I graduated with a degree summa cum laude in Mathematics from Bryn Mawr in '08.  I have been working as a Mathematics Teacher at Bodine High School for International Affairs (a special admission school in the School District of Philadelphia) ever since.  While at Bryn Mawr I was active in the Education department, creating programs with the TLI and serving on the founding committee for the then Social Justice Pilot Program.  During my four years teaching, I have traveled to Mali and Nepal with students to build a school along side villagers through a program called buildOn; I have started a glee club after school at my high school; and I have integrated technology into my classroom through a Classroom for the Future grant.  I look forward to being back on campus for this conference and collaborating with all of you!

• math

• math content-specific pedagogy courses
• social justice education
• education in high need schools
• urban education
• interdisciplinary approaches
• global/international education
• retention
• support structures
• organizational culture

I was an undergraduate at Wesleyan University and earned my Ph.D. in mathematical logic at the University of Wisconsin, Madison. At Vassar, I have chaired the mathematics department and served as associate dean of the faculty. I am the principal investigator on Vassar's NSF Noyce Teacher Scholarship Program grant. I also am the secretary-treasurer of both the Conference Board of the Mathematical Sciences (CBMS) and the Association for Symbolic Logic (ASL). I have long been interested in STEM education in high-need districts, and created and have directed for seventeen years a science and mathematics outreach program with Poughkeepsie High School (which I would be happy to describe to anyone interested). 

• math

• math content-specific pedagogy courses
• education in high need schools
• recruitment
• retention
• support structures

Kim Marie Rohrbach earned her B.S. in Mathematics as well as her certification in Elementary Education and Secondary Mathematics Education as a 1992 graduate of Muhlenberg College.  She completed her M.Ed. in Secondary Curriculum and Instruction at Kutztown University in 1997.  She began teaching The Secondary School Curriculum for Mathematics for the Muhlenberg College Education Department part-time in 2001, while still teaching high school mathematics in the public school system.  In 2005, she left the high school classroom to become more involved with Muhlenberg’s Education Department adding a general methods course to her teaching load and serving as a supervisor of student teachers.  In the spring semester of 2012, she increased her participation with the student teaching program, assuming the position of the Director of Student Teaching.  In addition to her involvement with the college, Kim is enjoying raising her two young daughters and participating in their activities.

• math

• math content-specific pedagogy courses
• education in high need schools
• urban education
• interdisciplinary approaches
• project-based learning
• recruitment
• support structures

I have long been interested in many aspects of teaching and learning in mathematics, including discovery-based learning, peer support, and writing in mathematics courses. Though trained in graph theory and combinatorics, my scholarly efforts are now focussed more on pedagogical writing. I taught at Williams College for 14 years before coming to Swarthmore in 2000.

• math

• recruitment
• retention
• support structures

I began as a ninth grade history teacher in the Boston Public Schools, helped create a magnet school during desegregation, and chaired a middle school task force. I worked with others to create the Harvard Principals' Center, while I was studying for my doctorate. I then became the principal of Newton North (MA) High School from 1982 to 1990, and was superintendent of schools in the North Colonie (NY) School District from 1990-2001. Since 2001, I have been a Professor of the Practice in Education and the Harry S. Levitan Director of the Education Program at Brandeis University.

At Brandeis, we currently prepare mathematics and science teachers in our undergraduate teacher education programs, and science teachers in our MAT Program. (We have applied to the state to include mathematics in our secondary MAT.) I am very fortunate to work with Ruth Charney in the Mathematics Department who teaches a course on inquiry-based mathematics for elementary and middle school teachers. Melissa Kosinski-Collins from the Biology Department is also an outstanding teacher who is committed to educating her TA's about how to teach science. Melissa and I are attending the conference together.

• education in high need schools
• urban education
• gender and education
• recruitment
• retention
• professional expertise

After receiving an M.Ed. from Tufts University I taught high school math for several years in the Boston area, but eventually returned to school and earned a Ph.D. in Mathematics from Lehigh University. I have been in the Mathematics Department at SJU ever since.

I direct our 5-year program leading to a BS in Mathematics and an MS in Secondary Mathematics Education for our math majors interested in teaching high school math. I am also the coordinator for mathematics content courses for pre-service elementary and middle school teachers.

I am currently involved with two Noyce grants aimed at increasing the number of highly qualified math and science teachers in high needs schools.

• math

• math content-specific pedagogy courses
• education in high need schools
• interdisciplinary approaches

• math

• math content-specific pedagogy courses
• project-based learning