Naneh Apkarian, Ph.D.

Curriculum Vitae - Resumé

Postdoctoral Research Associate, Center for Research on Instructional Change in Postsecondary Education
I am currently working as a postdoctoral research associate at CRICPE. Here, I am part of the research team for an NSF-funded study of postsecondary instructors' teaching practices in introductory chemistry, physics, and mathematics. We are working to better understand why some instructors use research-based instructional strategies in these courses and some do not.
Naneh Apkarian
naneh.apkarian@gmail.com
c/o CRICPE
Western Michigan University
1903 W. Michigan Ave.
Kalamazoo, MI 49008-5259
CRICPE Website

Education

University of California San Diego & San Diego State University, 2013-2018
San Diego, CA (joint doctorate program)
Dissertation: Transforming Precalculus to Calculus 2: A Longitudinal Study of Social and Structural Change in a University Mathematics Department
Advisor: Dr. Chris Rasmussen, San Diego State University
University of California San Diego, 2011-2013
San Diego, CA
Qualifying exams: Applied Algebra; Complex Analysis
Pomona College, 2006-2010
Claremont, CA
Thesis: Cutsets on Boolean Lattices
Advisor: Dr. Shahriar Shahriari, Pomona College

Writing

  1. Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (in press). Ways in which engaging in someone else’s reasoning is productive. Journal of Mathematical Behavior.
  2. Reinholz, D. L., Matz, R. M., Cole, R., & Apkarian, N., (2019). STEM is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change. CBE—Life Sciences Education, 18(4). DOI: 10.1187/cbe.19-02-0038
  3. Apkarian, N., Kirin, D., Gehrtz, J., & Vroom, K. (2019). Connecting the stakeholders: Departments, policy, and research in undergraduate mathematics education. PRIMUS. DOI: 10.1080/10511970.2019.1629135
  4. Voigt, M. K., Apkarian, N., & Rasmussen, C. (2019). Undergraduate course variations in Precalculus through Calculus 2. International Journal of Mathematics Education in Science and Technology. DOI: 10.1080/0020739X.2019.1636148
  5. Apkarian, N., Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie: Blending area and perimeter. Educational Studies in Mathematics, 101(1), 19-34. DOI: 10.1007/s10649-019-09889-4 [SharedIt: rdcu.be/bqXod]
  6. Reinholz, D. L., Bradfield, K., & Apkarian, N. (2019). Using analytics to support instructor reflection on student participation in a discourse-focused undergraduate mathematics classroom. International Journal of Research in Undergraduate Mathematics Education, 5(1), 56-74. DOI: 10.1007/s40753-019-00084-7
  7. Rasmussen, C., Apkarian, N., Hagman, J. E., Johnson, E., Larsen, S., Bressoud, D., & Progress through Calculus team. (2019). Characteristics of Precalculus through Calculus 2 programs: Insights from a national census survey. Journal of Research in Mathematics Education, 50(1), 98-112. DOI: 10.5951/jresematheduc.50.1.0098
  8. Apkarian, N., Bowers, J., O’Sullivan, M. E., & Rasmussen, C. (2018). A case study of change in the teaching and learning of Precalculus to Calculus 2: What we’re doing with what we have. PRIMUS, 28(6), 528-549. DOI: 10.1080/10511970.2017.1388319
  9. Reinholz, D. L., & Apkarian, N. (2018). Four frames for systemic change in STEM departments. International Journal of STEM Education, 5(3), 1-10. DOI: 10.1186/s40594-018-0103-x [Enhanced PDF]
  10. Dinsdale, E.A., Edwards, R.A., Bailey, B.A., Tuba, I., Akhter, S., McNair, K., Schmieder R., Apkarian, N., Creek, M., Guan, E., Hernandez, M., Isaacs, K., Peterson, C., Regh, T., & Ponomarenko, V. (2013) Multivariate analysis of functional metagenomes. Frontiers: Genetics, 4(41). DOI: 10.3389/fgene.2013.00041
  • Apkarian, N., & Reinholz, D. L. (2019). Understanding and enacting organizational change: An approach in four frames. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, pp. 10-17. Oklahoma City, OK. [link]
  • Apkarian, N., & Kirin, D. (2019). Course coordination patters in university precalculus and calculus courses. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, pp. 834-839. Oklahoma City, OK. [link]
  • Vroom, K., Gehrtz, J., Alzaga Elizondo, T., Ellis, B., Apkarian, N., & Hagman, J. E. (2019). First-year mathematics students' view of helpful teaching practices. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, pp. 1055-1060. Oklahoma City, OK. [link]
  • Apkarian, N., Rasmussen, C., Tabach, M., & Dreyfus, T. (2018). The Sierpinski smoothie: Blending area and perimeter. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, pp. 169-184. San Diego, CA. [link]
  • Apkarian, N., Rasmussen, C., Tabach, M., & Dreyfus, T. (2018). Conceptual blending: The case of the Sierpinski Triangle area and perimeter. In Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, pp. 541-548. San Diego, CA. [link]
  • Apkarian, N. (2018). Emerging instructional leadership in a new course coordinator system. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, pp. 1414-1419. San Diego, CA. [link]
  • Apkarian, N., Rasmussen, C. (2017). Mathematics instruction leadership in undergraduate departments. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 485-493. San Diego, CA. [link]
  • Quardokus Fisher, K., Apkarian, N., & Walter, E. (2017). Let's talk about teaching: Investigating instructors' social networks. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 1214-1218. San Diego, CA. [link]
  • Voigt, M., Rasmussen, C., & Apkarian, N. (2017). Variations in Precalculus through Calculus 2 courses. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 1001-1008. San Diego, CA. [link]
  • Kirin, D., Vroom, K., Larsen, S., & Apkarian, N. (2017). Instruction in precalculus and single-variable calculus in the United States: A bird's eye view. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.) Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 1267-1272. San Diego, CA. [link]
  • Rasmussen, C., Apkarian, N., Dreyfus, T., & Voigt, M. (2016). Ways in which engaging in someone else's reasoning is productive. In E. Nardi, C. Winsløw, & T. Hausberger (Eds.), Proceedings from INDRUM 2016: First conference of the International Network for Didactic Research in University Mathematics, 504-513. University of Montpellier & INDRUM: Montpellier, France.
  • Apkarian, N. (2016). Talking about teaching: Social networks of instructors of undergraduate mathematics. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, 515-518. [link]
  • Apkarian, N., Rasmussen, C., Dreyfus, T., Voigt, M., Milbourne, H., & Gao, X. (2016). Ways in which engaging in someone else's reasoning is productive. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, 518-526. [link]
  • Apkarian, N., & Kirin, D. (2016). Active learning in undergraduate precalculus and single variable calculus. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, 512-514. [link]
  • Rasmussen, C., Apkarian, N., Bressoud, D., Ellis, J., Johnson, E., & Larsen, S. (2016). A national investigation of precalculus through calculus 2. In T. Fukawa-Connelly, N. Infante, M. Wawro, & S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, 1245-1251. [link]
  • Apkarian, N. (2015). Social networks among communities of undergraduate mathematics instructors at PhD granting institutions. In T. Fukawa-Connelly, N. E. Infante, K. Keene, & M. Zandieh (Eds.), Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education, 369-373. Pittsburg, PA. [link]
  • Tabach, M., Rasmussen, C., Dreyfus, T., & Apkarian, N. (in review). Towards Argumentative Grammars for Networking Theories.
  • Apkarian, N., & Rasmussen, C. (in review). Instructional leadership structures across five university mathematics departments.
  • Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (in review). Ways in which engaging with someone else’s reasoning is productive.
  • Goodchild, S., Apkarian, N., Rasmussen, C., & Katz, B. (in review). Engaging a critical stance within a community of inquiry.
  • Apkarian, N., Smith, W., Vroom, K., Voigt, M., Gehrtz, J., PtC Project Team, & SEMINAL Project Team. (2019). X-PIPS-M Survey Suite. Available: http://bit.ly/2wwcSok
  • Apkarian, N., Bonds, M.D., Quardokus Fisher, K., & Burt, B. (2019). Guide to Inclusion Awareness in the Organization of Knowledge. Available: http://bit.ly/33WhzHF
  • Apkarian, N., Kirin, D., & Progress through Calculus Team. (2017). Progress through calculus: Census survey technical report. Mathematical Association of America. Available: http://bit.ly/2xcbZTV
Edited Books & Chapters in Edited Books
  • Quardokus Fisher, K., & Apkarian, N. (2018). Instructor networks across 22 STEM departments. In C. Henderson, C. Rasmussen, A. Knaub, N. Apkarian, A. J. Daly, & K. Quardokus Fisher (Eds.), Researching and Enacting Change in Postsecondary Education: Leveraging Instructors' Social Networks (pp. 96-125). Routledge: New York, NY.
  • Henderson, C., Rasmussen, C., Knaub, A., Apkarian, N., Daly, A.J., & Quardokus Fisher, K., (2018). Researching and Enacting Change in Postsecondary Education: Leveraging Instructors' Social Networks. Routledge: New York, NY.
Magazine/Newsletter Articles:
  • Apkarian, N., Kirin, D., Gehrtz, J., & Vroom, K. (2017). Math department concerns: Working to bridge the gap between goals and first steps. MAA FOCUS, February/March, 35-37.
  • Voigt, M., Apkarian, N., & Rasmussen, C. (2017). Diverging from the standard fare: Variations in the calculus curriculum. MAA FOCUS, February/March, 32-34.
Guest blogs: Dissertation:
  • Apkarian, N. (2018). Transforming Precalculus to Calculus 2: A longitudinal study of social and structural change in a university mathematics department (unpublished doctoral dissertation). University of California San Diego & San Diego State University: San Diego, CA.

Teaching Experiences

Instructor, Department of Mathematics & Statistics, San Diego State University, 2013 – 2014
  • Elementary Number Systems (Math 210)
Teaching Assistant, Department of Mathematics, University of California, San Diego, 2012 – 2013
  • Cryptography (Math 187)
  • Geometric Computer Graphics (Math 155A)
  • Linear Algebra (Math 20F)
  • Differential Equations (Math 20D)
Co-instructor, Department of Mathematics & Statistics, San Diego State University, Fall 2016
  • Differential Equations. Primary Instructor: Dr. Chris Rasmussen
Observer, Department of Mathematics & Statistics, San Diego State University, Fall 2014
  • Dynamical Systems. Primary Instructor: Dr. Tommy Dreyfus

Research Project Experiences

Evaluating the Uptake of Research-Based Instructional Strategies in Undergraduate Chemistry, Mathematics, and Physics
NSF DUE #1726328, #1726281, #1726042, #1726126, #1726379 | sites.google.com/view/rbisproject/home | Postdoctoral Research Associate (2018-current)
  • Project aimed to increase our understanding of the reasons why instructors of introductory mathematics, chemistry, and physics courses choose to use research-based instructional strategies (RBIS) or choose not to use RBIS
  • Development of a survey about instructional practices, individual characteristics, and contextual features that was then sent to 17,000 instructors across the country at (associate's colleges, baccalaureate colleges, master's colleges, and doctoral universities)
  • Analysis of survey responses (~3500) to investigate current awareness and usage of RBIS
Progress through Calculus (PtC) NSF DUE #1430540 | www.maa.org/ptc | Senior Personnel (2018-current), Research Assistant (2015-18)
  • Design, distribution, and analysis of a national census survey of university mathematics departments about their Precalculus through Calculus 2 courses and programs
  • Participation in case studies of 12 sites, including: development of interview protocols; individual and group interviews; development and distribution of surveys for instructors and students
  • Ongoing qualitative and quantitative analyses of case study data
  • Co-lead of sub-team investigating narratives of change at five participating sites, including managing graduate student research associates
  • Selected publications on my research page
Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL)
NSF DUE #1624610, #1624610, #1624628, #1624639, 2016-2021 | www.aplu.org/seminal | Research Assistant
  • Collaborative development of surveys and interview protocols, working with PtC and SEMINAL personnel to create coherent instrumentation suites for both phases of the SEMINAL project
  • Analysis of Phase 1 data, with a particular focus on the role of course coordination in the change process and current function of six department which have implemented active learning already
  • Informal consultation about the structure of Phase 2 of SEMINAL, including lessons learned through dissertation work
Knowledge Shifts in the Mathematics Classroom: The Roles of Students and Teachers
Israeli Science Foundation, Grants No. 438/15, 2015-2019 | Research Assistant
  • Collection of classroom video data in a masters-level course centered on the mathematics of chaos, fractals, and dynamical systems; design and conduction of individual semi-structured problem-solving interviews with students
  • Qualitative analysis of classroom and interview data using different theoretically-grounded methodologies and subsequent integration of both theory and results
Exploring the Role of Instructors’ Social Networks in Undergraduate STEM Instructional Improvement
NSF DUE #1550990 | Research Assistant
  • Designing, planning, and running of a two-workshop series intended to accelerate knowledge development about the use of social network analysis in studying undergraduate instruction
  • Co-editor and chapter co-author of resulting book about the usage of social network analysis to accelerate change at the undergraduate department level
Teaching Inquiry-Oriented Mathematics: Establishing Supports (TIMES)
NSF DUE #1431595, #143141, #1431393 | times.math.vt.edu | Research Assistant
  • Classroom data collection in an undergraduate inquiry-oriented differential equations course
  • Qualitative analysis of classroom data
Characteristics of Successful Programs in College Calculus (CSPCC)
NSF DRL #0910240 | maa.org/cspcc | Research Assistant
  • Design and execution of social network oriented follow-up study of selected institutions from sites that participated in the initial CSPCC project
Research Experience for Undergraduates and Teachers (REUT) 2009: Bioinformatics Project
San Diego State University | Undergraduate Research Assistant
  • Comparison of multiple vector space methods and discrimination models for the analysis of the metabolic activity of microbial systems through metagenomes
  • Dinsdale, E.A., Edwards, R.A., Bailey, B.A., Tuba, I., Akhter, S., McNair, K., Schmieder R., Apkarian, N., Creek, M., Guan, E., Hernandez, M., Isaacs, K., Peterson, C., Regh, T., & Ponomarenko, V. (2013) Multivariate analysis of functional metagenomes. Frontiers: Genetics, 4(41). DOI: 10.3389/fgene.2013.00041

Assorted Other Things

Cornell University Mathematics Department (2019-2020)
  • Invited external review and consultation for ongoing improvement efforts for Calculus 1 and Linear Algebra at Cornell University, with particular attention to the implementation of active learning and other research-based strategies to support student success in mathematics
Johns Hopkins University Mathematics Department (2019)
  • Invited external review of Johns Hopkins University’s mathematics service courses program
  • Provided recommendations and rationale for increasing support and quality of first- and second-year introductory mathematics course experiences for undergraduate students
Mentoring and Partnerships for Women in RUME (2016-18)
  • MPWR 2016 and Beyond: Fostering Sustainable Networks for Women in RUME - NSF #1553278
  • Development of social network analysis plan for assessing the impact of the MPWR conference
  • Support for survey development, design, and distribution using Qualtrics
Assessing the Impact of Teaching Faculty in STEM Institutional Transformation - NSF #1612258 (2016-19)
  • Consultation about the development of social network analyses to assess the impact of the teaching faculty position in the University of California system on instructional practice
  • Support for analysis of social network data using R, interpretation of results, and discussion of future directions
Conference & workshop organizing
  • Member of local organizing committee, Annual Conference on Research in Undergraduate Mathematics Education. 2017, 2018 (San Diego).
  • Workshop co-organizer for Linked Education Researchers of Networks in Undergraduate STEM. 2015-2016 (San Diego, CA; Portland, OR)
  • Conference co-organizer, Precalculus to Calculus: Insights and Innovations. June 2016 (St. Paul, MN).
Reviewing
  • International Journal of Research in Undergraduate Mathematics Education (IJRUME). 2018-19.
  • International Journal of STEM Education. 2018-19.
  • Conference on Research in Undergraduate Mathematics Education. 2015-19.
  • Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). 2016-2019.
Outreach / Volunteer
  • Guest Speaker at UCSD Undergraduate Mathematics Day, sponsored by AWM. May 2014.
  • Volunteer Mentor for Expanding Your Horizons, San Diego. March 2014.
  • Apkarian, N. (2019). Keynote speaker at UTK CoMInDS Workshop. Sponsored by UTK College of Arts & Sciences, UTK Department of Mathematics, and UTK Office of Research and Engagement. Knoxville, TN.
  • Apkarian, N., Hagman, J. E., Rasmussen, C., Bressoud, D., Johnson, E., Larsen, S., Gehrtz, J., Vroom, K., & Voigt, M. (2019). The Progress through Calculus project: A national study of precalculus through calculus 2 programs. Special session on NSF DUE projects at The Joint Mathematics Meetings 2019. Baltimore, MD.
  • Apkarian, N., & Rasmussen, C. (2018). Mathematics instruction leadership in undergraduate departments. Special session on Research in Undergraduate Mathematics Education at The Joint Mathematics Meetings 2018. San Diego, CA.
  • Apkarian, N., & McConnell, M. (2017). Social network analysis in DBER and RUME: A new(ish) approach. Targeted session at the Transforming Research in Undergraduate STEM Education (TRUSE 2017) conference. St. Paul, MN.
  • Apkarian, N. (2017). Arguing about Sierpinski’s Triangle. California State University, Channel Islands Graduate Student Colloquium. Camarillo, CA.