Jane Cushman started as a high school teacher in Texas. While working on her Masters in Mathematics at Texas State University in San Marcos, Jane decided that working at the college level seemed more rewarding. She applied and attended The University of Texas in Austin, where she taught many classes for the UTeach program.
The UTeach classes were problem-based and inquiry-based. Since then, the classes that she has taught to pre-service teachers have been problem-based and inquiry-based.
In Summer of 2009, Jane attended an IBL-Prep workshop lead by Michael Starbird and Carol Schumacher to develop an inquiry approach to Modern Geometry (the first non-pre-service course she would teach). Since then, she has been involved with the Upstate New York IBL Consortium and most recently, PRODUCT.
Volker Ecke loves being in the midst of learning and teaching. He feels that it is truly a gift to be present when students discover new connections, when they apply their understanding to new situations, when they integrate new insights with prior understanding, and when they learn to trust their abilities to approach a new situation with curiosity and confidence.
Dr. Ecke is grateful to the academic community at Westfield State College for allowing him to practice and constantly refine this art; grateful for his colleagues for giving him the freedom and support to dive deeply into this inquiry himself; grateful to his students for inspiring him in co-creating and living in a learning community.
After undergraduate studies in mathematics and physics at the Universitaet Konstanz (Germany), Dr. Ecke earned a Ph.D. in mathematics from the University of Massachusetts Amherst. He has been spending his professional career at a public university in the Northeast.
I teach at St. John Fisher College in Rochester, New York. The IBL course I have taught the most times is Real Analysis, taught as a two semester sequence. But I’ve tried many other courses as well, with various degrees of IBL intensity. If there is a choice between an “easy way” and a “hard way” to go about something, I always seem to find myself going about it the hard way, though that isn’t my intent. I often teach very small courses, often with fewer than 10 students in it, which is fantastic but brings its own challenges. When I’m not at work, I am spending time with my family.
Yousuf George: I am in my 10th year of teaching at Nazareth College, a small liberal arts college in Rochester, NY. I am now the Associate Dean for the College of Arts and Sciences, Chair of the Foreign Languages Department, and occasionally they still let me teach some math classes. :)
My colleagues in the Math Department are absolutely wonderful to work with, and all of us are fully committed to IBL in all of our classes. We have worked together on developing course notes and activities for all of the classes we offer. IBL is definitely a way of being for students and faculty alike at Naz, and we would not have it any other way!
Todd has been a faculty member at Cal Poly, San Luis Obispo since Fall of 2003 and has used IBL in some manner during all of his years of teaching. He has significant experience using IBL in mathematics for elementary teacher courses and undergraduate Euclidean geometry and Non-Euclidean geometry. He has also taught an IBL Methods of Proof course and he uses group work regularly to encourage engagement in Calculus.
He has been involved with the PRODUCT grant since the beginning and look forward to the workshops every summer.
When not teaching or leading workshops, he has recently taken up rock climbing (indoors only) and he tries to find time to get out to the golf course.
Angie Hodge works at Northern Arizona University in the Department of Mathematics and Statistics. She has been using inquiry-based learning in both mathematics and mathematics education courses since 2007. Her IBL specialty is in Calculus I and Calculus II. She has also used IBL in professional development for teachers and summer camps for middle school girls.
She loves trail running, traveling, and enjoying the outdoors on sunny days.
Matt Jones is Mathematics Department Chair and Associate Director of the Center for Innovation in STEM Education (CISE). He has taught more than a dozen different classes at the undergraduate level using Inquiry-Based Learning
His research is in mathematics education and in inquiry-based learning, and he has led workshops for more than 200 teachers and more than 100 college instructors. He has 14 peer-reviewed journal publications, and he is or has been PI or Co-PI on grants totaling over $5 million.
He is married with two daughters, and enjoys Legos, playing guitar, and dancing.
Kyle Petersen is an Associate Professor at DePaul University, where in
2016 he won the College of Science and Health Excellence in Teaching
award. Before working at DePaul, Kyle was a postdoc for three years at
the University of Michigan. He earned his PhD from Brandeis
Kyle has been using IBL in his teaching since 2006, when he
participated in a four-day workshop led by Stan Yoshinobu. Kyle uses
IBL in all his teaching, most often courses such as: Calculus,
Introduction to Proofs, Combinatorics, and Math for Elementary
Teachers. He is a prolific writer, with over 30 math research articles
and two books, including, “Inquiry Based Enumerative Combinatorics:
One, Two, Skip a few… Ninety-Nine, One Hundred.”
Kyle first worked as staff at an IBL workshop in 2010, and has served
as local host for DePaul’s 4-day workshop since 2017.
Patrick completed a Ph.D. at the University of Wisconsin in 2008, and earned tenure at the State University of New York's College at Geneseo. He began using IBL there early on, and grew to co-found the Upstate New York IBL Consortium (UNY IBL). In 2016 he moved to the University of Arizona, where he started using IBL in distance courses as the director for a mathematics distance program.
He is currently engaged in the creation of and support of many more Regional IBL Communities, including one in Arizona, and serves as the AIBL's Special Projects Coordinator for these communities. Patrick sees IBL as part of an undergraduate research spectrum, and also serves as the Chair of the Council on Undergraduate Research's Math & Computer Science Division. Patrick has served as a workshop facilitator for AIBL since 2016.
Elizabeth first became involved with IBL teaching as a graduate student teaching assistant at the University of Texas at Austin. After earning a PhD in 2009, she spent six years at University of California, Santa Barbara as part of their Center for Inquiry and has been teaching at Pepperdine University since 2015. She has taught a spectrum of lower division courses using IBL, from honors courses geared towards first-year math majors, to general education courses for non-STEM majors, and foundational courses for future elementary teachers. Elizabeth also served as a guest Associate Editor for the PRIMUS special issue on Teaching Inquiry.
In addition to teaching math, Elizabeth also loves cooking, baking for friends, and taking her kid for a tricycle ride.
Christine von Renesse
Christine von Renesse uses inquiry techniques in all her classes, believing that this is the most effective and enjoyable way of learning and teaching. Her students learn to take responsibility, to think independently and to enjoy the endeavor of challenging questions with growing confidence. In the mathematics courses for future K-12 teachers she brings her students into the classrooms, collaborating with the teachers in finding effective ways to explore mathematics together.
Christine has a Master's Degree in Elementary Education, a Minor in Music and a Master's Degree in Mathematics from the Technical University Berlin, Germany. After receiving her Ph.D. in Mathematics at the University of Massachusetts, Amherst, she is now a professor at Westfield State University.
In her free time Christine loves to explore nature, sing in harmony and go dancing, especially with her daughter.
Xiao Xiao has been working at Utica College in upstate New York since 2011 and is currently an associate professor of mathematics. He attended the SPIGOT IBL Workshop in San Luis Obispo, CA in 2013 and started to implement IBL in his classes. After that, he never turned back to lectures.
He has taught many classes using IBL including Math for Liberal Arts, Precalculus, Calculus, Linear Algebra, Introduction to Proof, Abstract Algebra, Real Analysis and created some IBL notes for these courses. He has run two national IBL workshop in 2016 and 2017 and has run a number of regional IBL workshops in the past few years.
While finishing her PhD in pure mathematics, Nina White's interests pivoted towards teacher education. She works now as a teaching-focused faculty member in the Department of Mathematics at University of Michigan, coordinating and teaching their math content courses for future teachers. Since starting this position in 2013, she has helped to transform all of these offerings into IBL courses.
She also uses IBL as the director of the Wayne County Math Teachers' Circle ---a monthly problem-solving-focused meet-up for K-12 teachers in southeast Michigan. In addition to her work with future and in-service teachers, she helps run the Michigan Mathematics Center for Inquiry-Based Learning by offering an annual 3-day IBL workshop for interested faculty members, post-docs, and graduate students at UM and nearby institutions.