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Inclusive and experiential pedagogies for undergraduate mathematics and computer science instruction
Funding Agency: eCampus Virtual Learning Strategy Grant (2022-2023)
Principal Investigator: Robyn Ruttenberg-Rozen
Collaborators: Jeremy Bradbury (Ontario Tech), Miroslav Lovric (McMaster), Ami Mamolo (Ontario Tech)
Realizing the Mathematical Power of Learners with Difficulties:
Harnessing The Digital Economy to Support the Retention of Women of Colour in Undergraduate STEM Programs
There is a lack of diversity in almost all STEM fields. This is an equity problem and an innovation problem. Not only does a significant proportion of people not have full access to participate or reap the economic and aesthetic benefits of being involved in STEM in a digital economy, the entire world loses out from the potential contributions and innovations of groups of people denied access.
We are working to identify knowledge strengths and gaps, and identify the most promising policies and practices related to retention of women of colour in post-secondary STEM education. This project specifically explores how digital tools and emerging technologies can be leveraged for retention. A comprehensive understanding of these issues will lead to research that can then move beyond "critical" and incremental attempts and develop more "radical approaches" (Aguire & Martin, 2016, p.11). More importantly this research will enable us to begin to best prepare and include all types of people in STEM fields in the digital economy.
Funding Agency: SSHRC & Ryerson Future Skills Centre Knowledge Synthesis Grant (2020-2022)
Principal Investigator: Dr. Robyn Ruttenberg-Rozen
Collaborators: Dr. Tapo Chimbganda, Future Black Female
Research Assistants: Chantal Mckenzie & Katelin Hynes
Emerging Issues in Higher Educational Leadership in Turbulent (COVID-19) Contexts
This research focuses on understanding the perceptions of Higher Educational leaders globally concerning the emerging challenges facing their leadership, especially within the current context of volatility. Specifically, we are focusing on the preparedness of leaders for e-leadership, perceptions on existing and emerging equity issues in higher education, and the impact of policy on innovation.
Principal Investigator: Rob Elkington (Trent)
Collaborator: Robyn Ruttenberg-Rozen
Research Assistant: Sanya Cardoza
Digital Fluency to Support Online Post-Secondary Mathematics Instruction
Funding Agency: eCampus Virtual Learning Strategy (2021-2022)
Principal Investigator: Ami Mamolo
Collaborators: Robyn Ruttenberg-Rozen, Sean Bohun (Ontario Tech), Parker Glynn-Adey (University of Toronto), Miroslav Lovric (McMaster), & Kitty Yan (University of Toronto)
Digital Media Consultant: Andrew DiVito
Art Director: Katelin Hynes
Social Justice, Technology, Mathematics & Task Design
This research focuses on the design and development of technologically enhanced, multi-modal investigations that privilege the development of social justice awareness through learning mathematical content . Task design research is an iterative process that seeks to develop and refine rich learning experiences. Digital technologies can encourage deeper understanding and more robust mathematical connections.
Funding Agency: SSHRC Insight Development Grant (2019-2022)
Principal Investigator: Ami Mamolo (Ontario Tech)
Co-Investigators: Robyn Ruttenberg-Rozen & Diane Tepylo (Ontario Tech)
Educating Awarenesses in Online Learning: Becoming Aware of Implicit Biases and Leaps to Judgement
We are exploring educating pre-service teachers in the the development of awareness of their own implicit biases and how to leverage digital education spaces to educate these awarenesses. In their future classrooms, preservice teachers will have to make spontaneous and responsive observations and decisions. At the root of these decisions and observations are assumptions about learners and learning, and other myriad factors. Assumptions that are intertwined with implicit biases that lead to leaps to judgment, that teachers may not be aware of. While some of these in-the-moment decisions may be innocuous and have little consequence, others may have drastic consequences with regards to issues of equity.
Principal Investigator: Robyn Ruttenberg-Rozen
Collaborators: Sahana Mahendirarajah (Ontario Tech) & Brianne Brady (Ontario Tech)
Considerations of Equity for Learners Experiencing Mathematics Difficulties
This research focuses on equity for learners experiencing difficulties in mathematics. We situate our in anti-deficit narratives about ability: researching access to deep and rich mathematics learning for the variability of the ways people learn. We explore narratives and positioning of learners experiencing difficulties, and ask questions around anti-deficit mathematics intervention practices that celebrate the abilities of all learners and lead to deep understanding of mathematical ideas.
Primary Investigator: Robyn Ruttenberg-Rozen
Collaborator: Helen Thouless (St. Mary's University)