Dr. Lori Ogden is a Teaching Associate Professor of Mathematics and an Associate Director of the School of Mathematical and Data Sciences at West Virginia University. She is the course coordinator for college algebra and has taught a variety of undergraduate mathematics courses including precalculus, trigonometry, and calculus. Her role as Associate Director includes running the Institute for Mathematics Learning where she leads initiatives that promote student success within all undergraduate mathematics courses through Calculus 3. Recently she led the redesign of several entry-level courses by fostering the use of undergraduate learning assistants and the integration of assignments that teach students how to study, where to get help, and how to manage their time. In addition, she has developed and coordinated training opportunities for undergraduate learning assistants and professional development opportunities for faculty, instructors, and graduate students.
Education:
Ph.D., Education, West Virginia UniversityM.S., Mathematics, West Virginia University
B.S., Secondary Education (Mathematics, grades 5-12), West Virginia University
Research Interests Include:
- Online and Blended Learning Environments
- Course Design and Development
- Teacher Education and Professional Development
Courses offered at WVU:
- Math 126 College Algebra
- Math 128 Trigonometry
- Math 129 Precalculus
- Math 150 Applied Calculus
- Math 155 Calculus 1
-
Math 318 Perspectives on Mathematics and Science
Recent Publications:
Ogden, L., Kearns, J., &
Bowman, N. (2018). Prerequisite knowledge of mathematics and success in
calculus 1. Proceedings of the 21st
Annual Conference on Research in Undergraduate Mathematics Education, San
Diego, CA
Ogden, L., & Shambaugh, N. (2017). Professional Development for Teaching College Mathematics Using an Integrated Flipped Classroom. In J. Keengwe (Ed.) Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning (pp. 154-176). Hershey, PA: IGI Global.
Ogden, L. (2016). Students perceptions of learning college algebra online using adaptive learning technology. Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education, Pittsburgh, PAOgden, L. & Shambaugh, N. (2016). Best Teaching and Technology Practices for the Hybrid Flipped College Classroom. In P. Vu, S. Fredrickson, & C. Moore (Eds.), Handbook of Research on Innovative Pedagogies and Technologies for Online Learning in Higher Education (pp.286-308). Hershey, PA: IGI Global.
Ogden, L. (2015). Student Perceptions of the Flipped Classroom in College Algebra. PRIMUS: Problems, Resources, Issues in Mathematics Undergraduate Studies, 25(9-10), 782-791.