Conference papers
Yu, F., Taylor, B., Satyam, V.R., Segal, R., Beisiegel, M. (2023). “What is Equitable Teaching?”: Graduate Teaching Assistants’ Perceptions of Equity. In TBD (Eds.), Proceedings of the Conference on Research in Undergraduate Mathematics Education (pp. TBD). [Poster presentation]. Omaha, NE.
Milbourne, H., Hill-Lindsay, S., & Pilgrim, M. E. (2023). Adapting the TRU Framework: Tracking Changes in MGTAs’ Instructional Practices. In TBD (Eds.), Proceedings of the Conference on Research in Undergraduate Mathematics Education (pp. TBD). [Poster presentation]. Omaha, NE.
Fifty, D., Beisiegel, M., & Zimmerman, S. (2022). Investigating mathematics department leaders’ experiences and understandings of equity. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1382-1389). Nashville, TN.
Fifty, D., Hill-Lindsay, S., Zimmerman, S., Beisiegel, M., Pilgrim, M., & Miller, E. (2022, February). Potential barriers to a sustainable MGTA PD program focused on equity and inclusivity. In S. S. Karunakaran, & A. Higgins (Eds.), Proceedings of the Conference on Research in Undergraduate Mathematics Education. (pp. 973-978). Boston, MA.
Presentations
Yu, F., Taylor, B., Satyam, V.R., Segal, R., Beisiegel, M. (2023). “What is Equitable Teaching?”: Graduate Teaching Assistants’ Perceptions of Equity. In TBD (Eds.), Proceedings of the Conference on Research in Undergraduate Mathematics Education (pp. TBD). [Poster presentation]. Omaha, NE.
Milbourne, H., Hill-Lindsay, S., & Pilgrim, M. E. (2023). Adapting the TRU Framework: Tracking Changes in MGTAs’ Instructional Practices. In TBD (Eds.), Proceedings of the Conference on Research in Undergraduate Mathematics Education (pp. TBD). [Poster presentation]. Omaha, NE.
Beisiegel, M., Pilgrim, M. E., Segal, R. A., Satyam, V. R., Fifty, D., Zimmerman, S., & Hill-Lindsay, S. (2022, May). Mathematics graduate teaching assistant professional development focused on the implementation of evidence-based teaching practices. American Mathematical Society [virtual] Western Section Meeting.
Zimmerman, S., Satyam, V. R., Segal, R. A., & Fifty, D. (2022, May). A sustainable MGTA program: Designing and implementing impactful professional development. American Mathematical Society [virtual] Western Section Meeting.
Fifty, D., & Pilgrim, M. E. (2022, May). Developing a sustainable MGTA PD program: Investigating cultural supports and challenges. American Mathematical Society [virtual] Western Section Meeting.
Fifty, D., Beisiegel, M., & Zimmerman, S. (2022). Investigating mathematics department leaders’ experiences and understandings of equity. In A. E. Lischka, E. B. Dyer, R. S. Jones, J. N. Lovett, J. Strayer, & S. Drown (Eds.), Proceedings of the Forty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1382-1389). Nashville, TN.
Posters
Beisiegel, M., Pilgrim, M. E., Miller, E., Zimmerman, S., & Fifty, D. (2021, June). Investigating Individual and Departmental Change in the Context of Mathematics Graduate Student Professional Development for Teaching. Poster presented at the Transforming Institutions Conference 2021. [Virtual]
JOINT PANELS
2023 Joint Mathematics Meetings panel: Overview of the ELITE PD study design, including data collected and methods of analysis.
2023 Joint Mathematics Meetings panel: Brief highlights of barriers and drivers that exist in order to compare across each institution with regard to implementing an MGTA PD program that incorporates inquiry and equity.
Engaged Learning, Inclusive Teaching, and Equity Professional Development