Jessica Deshler
308F Armstrong Hall
Bio:
Jessica Deshler grew up in New
Mexico and had some amazing opportunities in middle and high school to pursue
creative mathematics. She went on to earn degrees in mathematics, first
studying applied mathematics and later combining her passions for mathematics
and teaching to study undergraduate mathematics education. Her work has been supported
by grants from the Mathematical Association of America, the National Science
Foundation and the West Virginia Department of Education. She was a U.S.
Fulbright Scholar in Budapest, Hungary in 2016. At WVU, she has been a faculty
associate for the Center for Women’s & Gender Studies and the Teaching
& Learning Commons, a Provost’s Fellow in the Office of Graduate Education in
2016-2017, and served 3 years on the Council for Women’s Concerns. Nationally,
she is an active member of the Mathematical Association of America (MAA),
serving 6 years on their Committee on Professional Development, is currently an
Associate Editor for MAA Focus newsmagazine, and was a contributing author for
the MAA Instructional Practices guide. She is also a proud member of SACNAS (https://www.sacnas.org/)
and graduate of their Linton-Poodry SACNAS Leadership Institute. Her commitment
to the state is seen in her work with in-service elementary and secondary
teachers through funded projects and in her leadership as the Dean of Students
for the West Virginia Governor’s STEM Institute, a summer residential program
for rising 8th graders from all parts of the state (2018-present). She
is currently Associate Professor of Mathematics, and Graduate Program Director.
Education:
Ph.D., Mathematics, University of
New Mexico
M.S., Mathematics, University of
New Mexico
B.S., Mathematics, New Mexico
Institute of Mining and Technology
My research is in undergraduate mathematics education, with specific interest in:
- Graduate Student Professional Development. There exists a large body of literature on the professional development of K12 mathematics teachers, but the research base on college mathematics instructors is much smaller. However, in recent years, the importance of professional development for mathematics graduate teaching assistants has gained attention and the need for more basic research in this field has been recognized. Curriculum developers and practitioners have a need for research findings that will inform the development and implementation of sound professional development to best prepare the next generation of mathematics faculty members.
- Equity in mathematics. My work in this area has been focused on supporting women in mathematics (in classes and the profession) and supporting underrepresented and first-generation students in our Emerging Scholars Program.
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Supporting students and academics. I have worked on several collaborative projects that have looked closely at undergraduate students in developmental mathematics and calculus courses at our institution. Through this work we have collected information about students’ affective states, self-efficacy, belonging and success. I’ve also investigated the implementation of a peer-mentoring program for undergraduate students in developmental mathematics, collaborative scholars and curricular changes, and undergraduate teaching assistants.
Courses offered at WVU:
- Math 155 Calculus I
- Math 156 Calculus II
- Math 218 History of Math
- Math 251
Multivariable Calculus
- Math 261 Introduction
to Differential Equations
- Math 293 College
Algebra for Teachers
- Math 343 Linear
Algebra
- Math 490 Teaching Practicum for Undergraduate Teaching Assistants
- Math 590 Teaching
Practicum for Graduate Teaching Assistants
- Math 593 Discrete Mathematics for Teachers
- Math 693 Geometry
& Measurement for Teachers
- Math 693 Advanced Topics: Introduction to Research in Undergraduate Mathematics Education
- Math 693 Advanced Topics: Research in Undergraduate Mathematics Education II
Recent Publications:
Deshler, J., Fuller, E., &
Darrah, M., (2019). Affective
Traits of University Developmental Mathematics Students and Their Impact on
Self-Efficacy, Belonging, Career Identity, Success and Persistence, International Journal of Research in Undergraduate
Mathematics Education, 5(3), 337-358
https://doi.org/10.1007/s40753-019-00096-3
Deshler, J., Fuller, E., & Darrah, M., (2019). Supporting students through peer mentoring in developmental mathematics, The Learning Assistance Review, 24 (1)
Arnold, E., Burroughs, E. & Deshler, J., (2019) Investigating classroom implementation of research-based interventions for reducing stereotype threat in calculus, International Journal of Research & Method in Education, https://doi.org/10.1080/1743727X.2019.1575352
Wu, X., Deshler, J. & Fuller, E., (2018) The effects of different versions of a gateway STEM course on student attitudes and beliefs, International Journal of STEM Education https://doi.org/10.1186/s40594-018-0141-4