To execute the ambitious goals set forth in the project, a strong interdisciplinary team has been assembled that consists of experienced, well-respected investigators from statistics, mathematics, statistics education, and mathematics education, as well as a team of expert teachers, and highly qualified independent evaluators. All members of the team have been specifically selected due to their expertise and experience on one or more facets of the project.
Dr. Anna Bargagliottiis an Assistant Professor in the Department of Mathematics at Loyola Marymount University (LMU). She has a Ph.D. in mathematics as well as a master’s degree in statistics. Her primary research areas include mathematics and statistics education, statistical methodology, and nonparametric statistics. As the author of numerous publications in education as well as theoretical statistics, her contributions to her research fields are noteworthy. Additionally, Dr. Bargagliotti has been involved in and led several education related grants focusing on teacher training, expanding student interest in STEM disciplines, and deepening student understanding of mathematics and statistics.
Dr. Celia Anderson is an Associate Professor in the Department of Instruction and Curriculum Leadership at the University of Memphis. She has a Ph.D. in mathematics education. Her primary research areas include equity in mathematics education and teacher professional development. Dr. Anderson is currently the PI of the Memphis Mathematics and Science Teacher Induction Fellowship (a Robert Noyce Fellowship grant), PI of the Summer Math Academy (funded by the Tennessee Board of Regents), Co-Director of the UTeach Memphis program, and Co-PI on an IES Goal 3 Efficacy Study. She has taught both pedagogical and content courses for mathematics teachers at the pre-service and in-service levels and has provided professional development to teachers from several local districts.
Dr. Mark Conley is a Professor of Teacher Education at the University of Memphis. He was one of six researchers funded by the Carnegie Corporation to study teacher preparation in science education and literacy at Michigan State University. His research team developed learning progressions for science teacher candidates.
He also developed a “live” university-based tutoring program using teacher candidates, and now directs the Memphis Literacy Corps, a tutoring program for struggling readers in the Memphis City Schools involving 900 tutors and 2500 elementary age students.
Dr. John Haddock, Dunavant Professor of Mathematics and recent NSF/EHR/DUE Program Director, is in a unique position to serve as a Co-PI. He has been a faculty member at the University of Memphis for more than 30 years and served in an administrative capacity at the department, college, and central administration levels for more than 15 years. He is well acquainted with faculty, staff, and administrators across campus, has numerous contacts with K–12 teachers and administrators, and has significant experience in project management. After returning to UM in 2006 from NSF, he was funded to head the academic side of a Summer Math Academy for high school students (2007) and was the UM lead on a State of Tennessee MSP grant for high school math, biology, and physics teachers throughout West Tennessee. In addition, he is currently the PI on a NSF-DUE grant.
Christine Franklinis a senior lecturer and Lothar Tresp Honoratus Honors Professor in the Department of Statistics at the University of Georgia. As the primary author of the Pre-K-12 GAISE report, she has an impeccable publication record in the field of statistics education. In addition, she is the co-author of the textbook Statistics: The Art and Science of Learning from Data (3rd ed) and co-author of the textbook Statistical Reasoning in Sports. She has served as an associate editor and reviewer for Journal for Statistics Education, Technology Innovations in Statistics Education, American Statistician, and Statistics Education Research Journal. Chris is a Fellow of the American Statistical Association.
Rob Gould is director of the Center for Teaching Statistics at the UCLA Department of Statistics. He received a Ph.D. from the Math Department at UC San Diego in 1994, and a B.S. from Harvey Mudd College in 1987. He recently completed the textbook “Introductory Statistics: Exploring the World With Data”, published by Pearson Higher Ed, and is founding editor of the e-journal Technology Innovations in Statistics Education.
Randall Groth is an Associate Professor of Mathematics Education at Salisbury University in Salisbury, Maryland. He is interested in exploring the nature of statistical knowledge for teaching and its development. In addition to his work on the grant, he serves as an associate editor for the Statistics Education Research Journal (SERJ) and is a member of the research advisory board for the Consortium for the Advancement of Undergraduate Statistics Education (CAUSE).
Stephanie Casey is an Assistant Professor of Mathematics Education at Eastern Michigan University. She obtained her Ph.D. in mathematics education from Illinois State University in 2008.
Her research focuses on teacher knowledge for teaching statistics at the middle and secondary levels, motivated by her experience of teaching secondary mathematics for fourteen years. She is a 2012 STaR Fellow, one in a cadre of new mathematics education professors identified as future leaders in the field.
Dr. Ann Watkins is a Professor of Mathematics at California State University, Northridge. She co-authored textbooks and co-designed workshops for the Quantitative Literacy and Activity-Based Statistics projects and for Statistics: From Data to Decision. She chaired the College Board’s Development Committee for Advanced Placement Statistics and was primary author of the AP Statistics Teacher’s Guide. She served as president of the Mathematical Association of America from 2001 to 2003, and has been co-editor of the College Mathematics Journal and associate editor of the American Mathematical Monthly and the Journal of Statistics Education. She is a Fellow of the American Statistical Association.
Melanie Holt currently serves as the Mathematics department chair and new teacher mentor at North Side High School in Jackson, Tennessee, where she teaches Honors Algebra II, Honors/Dual Credit Precalculus, and AP Calculus. She has taught math at the middle school, high school, and college levels. She earned her BS in Secondary Education Math from the University of Tennessee, Martin in May 1991, a MA in Curriculum and Instruction from Tusculum College, Greeneville, Tennessee in December 1994 and a MS in Mathematics with a concentration in Mathematics Education from the University of Memphis in May 2012. She has assisted at the state level in development of new math standards and determination of cut off scores for end of course exams.
Mary McNelis currently serves as the chair of the Science Department at Saint Agnes Academy in Memphis, Tennessee where she teaches AP Biology, AP Environmental Science, and AP Statistics.
She earned an Ed.D. in Research Methodology and Statistics from The University of Memphis in 1989. Prior to teaching at Saint Agnes, Mary was a Research Associate at The University of Memphis and a Program Evaluator for Memphis City Schools.
Jeanie Gibson recently joined the Math Department at Hutchison School in Memphis, TN where she teaches AP Statistics, Precalculus, and Finite Math and Elementary Calculus. This is her twentieth year of teaching math and science at the secondary level. Her experience has included teaching in both private and public settings, and in both co-ed and all-girl environments. She received a Bachelor’s degree in Secondary Education in Chemistry and Science from W.Va. University in 1977, and a Master’s degree in Mathematics for Teachers from The University of Memphis in 2010.
Grant Coordinator: Jill Davine at Loyola Marymount University is the coordinator for Project-SET.
Students: Anna Keathley and Lauren Magee at Loyola Marymount University are students conducting undergraduate research under the RAINS Research Fellowship related to Project-SET.
External Evaluators: The Center for Research in Educational Policy (CREP) at the University of Memphis will work in conjunction with Michelle Everson to serve as the external evaluators for the project.
Established in 1989, CREP is a University of Memphis based educational research center and State of Tennessee Center of Excellence. CREP currently has a staff of 40 trained researchers, practitioners, and research assistants. The mission of the Center is to implement a research agenda associated with educational policies and practices in pre-K–12 schools, and to disseminate research findings so that they inform decisions made by educational practitioners and policymakers.
Dr. Michelle Everson is a Senior Lecturer in the Department of Educational Psychology at the University of Minnesota. She completed a Bachelor’s degree in Industrial Psychology from California State University, Hayward and a Master’s degree in Experimental Psychology from San Jose State University before coming to the University of Minnesota to pursue a Ph.D. in Educational Psychology. Since obtaining her Ph.D. in 2002, Michelle has been teaching introductory and intermediate statistics courses, and she also teaches a course called “Becoming a Teacher of Statistics.” Michelle is particularly interested in distance education and in ways to actively engage students in online learning environments. Michelle is the recipient of the University of Minnesota College of Education and Human Development’s 2009 Distinguished Teaching Award and the 2011 recipient of the American Statistical Association (ASA) Waller Education Award. Michelle is an associate editor for the Journal of Statistics Education, the editor of the resource collection for the Consortium for the Advancement of Statistics Education (CAUSE), and the statistics editor for the Multimedia Educational Resource for Learning and Online Teaching (MERLOT).