Call for Papers: 2025 Special Issue for Education Sciences - "Engaging Students to Transform Tertiary Mathematics Education"
Rachel Funk
Dear RUME colleagues,
We encourage you to submit manuscripts to the Education Sciences Special Issue: Engaging Students to Transform Tertiary Mathematics Education. The guest editors are Drs. Wendy Smith, Amy Been Bennett, and Rachel Funk, all at the University of Nebraska-Lincoln. The deadline for manuscripts is October 20, 2025. More information about the special issue is pasted below and available at this link: https://www.mdpi.com/journal/education/special_issues/1208GKSOH1
Information about this Special Issue:
This SI will focus on engaging students to transform tertiary mathematics education. It is broadly recognized that tertiary mathematics teaching practices lag behind what we know to be effective teaching practices; involving students collaboratively in transformation efforts is a crucial practice for effective and sustainable changes. We invite authors to report on empirical studies contributing to research in improving tertiary mathematics education, focused on engagement with students inside and/or outside the mathematics classroom. The scope of this edition encompasses a broad spectrum of topics, including but not limited to the following themes.
Suggested themes:
Departmental transformation in tertiary mathematics
Equitable and inclusive teaching practices to foster student belonging in mathematics
Social justice and decolonizing curriculum development for tertiary mathematics courses
Student-faculty partnerships for mathematics (e.g., partnerships with undergraduate learning or teaching assistants)
Use of student experience data to transform tertiary mathematics programs
Professional learning for mathematics instructors to support student agency/use of equitable and inclusive teaching practices
Improving assessment practices for student learning
Institutional partnerships to support transfer students in tertiary mathematics
Instrument development to measure changes in teaching practices, instructor knowledge, instructor beliefs/values/attitudes/frames, student interest/belonging/attitudes in tertiary mathematics
Drs. Wendy Smith, Amy Bennett, and Rachel Funk
Guest Editors