Each year, five faculty members from partner institutions are selected as Open Education Research Fellows. At our intensive research seminar, fellows meet with global leaders in open education, and leave with targeted research design to support data collection, writing, and publication to further the body of knowledge and field of scholars.
Karen Bangs holds a BS in industrial engineering from Cal Poly SLO and an MBA from University of California, Irvine. She is now in her 10th year of teaching at Cal Poly where she instructs classes like Introduction to Industrial and Manufacturing Engineering, and Quality Engineering. She also led the Cal Poly Women In Engineering Program from 2007-2010. Karen has relentlessly pursued teaching excellence by continuing to modify class structure to improve student engagement and learning, and by participating in numerous workshops through Cal Poly’s Center for Teaching & Learning. She has even attended the NETI (National Effective Teaching Institute) workshop focused on inquiry-based learning, cooperative learning and problem based learning. Prior to joining Cal Poly, Karen spent 19 years in the semi-conductor industry working at Skyworks Solutions Inc. (formerly Conexant Systems Inc., once Rockwell Semiconductor Systems). Her responsibilities there included industrial engineering analysis and operations finance and supply chain management.
Lynn L. Coffey is a psychology instructor at Minneapolis Community and Technical College, where she has spent the last twenty-two years teaching and leading other faculty in a variety of roles centered on learning. Lynn has enjoyed serving in leadership roles such as Technology Training Coordinator, Co-Coordinator of the Learning Center, E-Learning Director, and Adjunct Coordinator. Currently, she supports her fellow faculty as the Social Science Coordinator. Courses that Lynn enjoys teaching are General Psychology, Lifespan Development, Positive Psychology and Introduction to Educational Psychology. As a Master Reviewer for the Quality Matters program, a nationally acclaimed faculty-centered peer review process, Lynn remains invested in advocating for quality assurance in online education. She’s also excited to be part of the Open Textbook Initiative and support the Open Educational Resource (OER) movement in higher education. Other interests she has involve her volunteer work with the Phi Sigma Sigma Foundation which funds scholarship and educational grants to the organization’s collegians and alumni. Furthermore, Lynn’s role as a mother of three enables her passion for not only teaching but experiencing the many facets of developmental psychology.
Huimei Delgado received her masters in applied mathematics with a minor in economics from Cornell University in January 2012. She is now a continuing-term lecturer in the mathematics department at Purdue University. In addition to teaching and coordinating large courses, Huimei has been involved in several course development/redesign projects at Purdue. Most recently, she has revamped an applied calculus course using open educational resources. In addition to this, she has redesigned a traditional class to allow a flipped version and an online version, providing students with a range of class structures to choose from. Huimei is very passionate about teaching, and she is always excited about developing and adapting new resources and techniques to improve upon her students’ learning outcomes.
Irene Duranczyk teaches various undergraduate math literacy courses that highlight topics such as statistics, logic, and developmental mathematics. She also instructs multicultural college teaching and learning courses and was the recipient of the (University of Minnesota) 2013 Multicultural Recognition Faculty Award. Irene enjoys teaching classes like Increasing Access and Success in Undergraduate Classrooms, and Multicultural Teaching and Learning in Diverse Postsecondary Contexts. She wants students to see how mathematics is a framework that is used to promote particular visions of societal policies and practices. Moreover, Irene envisions her work advancing the work of Moses, D’Ambrosio, Banks and Vygotsky at the college level by linking a developmental approach to learning mathematics within its social and cultural context and meaning. With the help of two colleagues, Irene has created a derivative of the Introductory Statistics text by Barbara Illowsky and Susan Dean to incorporate the use of spreadsheets to explore and display statistical processes. Irene and her team worked to reorganize the introductory chapters to explore univariate descriptive statistics in one chapter and then bivariate descriptive statistics in a separate chapter. In addition to this, they made modifications to the material that allowed for the presentation of step by step models for inferential statistics concepts and tests. This new derivative collection is called: Collaborative Statistics Using Spreadsheets.
Bill Heider has been teaching post–secondary mathematics for 24 years. He is currently a mathematics instructor at Hibbing Community College where he has been a member of the faculty since 2000. Prior to this, Bill taught for the CTY program at Johns Hopkins University and for the Upward Bound program at the University of Wisconsin- La Crosse. He holds a master’s degree in education from UW La Crosse, a master’s degree in mathematics from the University of Montana, and is now pursuing his PhD in mathematics education through Montana State University.
Kristyn VanderWaal, PhD, is a faculty member at Anoka Technical College, where she teaches courses in biology. Her research background is in cell biology and genetics, but during graduate school, her interest regarding educational research in biology classrooms was also piqued. While teaching full-time, Kristyn has always wanted to branch into educational techniques research. She has a passion for teaching, pedagogy and student success, and it is her hope that her research on the efficacy of open education resources in college biology courses will advance the field as well as enable students to succeed.
Mike Weimerskirch is an Asst. Professor in the School of Mathematics at the University of Minnesota. He is currently working on a project to redesign the precalculus and calculus curriculum using flipped classroom techniques, active learning spaces and open educational resources. His research interests include math education, combinatorial game theory and probability. To learn more about Mike, visit his website.