蘑菇直播

Laura Callis Associate Professor, Science and Math
Science and Math

Doctor of Education, Boston University
Master of Arts, George Washington University
Bachelor of Arts, University of Massachusetts-Amherst

Dr. Laura Callis is the co-Principal Investigator of the DISCUS-IS Project (Discourse to Improve Student Conceptual Understanding of Introductory Statistics in Inclusive Settings), a National Science Foundation Project (NSF IUSE #2314358) that explicates students’ statistical ideas and the instructional practices that support them, with a particular focus on students who have historically been excluded from advanced mathematics, particularly neurodivergent students. She was a Visiting Researcher at the Center for Mathematical Modeling Education Lab at the University of Chile in 2024. Dr. Callis joined 蘑菇直播 as an assistant professor in 2017. She earned her doctorate at Boston University, where she studied mathematics courses designed for future elementary teachers. Prior to her doctoral studies, she taught at a Boston public high school and at a college in Nanjing, China, as well as at colleges in the Boston area. In 2018-2020, she served as the coordinator for the Faculty Center for Innovation at 蘑菇直播. Her research interests include curriculum, instructional practices, and policies that broaden participation and improve students’ conceptual understanding in mathematics.

Publications:

Callis, L. K. (2024). Integrating Social Justice Data and Scaffolded Writing with Universal Design Principles into Introductory Statistics. In H. Falconer & L. McClary (Eds.), Inclusive STEM: Transforming Disciplinary Writing Instruction for a Socially Just Future. Across the Disciplines Books, The WAC Clearinghouse and University of Colorado Press.

Callis, L.K. (2021). Analyzing local, historical data for impacts of potential policies on the diversity of students seeking public school teacher licensure. Connections, 31(1).

Callis, L.K. (2021). Tools for connection: Can the tools that helped us mitigate students’ loss of academic community broaden and strengthen the community after the pandemic? Journal for Research and Practice in College Teaching, 6(2).

Callis, L.K., & Harbaugh, A.G. (2021). The relationship between instructors’ teaching contexts, academic and professional backgrounds, and their uses of class time in mathematics content courses for elementary teachers: Results of a national survey. The Mathematics Educator. 30(1), 25-51.

Chapin, S. H., Gibbons, L., Feldman, Z., Callis, L. K., & A. Salinas (2021). The Elementary Mathematics Project: Supporting Preservice Teachers’ Content Knowledge for Teaching. In Y. Li, Y., Howe, R., Lewis, W.J., & J. Madden (Eds.), Developing mathematical proficiency for elementary instruction, Advances in STEM education (pp. 89-114). New York City: Springer International Publishing.

Callis, Laura Kyser. "Mathematics Content Courses for Preparing Elementary Teachers: Curriculum and Instruction (Doctoral Dissertation)," 2017.

Callis, Laura Kyser, and Osborn, Daniel. Teachers' Reflections on Education in a Global Age. Journal of Education. Vol 194, Issue 3, pp. 13 - 24. 201