Journal publications
Reid, J. W., Quinn, C. M., Zhigang, J., Jones, R. S., & Grinath, A. S. (2021). Small instructional changes to problematize data modeling practices in biology. The Journal of College Science Teaching, 50(4), 36-41. Access paper HERE.
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Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S+T+M=E: A convergent model for the nature of STEM. Science and Education, 29, 881-898. Access paper HERE.
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Van Sickle, J., Schuler, K. R., Holcomb, J. P., Carver, C. D., Resnick, A., Quinn, C., ..., & Sridhar, N. (2020). Closing the achievement gap for underrepresented minority students in STEM: A deep look at a comprehensive intervention. Journal of STEM Education Innovation and Research, 21(2), 5-18.
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Quinn, C. M., Smith, D. K., Chappell, M. F., Carver, S. D., Duffy, S., Holcomb, J. P., Jackson, D., & Resnick, A., (2019). Music as Math Waves: Exploring trigonometry through sound. Journal of Mathematics and the Arts. 13(1-2), 173-184. Access paper HERE.
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Carver, S., Van Sickle, J., Holcomb, J. P., Quinn, C. M., Jackson, D. K., Resnick, A. H., Duffy, S. F., Sridhar, N., & Marquard, A. M. (2017). Operation STEM: Increasing success and improving retention among first-generation and underrepresented minority students in STEM. Journal of STEM Education, 18(3), 20-29.
Conference Proceedings
Quinn, C. M. (2023) Balancing the unbalanceable: A theoretical perspective for teaching and learning in the undergraduate mathematics classroom. In Cook, S., Katz, B. & Moore-Russo D. (Eds.). (2023). Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 906 -914). Omaha, NE. Access paper HERE.
Quinn, C. M. (2020) Group Testing in Calculus - How do Students in Groups Work Together Equitably?. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.), Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education, (pp.1224). Boston, MA: The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education.
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Bailey, N. G., Quinn, C. M., Reed, S. D., Wanner, C. A., McCulloch, A. W., Lovett, J. N., & Sherman, M. F. (2019). Calculus II students’ understanding of the univalence requirement of function. In A. Weinberg, D. Moore-Russo, H. Soto, & M. Wawro (Eds.), Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, (pp.18-26). Oklahoma City, OK: The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education.
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Reed, S. D., Wanner, C. A., Bailey, N., Quinn, C., Lovett, J. N., McCulloch, A. W., & Sherman, M. F., (2018). Calculus II students’ definitions of function: Attention to correspondence. In T. E. Hodges, G. J. Roy, & A. M. Tyminski (Eds.) Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics (p. 1284). Greenville, SC: Hoosier Association of Mathematics Teacher Educators.
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Strayer, J. F., Lischka, A. E., Quinn, C. M., & Watson, L. A. (2018). Developing preservice teachers’ mathematical knowledge for teaching in content courses. In (Eds.) A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown, Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education (pp. 826-833), San Diego, CA: The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education.
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Lischka, A. E., Strayer, J. F., Watson, L. A., & Quinn, C. M. (2017). Building mathematical knowledge for teaching in a geometry course for preservice teachers: In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (p. 635). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators.
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Manuscripts Submitted/Under Review
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