Leadership Team


Principal Investigator, SCC Faculty

Dr. April Strom
april.strom@scottsdalecc.edu
Dr. Strom has taught mathematics at the community college level for over 17 years and she is currently serving as the Principal Investigator for an $9M NSF-funded MSP project titled the Arizona Mathematics Partnership. This project is a professional development and research project focused on middle school mathematics teachers in 7 school districts in Arizona, and led by Scottsdale Community College. She has also worked extensively on another NSF-funded project, called Project Pathways, as a researcher and lead curriculum developer at Arizona State University. Strom also currently chairs the national research committee supported by the American Mathematical Association of Two-Year Colleges. Strom received her Ph.D. in Curriculum & Instruction (emphasis in Mathematics Education) from Arizona State University (2008). The focus of her dissertation research was on secondary teachers’ understanding of exponential functions and the development of a conceptual framework for analyzing knowledge of exponential functions. Strom received her master’s degree in Mathematics Education (1998) and Bachelor’s degree in Mathematics (1997) from Texas Tech University.

Directors of Institutes and Workshops, SCC Faculty

Dr. James Vicich
james.vicich@scottsdalecc.edu
Dr. Vicich has served as Workshop Coordinator and Facilitator for the U.S. Department of Education state-level MSP C-Cubed project. In that role, he led the development and implementation of workshops for middle school mathematics teachers for the past 9 years. Dr. Vicich has over 35 years of teaching experience in secondary, community college, and university mathematics.

Directors of CCOLs, CGCC Faculty
Dr. Trey Cox
trey.cox@cgc.edu
Dr. Cox has served as PLC Facilitator for Arizona’s NSF-funded TPC2 project and directed school-site facilitators toward self-facilitation. He has conducted extensive research on professional learning communities while investigating the structure of PLCs as a means of enhancing teaching development. He has over 25 years of teaching experience in secondary and community college                                                       mathematics.

CGCC Faculty
Dr. Scott Adamson
s.adamson@cgc.edu
Dr. Adamson has served as Workshop Facilitator for the U.S. Department of Education state-level MSP C-Cubed project. He has also developed research-based materials for middle school mathematics teachers. Dr. Adamson has   facilitated professional learning communities in Arizona’s TPC2 project and directed school-site facilitators toward self-facilitation. He has 25 years of teaching experience in secondary and community college mathematics.

Project Director
Hillary Dockser Burns
hillary.burns@scottsdalecc.edu
Burns will work extensively on all professional development activities and serve as the main liaison between the project and the schools. Burns, an experienced middle school teacher, served as Project Director for ASU’s Project Pathways and workedon NSF-funded Teacher Enhancement projects focused on Lesson Study Communities for Secondary Mathematics Teachers.

GCC Faculty
Laura Watkins
laura.watkins@gccaz.edu
Dr. Laura Watkins has taught a variety of mathematics courses for 18 years in higher education. She has a B.S. in Mathematics, an M.S. in Mathematics, an M.S. in Instructional Technology and Learning Sciences, and a Ph.D. in Mathematical Sciences. Her dissertation outlines using wavelets as a computational and theoretical tool for homogenization (a technique used in petroleum reservoir simulation). While completing her education her passions lay in the areas of Applied Mathematics and Numerical Analysis, which probably explains her minors in Physics and Computer Science. When nearly finished with her dissertation self-reflection led to a realization that her true passion was the teaching and learning of mathematics regardless of grade level. This led to obtaining a position teaching mathematics at the community college level in 2002. Her passion for the teaching and learning of mathematics, with all its variety, is reflected in her teaching load; she frequently teaches courses for pre-service teachers, Arithmetic and Introductory Algebra as well as higher level courses such as Linear Algebra and Differential Equations each semester. Her non-academic experience includes working for the National Center for Teacher Effectiveness (NCTE) using the Mathematical Quality of Instruction (MQI) instrument to evaluate mathematics instruction in the elementary school setting. Her current interests include pre-service teacher training and professional development for in-service teachers teaching grades K – 16.