Naneh Apkarian, Ph.D.

Curriculum Vitae

Assistant Professor, Arizona State University
In Fall 2020, I joined ASU as an Assistant Professor of Mathematics Education within the School of Mathematics and Statistical Sciences.
Naneh Apkarian (napkaria@asu.edu)
School of Mathematical and Statistical Sciences
Arizona State University
University of California San Diego & San Diego State University, 2013-2018 (Joint Doctorate Program)
Mathematics & Science Education Doctorate
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
University of California San Diego, 2011-2013
San Diego, CA
Qualifying exams: Applied Algebra; Complex Analysis
Pomona College, 2006-2010 (Claremont, CA)
Thesis: Cutsets on Boolean Lattices
Advisor: Dr. Shahriar Shahriari

Writing

  1. Couch, B. A., Prevost, L. B., Stains, M., Whitt, B., Marcy, A. E., Apkarian, N., Dancy, M. H., Henderson, C., Johnson, E., Raker, J. R., Yik, B. J., Earl, B., Shadle, S., Skvoretz, J., & Ziker, J. P. (2023). Course coordination in introductory undergraduate STEM courses: An underutilized way to promote knowledge sharing and instructional innovation. Frontiers in Education, 8:1156781. 10.3389/feduc.2023.1156781
  2. Apkarian, N., Haber, S., LaTona Tequida, T., & Rasmussen, C. (2023). Prospective secondary teachers’ emergent knowledge and neliefs: Inquiry-Oriented Differential Equations contributing to teacher preparation. ZDM Mathematics Education, 55, 823-835. 10.1007/s11858-023-01469-4
  3. Dreyfus, T., Apkarian, N., Rasmussen, C., & Tabach, M. (in press). Collective and individual mathematical progress: Layering explanations in the case of Sierpiński triangle. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-022-00211-x
  4. Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics. Frontiers in Education, 7:1016415. DOI: 10.3389/feduc.2022.1016415
  5. Vishnubhotla, M., Chowdhury, A., Apkarian, N., Johnson, E., Dancy, M., Henderson, C., Lau, A.C., Raker. J. R., & Stains, M., (2022). “I use IBL in this course” may say more about an instructor’s beliefs than about their teaching. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-022-00186-9
  6. Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. E. (2022). Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education, 9(38). DOI: 10.1186/s40594-022-00354-y
  7. Creagar, M., Wakefield, N., Smith, W. M., Apkarian, N., Voigt, M. (2022). Developing the Student Instructional Practices Survey in Mathematics for measuring student experiences in introductory mathematics courses. Investigations in Mathematics Learning, 14(2), 151-165. DOI: 10.1080/19477503.2022.2060023
  8. Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses. International Journal of STEM Education 9, 15. DOI: 10.1186/s40594-022-00333-3
  9. Williams, M., Apkarian, N., Uhing, K., Smith, W. M., Martinez, A., & Rasmussen, C. (2021). In the driver’s seat: Course coordinators as change agents for active learning in university Precalculus to Calculus 2. International Journal of Research in Undergraduate Mathematics Education. DOI: 10.1007/s40753-021-00153-w
  10. Apkarian, N., Henderson, C., Stains, M., Raker, J. R., Johnson, E., & Dancy, M. H. (2021). What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors. PLOS ONE 16(2): e0247544. DOI: 10.1371/journal.pone.0247544
  11. Apkarian, N., & Rasmussen, C. (2021). Instructional leadership structures across five university departments. Higher Education, 81(4), 865-887. DOI: 10.1007/s10734-020-00583-6.
  12. 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.
  13. 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
  14. 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
  15. Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (2020). Ways in which engaging in someone else’s reasoning is productive. Journal of Mathematical Behavior, 58(100742). DOI: 10.1016/j.jmathb.2019.100742
  16. 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
  17. 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
  18. 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
  19. Apkarian, N., Tabach, M., Dreyfus, T., & Rasmussen, C. (2019). The Sierpinski smoothie: Blending area and perimeter. Educational Studies in Mathematics, 101(1), 19-34. DOI: 10.1007/s10649-019-09889-4 [Enhanced pdf: rdcu.be/bqXod]
  20. 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, 5(1), 56-74. DOI: 10.1007/s40753-019-00084-7
  21. 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
  22. 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
  23. 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]
  24. 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. & Johnson, E. (accepted). How 2020 (didn't) change calculus instructors' DEI engagement. Proceedings of the 24th Conference on Research in Undergraduate Mathematics Education. Boston, MA.
  • Johnson, E., Apkarian, N., Henderson, C., Dancy, M. H., & Lau, A. (accepted). Undergraduate math and science instructor’s attitudes, beliefs, and views on diversity, inclusion, and equity. Proceedings of the 24th Conference on Research in Undergraduate Mathematics Education. Boston, MA.
  • 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., Haber, S., LaTona Tequida, T., & Rasmussen, C. (in review). Differential equations as secondary teacher preparation: Learning and teaching dy/dt. [Submitted to ZDM special issue]
  • Dreyfus, T., Apkarian, N., Rasmussen, C., & Tabach, M. (under review). Collective and individual mathematical progress: Layering explanations in the case of Sierpiński triangle.
  • Street, C., Apkarian, N., Gehrtz, J., Tremaine, R., Barron, V., Voigt, M., & Hagman, J. E. (2021). X-PIPS-M Data Summary. arXiv:2111.01795
  • 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
  • Apkarian, N. & Larsen, S. (accepted). Program assessment & using local data. In E. Johnson, N. Apkarian, K. Vroom, A. Martinez, C. Rasmussen, & D. Bressoud, (Eds)., Addressing Challenges to the Precalculus to Calculus II Sequence through Case Studies. MAA Press.
  • Sánchez Robayo, B. J., Apkarian, N., Johnson, E., Alzaga Elizondo, T., Ellis, B., & Robbins, C. (accepted). Institutional and departmental change: Responding to crisis. In E. Johnson, N. Apkarian, K. Vroom, A. Martinez, C. Rasmussen, & D. Bressoud, (Eds)., Addressing Challenges to the Precalculus to Calculus II Sequence through Case Studies. MAA Press.
  • Apkarian, N. (accepted). A critical examination of undergraduate degree completion: Problematizing institutional diversity measures in STEM. In M. Voigt, J. E. Hagman, J. Gehrtz, N. Alexander, B. Ratliff, & R. Levy (Eds.), Justice through the lens of calculus. MAA Press.
  • Rasmussen, C., Apkarian, N., Donsig, A., Martinez, A., Tubbs, R., & Williams, M. (2021). Designing and implementing course coordination. In W. M. Smith, M. Voigt, A. Ström, D. Webb, & G. Martin (Eds.), SEMINAL Student Engagement in Mathematics through an Institutional Network for Active Learning: Cases of Successful Departments (pp. 154-167).
  • 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.
Magazine/Newsletter Articles:
  • 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.
Guest blogs: Dissertation:
  • 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.

Teaching, Mentoring, & Professional Development

Assistant Professor, School of Mathematics & Statistical Sciences, Arizona State University
  • MAT 170: Precalculus (Spring 2021, Spring 2022)
  • MAT 207: Algebra and Geometry in the High School (Fall 2020)
  • MTE 210: Mentored Tutoring Internship (Fall 2020)
  • MTE 501: RUME I (Fall 2022)
  • MTE 502: RUME II (Spring 2023)
  • MTE 591: Teaching Undergraduate Math Education (GTA Seminar; Sp 2022)
  • MTE 598: Special Topics - DEI Issues in Undergraduate STEM Education (Fall 2021)
Instructor, Department of Mathematics & Statistics, San Diego State University, 2013 – 2014
  • Elementary Number Systems (Math 210)
Teaching Assistant, Department of Mathematics, University of California, San Diego, 2012 – 2013
  • 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
Observer, Department of Mathematics & Statistics, San Diego State University, Fall 2014
  • Dynamical Systems. Primary Instructor: Dr. Tommy Dreyfus