Dana Center Role
Connie leads the curriculum development team for the Dana Center Mathematics Pathways, a transformative redesign to modernize entry-level college mathematics programs through working with states, systems, universities, and colleges. She also supports the development of DCMP’s professional learning offerings related to curricular redesign, co-requisite supports, and pedagogy. In this work, Connie 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 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.
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.
Harrell, M., Slavens, D., & Richardson, C. (2013). Investigating non-linear asymptotes and the graphs of rational functions. Ohio Journal of School Mathematics, 68(2), 19–25.
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).
Ensuring transfer of Quantitative Reasoning and gen ed math courses. Presented at the International Conference on Technology in Collegiate Mathematics (ICTCM), Washington, DC (March 2018).
Co-requisites for gateway mathematics courses: Determining structures that work for your students and your campus. Presented at the National Association of Developmental Education (NADE) annual conference, National Harbor, MD (February 2018).
Mathematics pathways and other systemic supports for student success. Presented at Three Rivers Mathematics Symposium, Champion, PA (September 2017).
Designing pre- and co-requisite supports for mathematics pathways. Presented at ICTCM, Chicago, IL (March 2017).
Word problems: The key to rigorous, relevant, engaging pathways content. Presented at ICTCM, Chicago, IL (March 2017).
Delta Kappa Gamma Society for Women Educators
National Council of Teachers of Mathematics
National Numeracy Network