Sarah Van Ingen CV
Sarah van Ingen CV
Sarah A. van Ingen
University of South Florida
College of Education
4202 East Fowler Avenue, Tampa, FL 33620
612-501-5370
ACADEMIC DEGREES______
Ph.D., 2013 University of South Florida, Tampa, FL
Curriculum & Instruction– Mathematics Education
M.A.T., 2010 University of Tampa, Tampa, FL
Mathematics Teaching
Highest Honors
B.A., 2000 St. Olaf College, Northfield, MN
Biology Major, Asian Studies Minor
Summa Cum Laude
PROFESSIONAL EXPERIENCE______
Assistant Professor Department of Teaching and Learning
2013 – Present University of South Florida, Tampa, FL
Graduate Assistant Department of Secondary Education
2010-2013 University of South Florida, Tampa, FL
Teacher St. Martha School (BLUE RIBBON SCHOOL), Sarasota, FL
2009-2010
Math Consultant Houghton Mifflin Harcourt 2006-2009
Teacher Trinity School at River Ridge (BLUE RIBBON SCHOOL), Eagan, MN 2001-2006 Ascension School, Minneapolis, Minnesota
Instructor East China Normal University, Shanghai, China 2000-2001
PUBLICATIONS______
BOOKS
Allsopp, D., Lovin, L., & van Ingen, S. (Accepted- In Editing Phase). Teaching mathematics meaningfully: Solutions for reaching struggling learners (2nd ed.). Baltimore, Maryland: Brookes Publishing.
REFEREED ARTICLES & BOOK CHAPTERS
Allsopp, D., Lovin, L., & van Ingen, S. (In Press). I¹m teaching mathematics? Now what: Tips and recommendations for new special education teachers. Teaching Exceptional Children.
Ariew, S. & van Ingen, S. (In press). Making the invisible visible: Metacognition and the research process. LOEX Proceedings. Michigan: Pierian Press.
van Ingen, S., Eskelson, S., Allsopp, D. (2016). Evidence of the need to prepare prospective teachers to engage in mathematics consultations. Mathematics Teacher Education and Development, 18(2), 73-91.
van Ingen, S., McHatton, P., & Vomvoridi-Ivonovic, E. (2016). How do preservice teachers intend to link research to practice? Foundational knowledge for bridging the gap between research and practice. Action in Teacher Education. 38, 175-189.
Dupree, L. & van Ingen, S. (2016). Plan to pose purposeful questions. Dimensions in Mathematics, 36, 19-25.
Allsopp, D., van Ingen, S., Simsek, O., & Haley, K. (2016). Algebra: Big ideas, barriers, and effective practices for students with disabilities. In B. Witzel & P. Riccomini (Eds.). The Arithmetic to Algebra Gap. Council for Exceptional Children.
van Ingen, S. & Ariew, S. (2015). Making the invisible visible: Preparing preservice teachers for first steps in linking research to practice. Teaching and Teacher Education, 51, 182-190. Doi 10.1016/j.tate.2015.07.00.
Dennis, D. V., Burns, R.W., Tricarico, K., van Ingen, S., Jacobs, J., & Davis, J. (In Press). Problematizing clinical education: What is our future? In R. Flessner & D. Lecklider (Eds.)The Power of Clinical Preparation in Teacher Education. Rowman & Littlefield Education in association with the Association of Teacher Education.
Dennis, D.V., van Ingen, S., Davis, J., & Mills, D. (In Press). Urban Teacher Residency Partnership Program: A Partnership Between the University of South Florida College of Education and Hillsborough (FL) County Public Schools. In D. Yendol-Hoppey & D. Shanley (Eds.) Working Together: Enhancing Urban Teacher Quality though School-University Partnerships. Charlotte, N.C.: Information Age Press.
Dennis, D. V., Jacobs, J., Burns, R. W., Davis, J. vanIngen, S., Tricarico, K., & Yendol-Hoppey, D. (2015). Hillsborough county public schools and the University of South Florida: Better together. School-University Partnerships, 8(1), 7-12.
van Ingen, S & Ariew, S. (2014). The real evidence-based practice. An insert in Chapter 4 of Dana, N. F. & Yendol-Hoppey, D. (3rd Ed.) The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (pp. 88-91). Thousand Oaks, CA: Corwin Press.
van Ingen, S. (2013). Preparing teachers to apply research to mathematics teaching: Using design-based research to define and assess the process of evidence-based practice. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses, (Accession Order No. 1425355200).
ARTICLES UNDER REVIEW AND IN PROGRESS
van Ingen, S., Davis, J., & Arndt, K., (Revise and Resubmit). The synergy between integrated STEM lessons and culturally responsive teaching in elementary classrooms. Research in the Schools.
van Ingen, S. (Under review- Submitted 2016). Preparing prospective teachers for the meta-process of using research to inform teaching. Journal of Teacher Education.
INVITED LECTURES
van Ingen. (2016). The Process of Evidence-Based Practice in Teaching: An Encounter with Power
or an Encounter with Puppet Strings? An Invited Lecture for the Mathematics and Science
Education Seminar Series. Middle Tennessee State University.
JURIED PRESENTATIONS AND PAPERS PRESENTED
van Ingen, S., Dennis, D., & Agusto, V. (2017, April). Expanding the diversity constricted teacher pipeline. Paper to be presented at the American Education Research Association Annual Meeting. San Antonio, TX.
van Ingen, S. & Ariew, S. (2017, April). Linking Research to Classroom Teaching: How and When Questions Evolve. Paper to be presented at the American Education Research Association Annual Meeting. San Antonio, TX.
Davis, J. R. Wiehagen, M., van Ingen, S., Dupree, L., Ratasky, J. (2017, March). STEM lesson students: A teacher-driven professional development model. Paper to be presented at the National Science Teachers Association. Los Angeles, CA.
van Ingen, S. (2017, February). Preparing Teachers to Link Research to Practice: A Cautionary Tale of Successes and Failures. Paper to be presented at the Association of Mathematics Teacher Educators National Annual Meeting, Orlando, FL.
Benkin, B. & van Ingen, S. (2017, February). Creating a Mathematics Teacher Education Instrument Repository: Issues Surrounding Content and Access. Paper to be presented at the Association of Mathematics Teacher Educators National Annual Meeting, Orlando, FL.
van Ingen, S., Eskelson, S., & Allsopp, D. (2016, July). Preparing prospective teachers to engage in mathematics consultations. Paper presented at the International Congress on Mathematics Education (ICME-13), Hamburg, Germany.
Ariew, S., & van Ingen, S. (2016, May). Making the invisible visible: Metacognition and the research process. Paper presented at the LOEX 2016 Conference, Pittsburgh, PA.
van Ingen, S. & Dupree, L. (2016, April). Preparing teachers to link research to practice: Successes and failures. Paper presented at the National Council of Teachers of Mathematics Research Conference, San Francisco, CA.
Dupree, L., & van Ingen, S. (2016, April). The question G. E. M.s: Unlock your treasure through purposeful planning. Paper presented at the National Council of Teachers of Mathematics Annual Meeting, San Francisco, CA.
van Ingen, S., Eskelson, S., & Allsopp, D. (2016, April). Preparing teachers for mathematics consultations that advance equity for student with special education needs. Paper presented for Division K at the American Education Research Association’s Annual Meeting, Washington, DC.
Wiehagen, M., Davis, J. R., Fahle, J., & van Ingen, S. (2016, March). Collaborate, Create, and Challenge: How a district and university partnership brought STEM to elementary. Paper presented at the National Science Teachers Association. Nashville, TN
van Ingen, S., Eskelson, S., & Allsopp, D. (2016, January). Preparing preservice teachers to leverage mathematics consultations to meet the needs of students with exceptionalities. Paper presented at the Association of Mathematics Teacher Educators National Annual Meeting, Irvine, CA.
van Ingen, S., Davis, J. R. Landy, B., Madden, G., Sathe, A. (2016, February). You look like my mom, but you sound like a STEM teacher! Session presented at Hillsborough County Public Schools Parent University. Tampa Bay, Tampa.
Swartz, B., van Ingen, S., & Lisschka, A.. (2016, January). A scholarly approach to teaching— what it means for new (and veteran) MTEs. Paper presented at the Association of Mathematics Teacher Educators National Annual Meeting, Irvine, CA
van Ingen, S. & Ariew, S. (2015, April) Leveraging research to meet student needs: First steps toward closing the research-practice gap. Paper presented for Division K at the American Education Research Association’s Annual Meeting, Chicago, IL.
Dupree, L. & van Ingen, S. (2015, October) Recipe for posing purposeful questions. Florida Council for Teachers of Mathematics (FCTM) Annual Meeting, Orlando, Florida
Dupree, L. & van Ingen, S. (2015, February). Linking research to practice: A mathematics coaching cycle aimed at posing purposeful questions. Paper presented at the Eastern Education Research Association Annual Meeting, Sarasota, FL.
Arndt, K. & van Ingen, S. (2015, February). Aspects of Culture: What do Elementary Mathematics
PSTs Attend to When Writing Problems? Paper presented at the Association of Mathematics Teacher Educators National Annual Meeting, Orlando, FL.
van Ingen, S., Eskelson, S., & Allsop, D. (2015, February). Consultation between elementary and special education preservice teachers: On the journey toward equitable mathematics teaching. Paper presented at the Association of Mathematics Teacher Educators National Annual Meeting, Orlando, FL.
Ariew, A., & van Ingen, S. (2014, October). Moving from impossible to manageable: Helping Students manage and focus research topics. Webinar for the Association of College and Research Librarians. Available as an archived presentation at http://learningtimesevents.org/acrl/moving-from-impossible-to-manageable/
Arndt, K. & van Ingen, S. (2014, October) An interactive guide to preparing STEM lesson plans. Paper presented by Katie Arndt at the Florida Council of Teachers of Mathematics Annual Meeting, Tampa, FL.
van Ingen, S. & Dupree, L. (2014, October) Planning for success: writing standards-based lesson plans that intentionally incorporate the mathematics teaching practices from Principles
to Actions (NCTM). Paper presented at the Florida Council of Teachers of Mathematics Annual Meeting, Tampa, FL
van Ingen, S., Mohn, A., & Fisher, E. (2014, April). Generalizability theory and the development of a performance assessment for a clinically-based mathematics methods course. Paper presented at the American Education Research Association Annual Meeting, Philadelphia, PA.
van Ingen, S. (2014, February). Preservice field experience: An effective site for learning the meta-process of applying research to practice. Paper presented at the Association of Mathematics Teacher Educators Annual Meeting, Irvine, CA.
van Ingen, S., Loyden, A., & Cerrato, E. (2013, November). Generalizability theory in the development of a performance assessment for a clinically-based mathematics methods course. Paper presented at the Florida Education Research Association Annual Meeting, Gainesville, FL.
van Ingen, S. (2013, October). Preparing preservice teachers to facilitate the Common Core Mathematical Practices: Findings from a clinically based learning experience. Paper presented at the Florida Council of Teachers of Mathematics Annual Meeting, Orlando, FL.
van Ingen, S. (2013, January). Preparing teachers to link research to practice: The journey toward equitable teaching. Paper presented at the Association of Mathematics Teacher Educators Annual Meeting, Orlando, FL.
van Ingen, S., MacDonald, G., & Thompson, D. (2012, November). Reading and writing in the middle level mathematics classroom: A multi-level model analysis. Poster session presented at the Psychology of Mathematics Education North American Annual Meeting, Kalamazoo, MI.
Ariew, S. & van Ingen, S. (2012, October). Making the invisible visible: Collaborative assessment of ACRL competency standard one. Poster session presented at the Library Assessment Conference, Charlottesville, VA. (Poster actually presented by S. Ariew).
van Ingen, S. (2012, October). Powerful classroom assessments: How to use concept mapping for integrated assessment of Common Core mathematical practices and content standards. Paper presented at the Florida Council of Teachers of Mathematics Annual Meeting, Orlando, FL.
van Ingen, S. (2012, June). Concept mapping: A flexible tool for classroom assessment of Common Core mathematical standards. Session presented at the Florida League of Middle Schools Annual Conference, Sarasota, FL.
van Ingen, S., MacDonald, G., & Kersaint, G. (2012, April). An exploratory multi-level model analysis of play in middle school mathematics. Paper presented at the National Conference of Teachers of Mathematics Research Presession, Philadelphia, PA.
van Ingen, S. (2012, February). Toward evidence-based teaching practices: Information literacy, mathematics education research and preservice elementary teachers. Paper presented at the Association of Mathematics Teacher Educators Annual Conference. Fort Worth, TX.
van Ingen, S., MacDonald, G., & Kersaint, G. (2011, October). An exploratory multi-level model analysis of the power of play in the middle school mathematics classroom. Paper presented at the Florida Educational Research Association Annual Conference. Orlando, FL.
van Ingen, S. & MacDonald, G. (2010) The power of play in middle school mathematics. ResearchOne Graduate Research Symposium. University of South Florida, Tampa, FL.
GRANTS______
FUNDED
Tampa Bay Robert Noyce Master Teacher Fellows (MTF) Program.
PI: Sarah van Ingen, 2016-Present
Co-PIs: Robert Potter, Larry Plank
Funded by the National Science Foundation for $1,210,115
8/1/2012 – 7/31/17
Studying the Efficacy of the Urban Teacher Residency Partnership Program
PI: Debbie Mills
Co-PIs: Sarah van Ingen (2015-Present), Danielle Dennis
Funded by US DOE i3 Grant Program for $3,400,000
1/1/2015 – 12/31/2019
Reaching All Learners (REAL) Math Consultations
PI: Sarah van Ingen
Co-PIs: David Allsopp and Samuel Eskelson
Funded by the Anchin Center for $1000
Inquiring into Our Practice: Using Book Studies to Support Innovation, Inclusion, and Integration in Urban Schools
PI: Danielle Dennis
Co-PI: Sarah van Ingen
Funded by PDK District VII/Region F Emerging Leaders Project Grant for $2500
SUBMITTED (NOT FUNDED)
Co-Principal Investigator. (2014). PDK Innovation and Impact Grant. “Math Writes!: Uniting standards-based teacher and student learning. Funds requested, $5000. Not funded.
Principal Investigator. (2013). University of South Florida New Researcher Grant. “Promoting the Problem Solving Capacity of Partnership Teachers.” Funds requested, $7746.25. Not funded.
Co-Principal Investigator. (2013). Brady Education Foundation- Existing Program Evaluation Grant. “Preparing Teachers in a Practice-Based Partnership: Evaluating the Efficacy of an Urban Teacher Residency.” Funds requested $296,393. Not funded.
EDITORIAL BOARD & REVIEWS______
Manuscript Reviewer
Journal for Research in Mathematics Education 2014-Present
Journal of Teacher Education 2014-Present
Mathematics Teaching in the Middle School 2012-Present
ZDM The International Journal on Mathematics Education 2013-Present
Journal of Mathematics Teacher Education 2014 – Present
Teaching and Teacher Education 2015- Present
EDUCATION LEADERSHIP & SERVICE______
National
Associate Vice President and Chair of the Research Committee, 2016 – Present
Association of Mathematics Teacher Educators
Secretary, 2016-Present
American Education Research Association, Research Use SIG
Research Committee Member, 2015-2016
Association of Mathematics Teacher Educators
Award Committee Member, 2015-2016
American Education Research Association, Research Use SIG
Regional
STEM Ecosystem Initiatives- USF Point of Contact and Representative 2016 - Present