Connie Richardson, Ph.D.
Manager, Higher Education Course Services
Dana Center Role
Connie leads the development of Dana Center Mathematics Pathways curricular resources. Higher education math pathways are a transformative redesign to modernize entry-level college mathematics programs through working with states, systems, universities, and colleges.
Connie also supports the development of DCMP’s professional learning offerings related to curricular redesign, corequisite supports, and pedagogy. In this work, she collaborates with faculty to identify best practices and disseminate to the field.
Before Joining the Dana Center
Connie has 14 years of experience at the high school level, teaching a wide variety of courses, including Advanced Placement Calculus and Statistics. She also has more than nine years of experience at the university level, teaching both developmental and college-level mathematics courses and teacher preparation courses. Connie has authored high school mathematics curricular materials as well as provided professional development to high school teachers. She has served as codirector on several Teacher Quality grant projects.
Ph.D., Curriculum and Instruction (Mathematics Education), University of North Texas
M.Ed., Curriculum and Instruction (Mathematics Education), Midwestern State University
B.B.A., Accounting, Midwestern State University
Richardson, C., & Dorsey, J. (2019). Key considerations in designing and evaluating co-requisite supports. In R. Hartzler & R. Blair (Eds.), Emerging issues in mathematics pathways: Case studies, scans of the field, and recommendations. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Richardson, C., & Gaze, E. (2019). Content trends in quantitative reasoning courses. In R. Hartzler & R. Blair (Eds.), Emerging issues in mathematics pathways: Case studies, scans of the field, and recommendations. Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Getz, A., Richardson, C., Hartzler, R., & Leahy, F. F. (2019). Understanding the problem: The need to expand access to quantitative reasoning courses. In L. Tunstall, G. Karaali, & V. Piercey (Eds.), Shifting contexts, stable core: Advancing quantitative literacy in higher education. Washington, DC: The Mathematical Association of America.
Rainwater, T., Sovde, D., Hartzler, R., & Richardson, C. (2019). What is rigor in mathematics really? Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.
Assessing co-requisites: Engaging in equity-focused continuous improvement. Presented at the Texas Community College Teachers Association (TCCTA) annual conference, Frisco, TX (February 2020).
Continuous improvement and consideration of faculty needs under reform. Presented at the 2019 conference of the Center for the Analysis of Postsecondary Readiness, New York, NY (November 2019).
Data-driven, equity-focused co-requisites. Presented at the Texas Success Center Pathways Institute preconference, San Antonio, TX (November 2019).
Expanding access to relevant quantitative reasoning courses. Presented at the National Numeracy Network annual conference, Austin, TX (October 2019).
The intersection of mathematics pathways, co-requisite supports, and course redesign. Presented at the Gateway Course Experience, Atlanta, GA (March 2019).
An introduction to learning mindsets and necessary conditions. Presented at the TCCTA annual conference, Houston, TX (February 2019).
Meeting students where they are: Successful co-requisite course design. Presented at the Third National Mathematics Summit: For Math in the First Two Years, Orlando, FL (November 2018).
Emerging issues in mathematics pathways. Presented at the National Numeracy Network conference, East Lansing, MI (October 2018).