蘑菇直播

Jennifer McNally Professor, Science and Math
Science and Math

Ed.D., Montana State University
M.S., Montana State University
B.A., Wheelock College

Dr. Jennifer McNally is a Professor in Mathematics and is the 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.

Dr. McNally earned her M.S. and Ed.D. in Curriculum and Instruction, Mathematics Education, at Montana State University, where she was a fellow at the Center for Learning and Teaching in the West. Dr. McNally has an extensive background in math and science education, curriculum development, and faculty development in public schools and in higher education. Her research has focused on developing pedagogical content knowledge and instructional skills in in-service teachers through formative classroom observations. She previously served on the editorial board for the Journal of Research in Science Teaching.

Dr. McNally joined the 蘑菇直播 faculty in 2011, and served as the Faculty Innovation Coordinator 2016-2018. During her doctoral studies, she worked for Scholastic, Inc., leading an initiative to develop and train teachers in schools and districts throughout New England. She has also served as a consultant for Wheelock College's Center for International Education, Leadership, and Innovation, and for Bristol Community College, working on program development and evaluation, and curating course tools for hybrid and fully online classes.

Publications:

Ceven McNally, J. (2016). Learning from one's own teaching: New science teachers analyzing their practice through classroom observation cycles. Journal of Research in Science Teaching, 53(3), 473-501. doi: 10.1002/tea.21253

Fox, L. and McNally, J.C. (2018). The professor-student learning relationship in higher education: Wisdom from students with learning disabilities. Journal on Excellence in College Teaching, 29(1), 27-48.