naneh.apkarian@gmail.com

School of Mathematical and Statistical Sciences

Arizona State University

901 S. Palm Walk

Tempe, AZ 85287-1804

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

San Diego, CA (joint doctorate program)

Dissertation:

Advisor: Dr. Chris Rasmussen, San Diego State University

University of California San Diego, 2011-2013

San Diego, CA

Qualifying exams: Applied Algebra; Complex Analysis

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

Claremont, CA

Thesis:

Advisor: Dr. Shahriar Shahriari, Pomona College

**Apkarian, N.**, & Rasmussen, C. (2020). Instructional leadership structures across five university departments.*Higher Education*. DOI: 10.1007/s10734-020-00583-6.- Pilgrim, M. E.,
**Apkarian, N.**, Milbourne, H., & O’Sullivan, M. (2020 online). From rough waters to calm seas: The challenges and successes of building a GTA PD program.*PRIMUS*. DOI: 10.1080/10511970.2020.1793851. - Goodchild, S.,
**Apkarian, N.**, Rasmussen, C., & Katz, B. (2020). Engaging a critical stance within a community of inquiry.*Journal of Mathematics Teacher Education*, 1-22. DOI: 10.1007/s10857-020-09456-2 - Tabach, M., Rasmussen, C., Dreyfus, T., &
**Apkarian, N.**(2020). Towards an argumentative grammar for networking: A case of coordinating two approaches.*Educational Studies in Mathematics, 103*(2), 139-155. DOI: 10.1007/s10649-020-09934-7 - 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*. - 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 **Apkarian, N.**, Kirin, D., Gehrtz, J., & Vroom, K. (2019). Connecting the stakeholders: Departments, policy, and research in undergraduate mathematics education.*PRIMUS,*(online). DOI: 10.1080/10511970.2019.1629135- 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 **Apkarian, N.**, Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie: Blending area and perimeter.*Educational Studies in Mathematics,*DOI: 10.1007/s10649-019-09889-4 [Enhanced pdf: rdcu.be/bqXod]*101*(1), 19-34.- 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,*DOI: 10.1007/s40753-019-00084-7*5*(1), 56-74. - 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 **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- 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: rdcu.be/GCCh] - 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

These are not completely up-to-date. For the most comprehensive list, see the full CV available for download. The majority of these pieces were presented at the annual Conference on Research in Undergraduate Mathematics Education, the proceedings of which are available online.

**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]

- Apkarian, N., Henderson, C., Stains, M., Raker, J. R., Johnson, E., & Dancy, M. H. (in review). What really impacts the use of active learning in undergraduate STEM education? [Submitted FA20]
- Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (in review). Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses. [Submitted FA20]
- Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. E. (in revision). First-year mathematics students’ perceptions of ambitious teaching. [Submitted SP20]

**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.

**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.

**Apkarian, N.**, Kirin, D., Gehrtz, J., & Vroom, K. (2019, August 15). Connecting departments, policies, and RUME. [Blog post]. Retrieved from: https://www.mathvalues.org/masterblog/connecting-departments**Apkarian, N.**(2019, June 13). Evaluating the educational experience in post-secondary mathematics: A new survey suite. [Blog post]. Retrieved from: https://www.mathvalues.org/masterblog/launchings201906-apkarian**Apkarian, N.**, Bonds, M.D., Quardokus Fisher, K., & Burt, B. (2019, May 29). Inclusive Approaches to Reviewing Scholarship: A New Guide. [Blog post]. Retrieved from: https://ascnhighered.org/ASCN/posts/inclusion_guide.html

**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.

Assistant Professor, School of Mathematics & Statistical Sciences, Arizona State University

- MAT 170: Precalculus (Spring 2021)
- MTE 591: Math Education Seminar
- MAT 207: Algebra and Geometry in the High School (Fall 2020)
- MTE 210: Mentored Tutoring Internship (Fall 2020)

- Elementary Number Systems (Math 210)

- 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

- Dynamical Systems. Primary Instructor: Dr. Tommy Dreyfus

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

- 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

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

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

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

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

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

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

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

- 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

- 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

- 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).

- 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.

- 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 T
*ransforming 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.