Project Leadership

Project Management Team

The SUMMIT-P Project Management Team (PMT) coordinates the efforts of the consortium, helping to shape the work of the individual institutions and the collective project team to achieve the project goals.

Dr. Jack Bookman

Professor of the Practice, Emeritus, Mathematics and Education, Duke University

Together with Erica Slate Young and Sarah Schott, I will be serving as the project evaluator of SUMMIT-P. I have been a math educator at the secondary or postsecondary level since 1975 and taught first year mathematics at Duke from 1982 until 2012. In between teaching, advising and committee meetings, I have occasionally found time to study (1) how students learn mathematics, especially in technology rich environments; (2) how graduate students develop their views and practices concerning teaching college mathematics; and (3) evaluating the effectiveness of mathematics curricula. Between 1987 and 2012, I was the coordinator of TA PD in the mathematics department at Duke; currently, I am a PI on a grant from NSF to the MAA entitled “Improving the Preparation of Graduate Students to Teach Undergraduate Mathematics” (NSF Award # 1432381, 2014-1018).

I have been the program evaluator on over twenty projects, mostly NSF funded curriculum reform projects. In addition to being one of the program evaluators for the SUMMIT-P project, I am also currently the project evaluator for the Park City Mathematics Institute (NSF Award # 1441467, 2014 – 2019). I also serve on the editorial boards of PRIMUS, the Journal of Faculty Development and International Journal for the Scholarship of Teaching and Learning.

I enjoy hiking, biking and gardening.

Dr. Suzanne Doree

Professor of Mathematics, Augsburg University

Suzanne Dorée is Professor of Mathematics and Chair of the Department of Mathematics, Statistics, and Computer Science at Augsburg University in Minneapolis, Minnesota where she has taught since 1989. Her research interests include graph theory and recreational discrete mathematics. She is also active in the scholarship of teaching and learning with special focus on curricular reform in developmental and introductory mathematics, in which capacity she now serves as a consultant to the Charles A. Dana Center at the University of Texas-Austin. Her work on curriculum includes a contextually-based active learning approach developmental algebra course taught at Augsburg since 1994 and more recently at several other colleges. She has also developed an inquiry-based course in discrete mathematics.

Long active in the Mathematical Association of America, Dr. Dorée currently chairs the MAA Council on Program and Students and is the chair-elect of the MAA Congress in which capacity she will serve on the MAA Board of Directors. She frequently runs professional development workshops for new mathematicians (and old) on active learning, teaching conjecturing (and other topics in inquiry-based learning), and mathematical speaking. She also serves as an external consultant to Mathematics Department Program Reviews. Dr. Dorée has a B.A. in Mathematics from University of Delaware and both the M.A. and Ph.D. in mathematics from University of Wisconsin.

As part of the Summit-P management team, Dr. Dorée helps plan organizational meetings, supports project dissemination, coordinates the calculus cluster, serves as a curriculum reform and active learning expert, and maintains connections with the MAA. She also is the Principal Investigator on Augsburg University's efforts to renovate the calculus sequence and study the impact of the project on both faculty and students.

Dr. Susan Ganter

Professor and Dean, College of Arts & Sciences, Embry-Riddle Aeronautical University

I serve as Lead-PI for the SUMMIT-P consortium, and am Professor of Mathematics and Dean for the College of Arts & Sciences at Embry-Riddle Aeronautical University. My interest in the SUMMIT-P work actually goes back at least 20 years, when I was working at NSF as a Senior Research Fellow and studying the national impact of the calculus reform movement of the 80s and 90s. Shortly after my stint at NSF, I was asked to join CRAFTY and spent six years that first time as a member, with the second half as CRAFTY Chair. A major focus of CRAFTY at that time was the implementation and expansion of the NSF-funded efforts in calculus and other parts of the introductory mathematics curriculum. The CRAFTY discussions quickly moved to the importance of including partner disciplines in the conversation about curricular changes in mathematics—and the Curriculum Foundations Project was born! In addition to co-leading that first phase of the CF work with Bill Barker (Bowdoin College), I also hosted the Engineering workshop (of the CF workshop series) at Clemson, where I was on the Mathematical Sciences faculty at the time. This workshop in particular shifted my energy and research into the new area that has become known as STEM Education.

In my spare time (what is that??), I have tons of fun with my two wonderful children: Jamie (13) and Adam (8). I also love to swim, take long walks, and do just about anything on the water—especially if it involves the beach!

Dr. Rosalyn Hargraves

Professor of Engineering and Education, Virginia Commonwealth University

I have a joint appointment in the VCU Schools of Engineering (electrical and computer engineering) and Education (teaching and learning). I also an currently serving as special assistant for inclusive excellence and assessment in the Division for Inclusive Excellence. My work is primarily focused STEM education with a special focus on underrepresented populations. I have programs with elementary, middle, and high school students, secondary math and secondary science teachers, and underrepresented students in STEM majors. I am excited about the work of SUMMIT-P because so many of our students from underrepresented groups in STE majors (not our math folks) struggle with the math and thus it is important that we respond to their educational needs. Also as an engineer I am keenly aware of foundational mathematics skills our engineering students need. So glad the work of SUMMIT-P is getting under way.

On a personal note I have a 5 year old daughter, so most of my spare time is spent doing things with her.

Dr. Bill Haver

Professor Emeritus, Virginia Commonwealth University

Bill Haver Virginia Commonwealth University (retired; currently serving as a leader of and teaching in VCU’s masters degree program to prepare K-8 teachers to serve as coaches/mathematics specialists for teachers in their schools).

My role in SUMMIT-P is to work with each of the participating institutions to assure that information concerning the work of the consortium is widely disseminated throughout the mathematics community. In addition my role is to encourage and support interactions and collaborations among participating institutions. I served as chair of CRAFTY and actively participated in the Curriculum Foundations project, recruiting hosts for the weekend disciplinary conferences, hosting two of the conferences, and editing reports. I believe the results of this project will serve as a useful tool as we carry out the work of SUMMIT-P. In my free time I am flipping houses with my son.

Dr. Stella Hofrenning

Associate Professor of Economics, Augsburg University

I am an Associate Professor in Economics at Augsburg University in Minneapolis, MN. I teach Principles and Intermediate Microeconomics, Research Methods in Economics: Econometrics and Management Science. Prior to teaching I worked as an economist at both the federal and state level. Augsburg is a liberal arts college that encourages interdisciplinary work so I enjoy working with my colleagues across disciplines. For example, I serve as a mentor for a program that provides an experiential, interdisciplinary learning opportunity for STEM and economics/business students in evaluating the market potential for biomedical products and technologies by Mayo Clinic inventors.

The SUMMIT-P project at Augsburg will renew the 3-semester calculus courses by integrating content and developing materials that are more relevant to the partner disciplines of economics and business and that is very exciting! In addition, I will serve as a Co-PI on the main project to support collaborative efforts in economics and business across institutions in working with the Curriculum Foundations Project report, communicate regularly with the project team and disseminate information.

In my free time, I like to bake with my daughter.

Bryanne Peterson

Integrative STEM Education, Virginia Tech

Bryanne Peterson works with the evaluation and communication teams on the SUMMIT-P project. She has a Ph.D in Integrative STEM Education from Virginia Polytechnic Institute & State University. Bryanne holds an M.A. in Instructional Technology, also from Virginia Tech, and a B.A. in Sociology from Mary Baldwin College where she was part of the PEG program. Bryanne taught in Virginia CTE and STEM classrooms for a decade; her research focuses on the intersection of STEM education and workforce development, with a focus on increasing and diversifying the STEM pipeline.

Dr. Victor Piercey

Professsor, Ferris State University

Victor Piercey received his Ph.D in mathematics from the University of Arizona in 2012. Dr. Piercey also holds a B.A. in Humanities from Michigan State University, a law degree from Columbia University with a certificate in international and comparative law, and a M.S. in Mathematics from Michigan State University. He practiced law in the New York office of Weil, Gotshal, & Manges LLP for two years before returning to Michigan for a career in Mathematics. Dr. Piercey began working as an assistant professor in the mathematics department at Ferris State University in the fall of 2012 and is currently an associate professor. He is a co-founder of the Special Interest Group of the Mathematical Association of America (SGIMAA) dedicated to Inquiry-Based Learning, and currently serves as its chair-elect. In addition, he chairs the SIGMAA dedicated to quantitative literacy, serves as four-year vice chair of the Michigan Section of the MAA, and is a member of the board for the journal Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS). He regularly uses inquiry-based learning and his legal experience to enhance his mathematics instruction and provide students with transformative experiences. His current project is an inquiry-based sequence of courses entitled Quantitative Reasoning for Professionals, which is the result of collaboration with faculty in business, health professions, and social work funded by a grant from the National Science Foundation. Some sections of this course are linked with sections of freshman writing courses.

Dr. Erica Slate Young

Assistant Professor, Mathematics Education, Appalachian State University

Together with Jack Bookman, I will be serving as a project evaluator of SUMMIT-P. I received both my undergraduate and Master’s degrees from Appalachian State University and my PhD. in Mathematics Education from the University of Texas at Austin. I have been teaching mathematics at the middle, high school and collegiate levels for the past twenty years and am actively involved in teacher education. After completing my doctorate, I joined the faculty in the Department of Mathematical Sciences at the United States Military Academy at West Point. From there, my family relocated to Colorado Springs where I took a few years off from teaching to stay at home and raise my newborn twins. In 2011, I was appointed as the Director of Accreditation Activities, and assistant professor of mathematics education for the College of Education at the University of Alabama in Huntsville. In 2015 I was given the opportunity to return to my home institution, Appalachian State University, and am currently there serving as an assistant professor of mathematics education in the Department of Mathematical Sciences.

In addition to mathematics teaching and mathematics teacher education, I have a thorough background in large-scale evaluation and data analysis in math and science settings. I was actively involved as the external evaluator on several projects including the National Science Foundation funded Do It Yourself Modeling software development project, a grant awarded to the United States Military Academy at West Point. I also served as the evaluation consultant for the Center for Physics Education Research at the United States Air Force Academy conducting a program evaluation for their Core Physics Program and advising on a multi-institution NSF-funded grant, Preparing Students for an Interactive Engagement Lesson with Worked-Examples. I have also served numerous times as a reviewer for various NSF funding competitions including the TUES program and the Noyce Program.

I am a math teacher at heart, but I also have a strong interest in assessment and evaluation in STEM education. My current research interests focus on teachers’ (pre-service and in-service) use of formative assessment strategies to promote student learning in mathematics. I enjoy hiking, dancing, and spending time with my family (my newly retired husband and our 8 year old twins).

Dr. Sara Schott

Assistant Professor, Mathematics, Duke University

I serve as a project evaluator of SUMMIT-P. I received my PhD in Mathematics from Duke University in 2012. I am now an Assistant Professor of the Practice in the Department of Mathematics at Duke, where I also act as the Associate Director of Undergraduate Studies. In my role as ADUS, I get to work closely with math majors, but I primarily teach classes in single variable Calculus, meaning that I interact with students from many different disciplines. At Duke, I aim to make students see that the math major is exciting and open to anyone. One of my primary goals is to increase the number of women who choose to study math both at Duke and elsewhere.