Lee News

Faculty Contribute to SUMMIT-P Journal

Lee University faculty co-authored five articles which were recently accepted for publication in Journal of Mathematics and Sciences: Collaborative Explorations. These articles resulted from Lee’s affiliation with SUMMIT-P, an NSF-funded consortium of 14 colleges and universities seeking to improve lower division mathematics courses through interdisciplinary collaboration.

“Through these interdisciplinary collaborations between different departments at Lee and different institutions in the consortium, we have learned a lot about the academic disciplines that usually work in silos,” said Dr. Caroline Maher-Boulis, professor of mathematics at Lee University. “We have learned each other’s ‘language’ and needs. We have transferred this knowledge to the students in order to fill in the gaps they have when not able to transfer knowledge from one course in one discipline to another in a different discipline.”

Lee faculty Maher-Boulis and Dr. Bryan Poole, associate professor of psychology, along with Lee alumna Linden Turner, co-authored “The Roles and Benefits of Using Undergraduate Leaders to Support the work of SUMMIT-P” and “Designing a ‘Student Exchange Program:’ Facilitating Interdisciplinary, Math-Focused Collaboration among College Students.”

The “Counting on Collaboration: A Triangular Approach in the Educator Preparation Program (EPP) for Teachers of Mathematics” article was co-authored by Associate Professor of Education Dr. Jason Robinson; chair of Early Childhood, Elementary, and Special Education Dr. Patricia McClung; Maher-Boulis; Jennifer Cornett, senior lecturer in mathematics; along with Beth Fugate, mathematics coordinator of Bradley County Schools.

The article is the result of four years of interdisciplinary collaboration between mathematics and education faculty in the SUMMIT-P project. It addresses three essential themes linking theory and practice that emerged during the grant process. The first theme was the importance of the collaborative process and its shared mission in preparing future educators to teach mathematics in preschool–8th grade. The second theme was making changes to pedagogical practices which would enhance these future educators’ practice in the mathematics classroom. The third theme was a renewed call for continued dialogue between the collaborative partners. Ultimately, the article describes the current partnerships and encourages future partnerships in training, methodology, and dialogue.

Dr. John Hearn, associate professor of chemistry, co-authored two articles, “Fishbowl Discussions: Promoting Collaboration between Mathematics and Partner Disciplines” and “Using Site Visits to Strengthen Collaboration.”

In “Fishbowl Discussions,” Hearn and the other co-authors describe collaboration between mathematics faculty and faculty from partnering disciplines at individual institutions. The purpose of the article is to demonstrate an effective method for promoting these collaborative relationships within institutions. In “Using Site Visits,” they describe collaboration among faculty from different institutions and provide examples of the effectiveness of this specific type of collaboration, termed “crosspollination.”

“All of these publications document the work done through the past four years and the process by which it was accomplished and is disseminated at a larger scale nationally,” said Maher-Boulis.

For more information, visit SUMMIT-P.

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