Approval of New Education Program Endorsements
Requests for new education program endorsement areas must be approved by the Board of
Education. Requests must include the Request for New Education Program Endorsement Area form, the
Accountability Measurement of Partnerships and Collaborations Based on PreK-12 School Needs (8VAC20-54240.7.a), Education Programs (excluding Administration and Supervision Programs) form or the Accountability
Measurement of Partnerships and Collaborations Based on PreK-12 School Needs (8VAC20-542-40.7.b),
Administration and Supervision Programs form, the matrices verifying competencies have been appropriately
addressed, and course syllabi. Your proposal to add a new endorsement must be submitted electronically
to the Director of Teacher Education, Department of Education, Division of Teacher Education and
Licensure. Within one week of submission, you will receive an electronic confirmation that your request
was received. If the confirmation is not received, please contact the Director of Teacher Education to
ensure that the request was received.
Requests for new education program endorsements to be considered for the fall ABTEL meeting
must be submitted on or before May 30 of each year. Only those proposals that are complete and meet
all criteria will be submitted to ABTEL the following September. [Please note that summer contact
information must be included on the Request for New Education Program Endorsement Form.]
The proposal must be complete before it may be submitted to the Advisory Board on Teacher
Education and Licensure (ABTEL). After the Advisory Board makes a recommendation, the proposal
will be scheduled for submission to the Board of Education for review and final approval.
VIRGINIA DEPARTMENT OF EDUCATION
DIVISION OF TEACHER EDUCATION AND LICENSURE
P. O. BOX 2120
RICHMOND, VA 23218-2120
REQUEST FOR NEW EDUCATION PROGRAM ENDORSEMENT AREA
NAME OF INSTITUTION: _____Longwood University____________________________________
ENDORSEMENT AREA REQUESTED: ____Mathematics Algebra I Mathematics Graduate____
DATE:
5/27/2010 PROPOSED IMPLEMENTATION DATE: __Spring 2011____________
NAME OF CONTACT PERSON: ___Wayne White_____________________________________
TITLE OF CONTACT PERSON: __Associate Dean College of Education and Human Services __
ADDRESS: __201 High Street, Farmville, VA 23909________________________________
PHONE NUMBER:
434-39-2481
FAX: __434-395-2800_______________________
PHONE NUMBER (FOR CONTACT IN SUMMER MONTHS): _same____________________
ELECTRONIC MAIL: __whitewk@longwood.edu_________________________________________
Attach to this cover sheet a proposal of not more than six pages that addresses the following:
I.
Rationale for the additional endorsement, including
 current, or if a new program, projected enrollment data
 local division or service area demand data
 statement of institutional support (e.g., from dean, provost, president, or
designee)
 statement of local school division support
II.
Requirements of the program including academic and professional studies
 indicate degree and major
 list required courses in the major and course work for professional studies (attach
course descriptions)
III.
Program competencies
 provide required academic and professional competencies on matrices provided
by the Department of Education
 describe attention to current research, literature, professional organizations
IV.
Program evaluation
 list assessment measures used to evaluate competencies of education candidates
V.
Faculty assigned to the program
 list faculty assigned to the specific teaching endorsement area to include a brief vitae
 identify courses taught, advising assignments, and responsibility
for supervision of field experiences
Institutions must submit certification of areas required for biennial program approval reporting requirements,
including partnership agreements form.
Please return the form and required attachments electronically to:
Dr. JoAnne Y. Carver
Director of Teacher Education
Division of Teacher Education and Licensure
JoAnne.Carver@doe.virginia.gov
(804) 371-2475
I.

Rationale for the additional endorsement
In 2007, Virginia Commonwealth University and University of Virginia wrote a grant to create a new
master’s program to prepare the middle school mathematics specialist. This program is presently being
developed.
Also in 2007, the Virginia Department of Education requested that a new set of courses be designed to better
prepare teachers to teach Algebra I. College of William and Mary, George Mason University, Longwood
University, Mary Washington University, and Virginia Commonwealth University began working with
University of Virginia to create these courses. Longwood University has offered MATH 671and MATH
679 and is presently offering MATH 677 through a Mathematics and Science Partnership (MSP) grant.
This program combines the efforts of these two programs to create the new Curriculum and Instruction
Specialist with concentration in Algebra and Middle School Mathematics Master of Science degree. The
program is designed to maximize the number of eligible teachers by combining the Algebra I endorsement
with standard-based reform curricula specifically designed for middle school teachers. Through the present
MSP grant, teachers in Charlotte, Halifax, Mecklenburg, Nottoway, and Prince Edward have taken the first
courses. These teachers will make up the first cohort for this program.
Future program offerings will be offered for cohort groups. Each cohort group must have a minimum of 10 and a
maximum of 20. The first cohort will begin in the spring of 2011 and will last until the fall of 2012. The program
will continue to operate on a cohort basis with the second cohort beginning in spring 2013 and each cohort after the
first cohort should take 3 years to complete.

Dr. JoAnne Y. Carver
Director of Teacher Education
Division of Teacher Education and Licensure
Dear Dr. Carver:
On behalf of Longwood University College of Education and Human Services, I am writing to express our
support of Algebra I Add-on Licensure for the Master of Science Degree in Curriculum and Instruction
Specialist with a concentration in Algebra and Middle School Mathematics. This program was designed by
the mathematics and mathematics education faculty at Longwood University with the intent of preparing
teachers to teach Algebra I and middle school mathematics. Longwood’s program was developed to meet
the needs of schools in Region 8.
The mathematics and mathematics education courses in Longwood’s program were designed in partnership
with George Mason University, Norfolk State University, University of Virginia, Virginia Commonwealth
University, and Virginia Tech. These courses were developed through grant support from the National
Science Foundation and the Virginia Department of Education.
Our Curriculum and Instruction Specialist with a concentration in Algebra and Mathematics Master’s
Program continues Longwood’s commitment to K-12 education. It trains teachers in this region to teach
Algebra I and serve as leaders in their school systems. This program is a valuable resource for mathematics
educators in southern Virginia.
Thank you for your consideration of our program.
Sincerely,
Deneese L. Jones
Dean, College of Education and Human Services
Longwood University
Farmville, VA 23909

Memorandum
To: Region 8 Superintendents
From: Sharon Emerson- Stonnell, Program Coordinator-Graduate Mathematics
Wayne White, Associate Dean, College of Education and Human Services
Re: Algebra I Endorsement for Middle School Teachers
We write to acknowledge your need for Middle School Teachers to be endorsed in
Algebra I and verify that Graduate Studies and the Mathematics Department in
conjunction with the College of Education and Human Services intends to offer a
program leading to endorsement for Algebra I. The program will be offered
pending the approval of the VA Board of Education.
If you have any questions or concerns, please do not hesitate to contact us.
II.
Requirements of the program including academic and professional studies
Degree: Master of Science in Education
Major: CURRICULUM AND INSTRUCTION SPECIALIST with a concentration in ALGEBRA AND
MIDDLE SCHOOL MATHEMATICS
PROGRAM REQUIREMENTS
EDUC 502
EDUC 699
MAED 623
MAED 625
MAED 650
MATH 671
MATH 672
MATH 673
MATH 674
MATH 675
MATH 677
MATH 678
MATH 679
Research Design (3)
Comprehensive Examination (0)
Instructional Design in Mathematics for Grades K-8 (3)
Assessment in Mathematics (3)
Mathematics Specialist Leadership (3)
College Algebra for Middle School Teachers (3)
Discrete Mathematics for Middle School Teachers (3)
Trigonometry and Algebra for Middle School Teachers (3)
Mathematical Programming for Middle School Teachers (3)
Linear Algebra for Middle School Teachers (3)
Euclidean Geometry for Middle School Teachers (3)
Calculus for Middle School Teachers (3)
Probability and Statistics for Middle School Teachers (3)
TOTAL HOURS REQUIRED
36
Course Descriptions
EDUCATION 502. Research Design. An examination of methodology in educational research with emphasis on the
historical, descriptive, developmental and experimental methods. Designed application and use by teachers, supervisors,
administrators, counselors, and librarians. Required within the first nine hours of the programs in which this course is a
requirement. 3 credits
EDUCATION 699. Comprehensive Examination. Prerequisite for all concentrations: 30 – 36 hours depending on
specific program requirements and 3.0 GPA. Prerequisites for the Guidance and Counseling and Community and College
Counseling Concentrations: EDUC 502, 503, 505, 521, 545, 555, 605, and 612 and either EDUC 637 or PSYC 651 or
PSYC 660. Course fee - $35.00. 0 credits.
MATHEMATICS EDUCATION 623. Instructional Design in Mathematics for Grades K-8. A study of the K-8
mathematics curriculum and standards, current studies and trends in mathematics, strategies to teach mathematics to
diverse learners, and the role of technology in the teaching and learning of mathematics through hands-on activities and
the use of professional resources. 3 credits.
MATHEMATICS EDUCATION 625. Assessment in Mathematics. This course examines the components, processes,
and research of Lesson Study along with components of effective lesson planning in mathematics. Students will study the
use and utility of formative and summative mathematics assessments including those at the national and state level.
Students will learn to identify problems in the mathematics instructional program and to identify and evaluate resources to
address those problems. 3 credits
MATHEMATICS EDUCATION 650. Leadership in Mathematics Education. This course provides opportunities to
reexamine mathematics content and pedagogy using an inquiry-based approach, tools for building leadership skills and
dispositions required to effectively lead and manage needed mathematics resources for teachers and students, and
strategies for assessing and understanding current trends in the teaching and learning of mathematics as related to state
and local mathematics programs. Prerequisite: MAED 623. 3 credits.
MATHEMATICS 671. College Algebra for Middle School Teachers. Algebra is a tool for working with data and
modeling physical situations. This course is designed to provide additional mathematical background and expertise in
Algebra I topics for teachers pursuing the algebra add on endorsement for their teaching license. The primary topics to be
covered will be algebraic expressions, exponents and exponential functions, direct & indirect variation, proportions, linear
functions, graphing, systems of equations and inequalities, polynomials, factoring, quadratic functions and roots. Best
practice teaching techniques will be modeled. 3 credits.
MATHEMATICS 672. Discrete Mathematics for Middle School Teachers. Mathematical problem solving is studied in
the context of various mathematics topics, which have applications in Algebra I and middle school mathematics. These
topics may include cryptography, graph theory, linear programming, logic, patterning, set theory, and financial models. 3
credits.
MATHEMATICS 673. Trigonometry and Algebra for Middle School Teachers. Teachers will explore logarithmic
functions and introductory trigonometry. Conceptual understanding and procedural fluency will be developed in problem
settings based on real data. An emphasis is placed on proportional reasoning and modeling. The course will use graphing
calculators along with motion detectors and temperature probes. 3 credits.
MATHEMATICS 674. Mathematical Programming for Middle School Teachers. An introduction to basic computer
programming with an emphasis on mathematics applications applicable to the middle school curriculum. Topics include
programming logic, iterations, functions, recursion, and algorithms. Students will learn in a problem solving environment
through student investigations using technology accessible to middle school and Algebra I students. 3 credits.
MATHEMATICS 675. Linear Algebra for Middle School Teachers. Solving systems of linear equations is an integral
part of Algebra I. Student will study various methods of solving these systems along with mathematical theory developed
from those methods. The primary topics to be covered will be vector spaces, dual spaces, linear transformations, and their
relationships to matrix algebra. Best practice teaching techniques will be modeled. 3 credits.
MATHEMATICS 677. Euclidean Geometry for Middle School Teachers. The course will focus on the content and
processes that support the measurement and geometry strands of the Virginia 6-8 SOL, and Geometry SOL. Instruction
will cover the geometry and measurement content topics that are encountered from the particular and concrete thinking of
school arithmetic to the abstract thinking associated with geometry. Major concepts include problems solving and
proportional reasoning involving area, perimeter, volume and surface area; geometric properties; characteristics of
geometric figures including lines, angles, triangles, circles and polygons; relationships between 2-dimensional and 3dimensional figures. You will be encouraged to recognize the thought processes involved in using geometry and what it
means to employ geometric thinking, both as a teacher and a student. 3 credits.
MATHEMATICS 678. Calculus for Middle School Teachers. This course focuses on calculus concepts and applications
that illustrate the connection between calculus and the middle school curriculum. These concepts include sequences, series,
limits, rates of change, derivates, and an introduction to integration. Best practice teaching techniques will be modeled. 3
credits.
MATHEMATICS 679. Probability and Statistics for Middle School Teachers. Teachers will explore introductory
descriptive statistics, probability, and statistical inference. Conceptual understanding and procedural fluency will be
developed in problem settings based on real data which investigate the use of visual methods for summarizing quantitative
information, basic experimental design, sampling methods, and interpretation of statistical analyzes. The course will use
calculators and statistical software, provide real world applications, and examine how statistical thinking develops in
students. 3 credits.
III.
Program competencies
Post and Harwell (2008) found that when middle-grade students were exposed to standards-based reform curricula
coupled with teachers who were required [and so trained to] teach standard-based curricula, increased student
achievement in problem-solving was statistically significant. Gearhart, found that although, “improved curriculum
materials can provide rich activities that support students’ mathematics investigations, in and of themselves such
materials may not be sufficient enablers of instruction that affords pursuit of conceptual issues (1999).” According to
Tarr, subsequent findings demonstrated that “although a Standards-based curriculum alone can positively influence
teacher pedagogy, the results are especially promising if combined with high fidelity of implementation and effective
instruction of these new materials (2008).”
The mathematics and mathematics education courses are designed not only to expose teachers to standard-based
curricula but also train them to use these curricula. Although the mathematics in these courses are designed to
prepare teachers for Algebra I, many activities in these courses can be modified to support, reinforce, and teach the
mathematics content in middle school as well as in Algebra I. The activities are designed to make the teachers
proficient and comfortable with the manipulatives and technology readily available in the middle school and Algebra
I classrooms.
Each mathematics and mathematics education course in the program was created to implement the latest research in
mathematics education form the Association of Mathematics Teachers Educators and the National Council of
Teachers of Mathematics including the Principals and Standards for School Mathematics and the Curriculum and
Focal Points.
IV.
Program evaluation
Admission Requirements
The application can be found at http://www.longwood.edu/graduatestudies/application.shtml.
Applicants must
 have a valid Virginia teaching license
 have at least two years mathematics teaching experience
 have a minimum, overall undergraduate GPA of 2.75 (on a 4.0 scale) or a minimum mean score on 2 out of 3
parts (verbal, quantitative, analytical writing) of the General GRE test or a GPA of 3.5 on 6 hours of Longwood
graduate courses that are part of the degree program to which the applicant is applying taken as a non-degree
registrant within the last 12 months.
 submit a 500 word or more personal essay in which you discuss your reasons for seeking graduate education
 two recommendations related to your competence and effectiveness in your academic and professional work.
Graduation Requirements
1. Maintain a minimum cumulative grade point average of 3.0.
2. Complete the number of credit hours required for the degree program.
3. Complete and pass the comprehensive examination.
4. Complete all program requirements within 5 years from the term of admission.
V.
Faculty assigned to the program
Sharon Emerson-Stonnell
Virginia Lewis
Wendy Smith
Program Contact Information
Sharon Emerson-Stonnell
Mathematics and Computer Science Department
Longwood University
Farmville, VA 23909
(434) 395-2197
FAX (434) 395-2865
emersonstonnellss@longwood.edu
Brief Biographical Sketches
Sharon Sue Emerson-Stonnell
Professor, Mathematics
Longwood University
Academic Degrees
Ph.D., Mathematics, University of North Texas, 1992
M.S., Southwest Texas State University (now Texas State University), Mathematics, 1987
B.S., Southwest Texas State University (now Texas State University), Mathematics and Computer Science, 1987
Professional Responsibilities
1. Department
Departmental Curriculum Committee 1995-2005, chair 2001-05
Math and Math Education Search Committee 1996-97, 1998-2009, chair 2000-04, 2007
Mentor for new faculty member 1997-98, 2004-05
Departmental Graduate Studies Committee 1998-99, 2005-09
Piedmont High School Mathematics Contest Coordinator 1996-2003
Department promotions and tenure Committee 2006-09, chair 2008-09
2. College of Graduate Studies
Program coordinator, Curriculum and Instruction Specialist K-8 Mathematics Master’s degree, 2005-09
Developed Curriculum and Instruction Specialist Mathematics K-8 master’s degree with Carol Rezba and Gary Nelson 200405
Taught Math 655 in Summer 2008 and Fall 2008.
Taught Math 659 in Fall 2006, Fall 2007, and Summer 2007.
3. University
Faculty Sponsor to Alpha Lambda Delta, freshman honor society 1997-2009
Educational Policy Committee 2002-05
CAS Curriculum Committee 2001-05, chair 2002-05
Admissions Committee 1992-2005
Faculty Development and Research Committee 2001-05, Chair 2006-08
Longwood Scholars Subcommittee 1993-94, 1996-98, 1999-2005
Faculty Sabbatical and Connections Subcommittee 2004-05
Faculty Manual Revision Subcommittee for Faculty Development and Research Committee 2002-03, 2004-05
Faculty Grants Subcommittee 2001-02, 2006-07
Planning committee member and workshop instructor for Teaching Math in Grades K-3 and the Revised Virginia SOLs, a
Dwight D. Eisenhower Professional Development grant 2002-03
4. State
Virginia Mathematics and Science Coalition (VMSC), 2008-09
VMSC Statewide Masters programs Governing Council, 2006-08
Probability and Statistics Course Development team for Math Science Partnership Math Specialist (Chair) 2005
VCEPT Follow On Project (Longwood teacher liaison) 2001-05
Lesson Writing Team for Math Buddies (PASS initiative) 2002-03
Online Course Development
Altering materials for Math 659 to offer the course in fall 2009 as a hybrid online course with distance learning video
conferencing
Awards
Maude Glenn Raiford Award, Longwood University, 2003
PCTM Outstanding College Teacher award, 2002
Scholarly Activities
A. Research
Emerson-Stonnell, S. and Nelson, G. Mathematics for Elementary School Teachers.
Manuscripts are being used as textbooks in Math 309 and 310, 2002-07.
Math Buddies Volunteer’s Teachers Manual Grade 3.
Math Buddies Volunteer’s Teachers Manual Grade 5.
I wrote six of the remediation mathematics lessons for each of grade 3 and grade 5. Schools in 16 school
divisions have implemented Math Buddies.
B. Presentations
Emerson-Stonnell, S. (January, 2007) Using Groups and Peer Reviews in a Proof Course National Joint American
Mathematical Society and Mathematics Association of America meeting
Emerson-Stonnell, S. (January, 2006) Hosting a Probability and Statistics Institute National Joint American Mathematical
Society and Mathematics Association of America meeting
Emerson-Stonnell, S. and Robert Webber (January, 2006) Developing a Conceptual Understanding of Average National Joint
American Mathematical Society and Mathematics Association of America meeting
Emerson-Stonnell, S.and Gary Nelson (April 2005) Hands-On Activities to Investigate Probability and Statistics NCTM
annual conference
Emerson-Stonnell, S. (October 2004) It All Lines Up Fall PCTM Conference
Emerson-Stonnell, S. (January 2004) Discovering Derivative Rules National Joint American Mathematical Society and
Mathematics Association of America meeting
Emerson-Stonnell, S. (October 2003) Division Is Delightful Fall PCTM Conference
Emerson-Stonnell, S. (October 2003) Nothing But Games " Fall PCTM Conference
Emerson-Stonnell, S. and Gary Nelson (April 2003) Mathematics Content Courses for Pre-service Teachers: A Hands-on
NCTM annual conference
Emerson-Stonnell, S. (October 2002) What's in a Graph? Fall PCTM Conference
Emerson-Stonnell, S. (March 2002) It's Only Money VCTM spring conference
E. Grants
Math Science Partnership Algebra, Functions, and Data Analysis (AFDA) for Southside Virginia grant
(Longwood Principal Investigator) 2009-2010.
National Science Foundation K-5 Rural School Mathematics Specialist in Virginia grant funded through VCU
(Longwood principal Investigator) 2009-2014.
LOTI(Longwood Online Technology Institute) grant 2008-09.
Math Science Partnership Virginia Algebra Project funded through UVA (Longwood Principal Investigator)
2007-10.
Math Science Partnership Preparing Highly Qualified Middle School Mathematics Teachers Across Virginia
grant funded through UVA (Longwood Principal Investigator) 2005-06.
Math Science Partnership Math Specialist grant funded through UVA (Longwood Principal
Investigator) 2003-05.
Mathematics, Science, and the Virginia SOL, a Dwight D. Eisenhower Professional Development grant (Principal Investigator)
2001-02.
Making the Transition to Algebra, a Dwight D. Eisenhower Professional Development grant (Principal Investigator) 2000-01.
Service to Local Community
President for Piedmont Council of Teachers of Mathematics (PCTM) 1998-2008
Virginia V. Lewis
East Ruffner 337
201 High Street
Farmville, VA 23909
Phone: (434) 395-2894
E-mail: lewisvv@longwood.edu
Aimid: lewisvv
Education
August 2003 – present
University of Virginia, Charlottesville, VA
Doctoral candidate in Mathematics Education
June 2002 – August 2003
Virginia Commonwealth University, Richmond, VA
M.I.S. Interdisciplinary Math and Science
August 1989 - May 1992
Longwood College, Farmville, VA
B.S. Pure Mathematics Summa Cum Laude
Concentration: Pure Mathematics
Work Experience
August 2004 – Present
Lecturer
August 2003 – May 2004
Adjunct Faculty
June 2002 – August 2003
Graduate Student
August 1998 – August 2004
Math Instructor/Technology Trainer
January 2002 - May 2002
Adjunct Instructor
July 1999 - May 2002
Item Writer/Reviewer
Longwood University
Teach undergraduate mathematics education courses for pre-service
teachers as well as general education mathematics courses. Teach
graduate courses in mathematics education for professional
development and the Mathematics Specialist Master’s degree
program. Develop and teach online courses in mathematics and
mathematics education.
Longwood University
Instructed Math 121 Functions and Graphs. Taught students to
model real-world situations with functions. Helped students use
graphing calculators to
investigate mathematical models.
National Science Foundation Scholar in Residence
Mathematics and Science Center, Virginia Commonwealth
University
Developed student lessons and presented these lessons to middle
school students in various Richmond area middle schools.
Developed web-based lessons for classroom teachers. Developed and
instructed professional development for math educators.
Pocahontas Middle School (educational leave of absence 2002-2003)
Instructed Math 8, Pre-Algebra, and Algebra courses. Taught students
to use computers and graphing calculators to solve mathematical
problems. Trained faculty to use technology to improve both
instruction and classroom management.
J. Sargeant Reynolds Community College
Instructed Math 03 Algebra I course. Taught students the topics of
Algebra I. Helped students develop introductory math skills required
for successful performance in their degree area.
eduTest.com
Wrote original and parallel questions to assess student understanding
of mathematics standards of learning for various states and grade
levels. Reviewed questions written by other contractors for bias,
August 1997 - August 1998
Computer/Math Instructor
error, and standards correlation. Wrote help pages to assist students
in developing a better
understanding of a standard.
Governor's School for Government and International Studies
Instructed C++, Microsoft Office, and Trigonometry courses. Worked
extensively with Novell network. Integrated mathematical and
business applications into C++ curriculum.
Presentations
“Hands-On Approach to Rotations and Reflections”
Greater Richmond Council of Teachers of Mathematics, March 2001
“The Mathematics of Vertical Aerial Photography”
Greater Richmond Council of Teachers of Mathematics, October 2003
“Start Your Engines”
Greater Richmond Council of Teachers of Mathematics, October 2004
Virginia Council of Teachers of Mathematics, March 2005
Virginia Council of Teachers of Mathematics, March 2006
Web Publications
“Turning Your World Around” and “Start Your Engines”, http://mathsciencecenter.info/1sch/nsf.html
Mathematics and Science Center, Fall 2002
Co-Instructor Professional Development Courses
“Linking Probability and Basic Skills for K-5 Teachers”, Mathematics and Science Center, July 2003
“Data Displays: Statistics for 4-8 and Algebra 1 Teachers”, Mathematics and Science Center, July 2003
Memberships
Phi Kappa Phi Honor Society
Pi Mu Epsilon Mathematics Society
Greater Richmond Council of Teachers of Mathematics
Virginia Council of Teachers of Mathematics
National Council of Teachers of Mathematics
Grant Awards
MSP grant Longwood University Awarded March 2006
LOTI (Longwood Online Technology Institute) 2005 – 2006 and 2006 – 2007 to develop Math 121 online
LOTI 2008 – 2009 to develop a hybrid version of Math 313 and a hybrid version of Maed 623.
Wendy Hageman Smith
Assistant Professor, Mathematics Education
Longwood University
EDUCATION HISTORY
Ph.D., Mathematics Education, University of Colorado, 2003
M.S., Mathematics, Central Washington University, 1995
B.A., Mathematics Education, Central Washington University, 1995
B.A., Mathematics, Central Washington University, 1993
A.A.S, Engineering, Edmonds Community College, Lynwood, WA, 1982
OCCUPATIONAL HISTORY
2008 - present
2003 - 2008
1996 – 2003
1993 - 1995
1987 – 1990
1987-1988
1979 – 1987
Assistant Professor, Longwood University
Assistant Professor, Radford University
Instructor, University of Colarado
Instructor, Central Washington University
Process Engineer/Production Supervisor, Metricor, Woodinville, WA
Lab Facilitator, The Boeing Company, Seattle, WA
Senior Technician, John Fluke Manufacturing Company, Everett, WA
OTHER ACHIEVEMENTS AND ACTIVITIES
Certification
Successfully completed all the requirements for Washington State certification in teaching secondary school
mathematics and physics.
Memberships
Mathematics Association of America (MAA)
National Council of Teachers of Mathematics (NCTM)
Presentations
Spring 2007, FAST Track Symposium (for 6 th grade female students and their teachers), Abingdon, Virginia:
How Big Is a Million?
October 2006, presented at the BRCTM Annual Conference (T3), Salem, Virginia; Our Number System, Powers
of ten, and Making Sense of It All.
March 2006, presented at the VCTM Annual Conference, Blacksburg, Virginia: Postsecondary General
Mathematics, It’s Not Necessarily Algebra Anymore.
August 2005, conducted a seminar for the Faculty Development Center, Radford University: Teaching the Core
Math Courses with Constructivist Methodology
August 2003, conducted a seminar for symposium. Math for Elementary Education Teachers, for the
Mathematics department University of Colorado, Boulder, A Constructivist Theory of Teaching Mathematics: or
how to help your students learn mathematics by playing.
July 2002, presented a talk at CU Success Institute (a summer program for the multi-cultural engineering
program), Parent session, University of Colorado, Boulder, Math Deaf and Math Dead: Hazards of Secondary
School Mathematics.
Publication
Studying Math: Pathways to Success, B. Sidney Smith and Wendy Hageman Smith, 2005, Thompson Publishing