Lori Ogden

Teaching Associate Professor, Institute for Mathematics Learning Director

320A Armstrong Hall

Bio:

Dr. Lori Ogden is the Director of the Institute for Mathematics Learning and a Faculty Associate with the WVU Teaching and Learning Commons. She has coordinated and developed curriculum for courses including Pre-calculus, Calculus, and College Algebra. She leads the Learning Community Initiative for the Teaching and Learning Commons and regularly facilitates a professional development course through ACUE (Association of College and University Educators) for a cohort of WVU Faculty Members. Her research interests include course design and development, online and blended learning environments, and teacher education.

Education:

Ph.D., Education, West Virginia University
M.S., Mathematics, West Virginia University
B.S., Secondary Education (Mathematics, grades 5-12), West Virginia University

Research Interests Include:

Online and Blended Learning Environments
Course Design and Development
Teacher Education and Professional Development

Courses offered at WVU:

Math 126 College Algebra
Math 128 Trigonometry
Math 129 Precalculus
Math 150 Applied Calculus
Math 155 Calculus 1
Math 318 Perspectives on Mathematics and Science

Recent Publications:

Ogden, L., Kearns, J., & Bowman, N. (2018). Prerequisite knowledge of mathematics and success in calculus 1. Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, San Diego, CA

Ogden, L., & Shambaugh, N. (2017). Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom. In J. Keengwe (Ed.) Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning (pp. 154-176). Hershey, PA: IGI Global.

Ogden, L. (2016). Students perceptions of learning college algebra online using adaptive learning technology. Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, PA

Ogden, L. & Shambaugh, N. (2016). Best Teaching and Technology Practices for the Hybrid Flipped College Classroom. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education (pp.286-308). Hershey, PA: IGI Global.

Ogden, L. (2015). Student Perceptions of the Flipped Classroom in College Algebra. PRIMUS: Problems, Resources, Issues in Mathematics Undergraduate Studies, 25(9-10), 782-791.