Casey Griffin

Casey Griffin is a Ph.D. candidate specializing in mathematics education at the University of Delaware’s School of Education. Casey is interested in learning more about the ways in which active learning opportunities in undergraduate mathematics courses might support underrepresented students’ sense of belonging, and further serve as a way to diversify the STEM major population.

Her dissertation focuses on women’s sense of belonging in an undergraduate Calculus course that incorporates frequent opportunities for students to engage in active learning, and how students perceive the impact of these opportunities on their sense of belonging.

Before attending graduate school, Casey earned a B.A. in Secondary Mathematics Education from the University of Delaware and taught high school mathematics in Long Branch, New Jersey for two years. She then went on to pursue a M.A. in Mathematics from Villanova University and returned to the University of Delaware for her Ph.D.

Education

• B.A., Secondary Mathematics Education, University of Delaware, Newark, DE
• M.A., Mathematics, Villanova University, Villanova, PA

Professional Experience

• Instructor of Record, School of Education, University of Delaware, 2022
• Instructor of Record, Department of Mathematical Sciences, University of Delaware, 2021
• Teaching Assistant, Department of Mathematical Sciences, University of Delaware, 2019–2021
• Graduate Student Assistant, Villanova University, 2017–2019
• Mathematics Teacher at Long Branch High School, Long Branch, NJ, 2015–2017

Presentations

• Griffin, C. (2023). Longitudinal study of women’s sense of belonging in undergraduate calculus. In Karunakaran, S.S. & Higgins, A. (Eds.). (2023). Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education. Omaha, NE.

• Griffin, C., Cirillo, M., Seiwell, A., Fitzhugh, J. (2022). Igniting curiosity: Engaging students in the Cycle of Inquiry and Justification. National Council of Teachers of Mathematics Regional Conference. Baltimore, MD.

• Griffin, C. (2022). Female students’ increased belonging in active learning calculus. In Karunakaran, S.S. & Higgins, A. (Eds.). (2022). Proceedings of the 24th Annual Conference on Research in Undergraduate Mathematics Education (p. 1001-1008). Boston, MA. http://sigmaa.maa.org/rume/RUME24.pdf

• Griffin, C. (2021). Calculus instruction and female sense of belonging. In Olanoff, D., Johnson, K., & Spitzer, S. M. (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 1331–1335). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

• Cirillo, M., Griffin, C., Seiwell, A., & Hummer, J. (2021). “What do you believe is true?” A routine for proving theorems in secondary geometry. In Olanoff, D., Johnson, K., & Spitzer, S. M. (Eds.) Proceedings of the forty-third annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 528–537). Philadelphia, PA. http://www.pmena.org/pmenaproceedings/PMENA%2043%202021%20Proceedings.pdf

• Griffin, C. (2021). Investigating connections between active learning and female students’ sense of belonging in calculus. Paper presented at the Northeastern Conference on Research in Undergraduate Mathematics Education.

• Griffin, C. (October, 2020). Opportunities for Active Learning and Student Sense of Belonging in Undergraduate Calculus. Northeastern Conference on Research in Undergraduate Mathematics Education (NE RUME), virtual conference.

Recent Honors and Awards

• Dissertation Fellowship for Excellence, Graduate College, University of Delaware, 2023-2024
• First Prize Graduate Student Paper, College of Education and Human Development Steele Symposium, University of Delaware, 2021

Publications

• Griffin, C. R. (2023). Women’s sense of belonging in undergraduate calculus and the influence of (inter)active learning opportunities. Journal of Research in Science, Mathematics and Technology Education, 6(2), 65-82.

• Cirillo, M., Seiwell, A., Griffin, C. (In progress). Considering the structure and logic of definitions and their critical role in geometry courses for teachers. In Brown, A., Herbst, P., Miller, N., & Pyzdrowski, L. (Eds.). GeT Courses: Resources and Objectives for the Geometry Courses for Teachers. Mathematical Association of America.

• Griffin, C. & Berk, D. (In progress). What women want: Pedagogical approaches for promoting female students’ sense of belonging in undergraduate calculus. In Rueda, E. & Lowe-Swift, C. (Eds.). Creating Academic Belonging for Underrepresented Students: Models and Strategies for Faculty Success. Routledge.