Year: KCTM Math Bowl Problem Solving test grader. January 14
  SOAR Day volunteer, July 15?
  
  1995-1996 Academic Year: KCTM Math Bowl Problem Solving test grader. January 20
  Science Olympiad judge, April 20
  
  1996-1997 Academic Year: KCTM Math Bowl Problem Solving test grader. January 16
  Science Olympiad judge, April 19
  
  
  1997-1998 Academic Year: KCTM Math Bowl Toss-up/Bonus judge, January 15
  Science Olympiad judge, April 18
  
  1998-1999 Academic Year: Science Olympiad judge, April 17
  SOAR Day volunteer, July 16

• 2000-2003: Grading of student teaching portfolios and capstone presentations

• 1996-2000: Teacher Education Program student interviews

• 1994-1996: GUSTO minority student mentoring

• 1997-1998: Kentucky Department of Education Mathematics Task Force: The project on which we worked was developing an assessment measure for recent graduates of secondary mathematics teacher education programs to help determine those programs’ effectiveness.