  | Chris Rasmussen is a Professor of Mathematics Education in the Department of Mathematics and Statistics at San Diego State University. He received an undergraduate degree in mechanical engineering, a master’s degree in mathematics, and his PhD in mathematics education at the University of Maryland. His research focuses on the learning and teaching of undergraduate mathematics, with a focus on courses that serve as a transition from students’ current ways of reasoning to more formal and abstract ways of reasoning. |
| Karen Keene was an Associate Professor and Department Head of STEM Education at Embry-Riddle Aeronautical University. Prior to that, she was an Associate Professor at North Carolina State University. She conducted research in undergraduate mathematics education, primarily concerning differential equations teaching and learning. Additionally, she researched the social construction of mathematical meaning in undergraduate classrooms. Her second area of research lay within secondary teacher education, focusing on teachers’ content knowledge and how it connects to their teaching and curriculum development. Sadly, she passed away on February 12, 2023. She was a vital member of the IODE Team, and we miss her dearly. |   |
  | Justin Dunmyre earned his PhD in mathematics at the University of Pittsburgh where he focused his research in mathematical neuroscience. His first encounter with active learning was as a visiting assistant professor at the University of Michigan. He later became a Project NExT fellow (Brown ’13), and now focuses most of his academic energy on teaching, especially in inquiry-oriented ways. He is currently an Associate Professor in Frostburg State University’s Department of Mathematics. |
| Nicholas Fortune is an Assistant Professor of Mathematics Education at Western Kentucky University. He received his PhD in Mathematics Education from North Carolina State University and his masters and bachelors in Applied Mathematics from Rensselaer Polytechnic Institute. His research centers around instructional change in undergraduate mathematics and how mathematics faculty can collaborate on pedagogy and student thinking to support their instructional change and incorporate inclusive pedagogical practices. |   |