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Coordinator of the Mathematics Enrichment Workshop Program, the Mathematics Community Center, and the Mathematics NEIU Summer Bridge Program , Associate Professor
College of Arts and Sciences
Courses Taught 
Math, 251, Introduction to Advanced Mathematics
Math 187, Calculus I
Math 253, Linear Algebra I
Math 203, Calculus III
Math 185, Precalculus
Math 163, Mathematical Modeling with Elementary Functions for Business
For a complete list, please review Curriculum Vitae below
Research Interests 
Identity development of underrepresented STEM students, relationships between marginalized students' identity development and participation in collaborative mathematics classrooms, and creating equitable mathematics learning environments for marginalized students.
Education 

DA, Doctor of Arts in Mathematics, University of Illinois, Department of Mathematics, Statistics, and Computer Science, Chicago, Illinois

MA, Master of Arts in Mathematics, Saint Louis University, St. Louis, Missouri, Graduated with Distinction

BS, Bachelor of Science in Systems Science and Engineering, Washington University, St. Louis, Missouri, Graduated Magna Cum Laude.

 

Selected Publications 

Oppland-Cordell, S., Rosskamm, D., Bilyk, R., Echevarria, R., & Allen, N. (2014). Peer leaders’ perspectives of their involvement in a mathematics enrichment workshop program: A comparison of motivations and outcomes. Conference Proceedings of the Peer-Led Team Learning International Society, May 29-31, 2014, California State University at Dominquez Hills, www.pltlis.org; ISSN 2329-2113.

Oppland-Cordell, S., & Martin, D. B. (2014). Identity, power, and shifting participation in a mathematics workshop: Latin@ students’ negotiation of self and success. Mathematics Education Research Journal, 1-29.

Oppland-Cordell, S. (2014). Urban Latina/o undergraduate students’ negotiations of identities and participation in an Emerging Scholars Calculus I workshop. Journal of Urban Mathematics Education.

Oppland-Cordell, S. (2013). Mathematical and racial identity co-construction in multiple sociopolitical contexts: A case study of a Latina undergraduate student from an urban community. Journal of Urban Learning, Teaching, and Research.

Oppland-Cordell, S. (2013). Race-place in mathematics participation: Latina/o undergraduate students’ negotiations of racialized spaces and identities. In A. Castro Superfine & M. V. Martinez (Eds.) Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (PME), Chicago, IL: PME.

Oppland-Cordell, S. (2012). Identity and equity among Latina/o undergraduates in an Emerging Scholars math workshop. In L. R. Van Zoest, J. Lo, & J. L. Kratky (Eds.),  Proceedings of the 34th Conference of the International Group for the Psychology of Mathematics Education (PME), Vol. 4, (p. 355-358). Kalamazoo, MI: PME.

Selected Conference Presentations: 

Oppland-Cordell, S., Allen, N., & Echevarria, R. (May, 2014). Peer leaders’ and peer leader volunteers’ perspectives of their involvement in a mathematics workshop  program: An exploration of motivations and outcomes. Paper presented at the Third Annual Peer-Led Team Learning International Society Conference, Carson, CA.

Oppland-Cordell, S., Allen, N., & Echevarria, R. (May, 2014). Peer leaders’ and peer leader volunteers’ perspectives of their involvement in a mathematics workshop program. Third Annual Peer-Led Team Learning International Society Conference, Carson, CA.

Oppland-Cordell, S. (April, 2014). Latina/o students’ trajectories of participation in an Emerging Scholars workshop. Paper presented at the TODOS strand of the Annual Meeting of the National Council of Teachers of Mathematics, New Orleans, LA.

Oppland-Cordell, S. (November, 2013). Race-place in mathematics participation: Latina/o undergraduate students’ negotiations of racialized spaces and identities. Paper presented at the 35th Conference of the International Group for the Psychology of Mathematics Education, Chicago, IL.

Anderson, C. Oppland-Cordell, S., & Sanborn, K. (April, 2014). Students’ perceptions of the use of technology in their developmental mathematics coursework. 22nd Annual Student Research and Creative Activities Symposium, Northeastern Illinois University, Chicago, IL.

Sanchez, A., Stilling, P., Pranjic, D., & Oppland-Cordell, S. (September, 2013). Underrepresented mathematics majors’ perspectives of motivations for their mathematical success. SCSE 5th Annual Research Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S. (April, 2013). Participating through identities: Latina/o undergraduate students’ mathematical success in an Emerging Scholars calculus workshop. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Oppland-Cordell, S., Kachaochana, S., Khan, M., Echevarria, R., Allen, N., Roman, E., & Aman, L. (April, 2013). An evaluation of the effectiveness of the Mathematics Enrichment Workshop Program: An analysis of participants’ performance outcomes and perceptions of the program. 21st Annual Student Research and Creative Activities Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S., Rosskamm, D. & Bilyk, R. (April, 2013). An evaluation of the effectiveness of the Mathematics Enrichment Workshop Program: An analysis of peer leaders’ experiences and perceptions of the program. 21st Annual Student Research and Creative Activities Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S. (November, 2012). Identity and equity among Latina/o undergraduates in an Emerging Scholars math workshop. Paper presented at the 34th Conference of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI.

Oppland-Cordell, S., Leavitt, D., & McGee, E. (April, 2012). Learning from underrepresented students’ perspectives: Investigations by female mathematics education scholars from STEM backgrounds. (Working Group Roundtable Session). Jacqueline Leonard and Rochelle Gutierrez (Co-Chairs). Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

Oppland-Cordell, S. (November, 2011). ’I don’t know how far I would be right now if it wasn’t for the workshop’: Latino/a undergraduates resist racialized, gendered, and classed spaces through an Emerging Scholars Workshop, Faculty Research Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S. (May, 2011). The inextricability of identity, participation, and access to math learning opportunities among Latino/a undergraduate students, Chicago Symposium Series, University of Illinois, Chicago, IL.

Oppland-Cordell, S. (November, 2010). The inextricability of identity, participation, and access to math learning opportunities among Latino/a undergraduate students, Faculty Research Symposium, Northeastern Illinois University, Chicago, IL.

Background 

Dr. Cordell has been an Assistant Professor in the Department of Mathematics at NEIU since fall 2010. Dr. Cordell obtained her undergraduate degree in Systems Science and Engineering at Washington University in St. Louis, a Masters in Mathematics at St. Louis University, and a DA in Mathematics at the University of Illinois at Chicago. She is dedicated to supporting historically underrepresented students and diverse student populations in persisting and succeeding in mathematics and STEM fields through her teaching, research, and service. Dr. Cordell teaches both pure mathematics and mathematics education courses at the undergraduate and graduate levels. Her research interests are in the area of mathematics education. Her research focuses on the identity development of underrepresented students in mathematics, relationships between marginalized students' identity development and participation in collaborative mathematics classrooms, and creating equitable mathematics learning environments for marginalized students. Dr. Cordell has published her research in education and mathematics education journals, including the Journal of Urban Learning, Teaching, and Research, the Mathematics Education Research Journal, and the Journal of Urban Mathematics Education. She has also presented her research at local, national, and international conferences, including the National Council of Teachers of Mathematics, the annual meeting of the American Educational Research Association, and the Conference of the International Group for the Psychology of Mathematics Education. Dr. Cordell has also worked collaboratively with undergraduate students, graduate students, and mathematics faculty on various research projects for two years, including Honors students and McNair students. Moreover, Dr. Cordell is the Faculty Coordinator of the Mathematics Enrichment Workshop Program (MEWP), the mathematics component of the EMERGE Summer Program, and the Mathematics Education Learning Community at NEIU. Dr. Cordell also serves on several committees including the Mathematics Development Curriculum Committee, the Undergraduate Program Committee (Mathematics), and the Title III Grant Program Advisory Group. 

Additional Information 

Grants:

Advisory, Mentor and Skill Enhancement Workshop Coordinator, NU-STARS for Northeastern Illinois Student Training in Academic Research in the Sciences, 2014- 2018.

Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $5,000, Research Community Award, 2014.

Principle Investigator, Underrepresented STEM undergraduate and graduate students’ perspectives of experiences supporting their mathematical success, $4,900, Student Center for Science Engagement and U.S. Department of Education, 2014.

Principle Investigator, Underrepresented STEM majors’ perspectives of experiences supporting their mathematical success, $4,000, Committee on Organized Research Award, 2014.

Principle Investigator, How identity contributes to mathematical success: Exploring how underrepresented undergraduate mathematics majors negotiate their identities in their mathematical trajectories, $3,900, Student Center for Science Engagement and U.S. Department of Education, 2013.

Faculty Coordinator for Emerging Scholars Program (ESP) Mathematics Workshops, Enhancing Career Opportunities in Biomedical and Environmental Health Sciences at an Urban Hispanic Serving Institution: An HSI STEM and Articulation Initiative, U.S. Department of Education, $4,345,618, 2011-2016.

hs 7et0FJtina/o undergraduate students’ mathematical success in an Emerging Scholars calculus workshop. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Oppland-Cordell, S., Kachaochana, S., Khan, M., Echevarria, R., Allen, N., Roman, E., & Aman, L. (April, 2013). An evaluation of the effectiveness of the Mathematics Enrichment Workshop Program: An analysis of participants’ performance outcomes and perceptions of the program. 21st Annual Student Research and Creative Activities Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S., Rosskamm, D. & Bilyk, R. (April, 2013). An evaluation of the effectiveness of the Mathematics Enrichment Workshop Program: An analysis of peer leaders’ experiences and perceptions of the program. 21st Annual Student Research and Creative Activities Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S. (November, 2012). Identity and equity among Latina/o undergraduates in an Emerging Scholars math workshop. Paper presented at the 34th Conference of the International Group for the Psychology of Mathematics Education, Kalamazoo, MI.

Oppland-Cordell, S., Leavitt, D., & McGee, E. (April, 2012). Learning from underrepresented students’ perspectives: Investigations by female mathematics education scholars from STEM backgrounds. (Working Group Roundtable Session). Jacqueline Leonard and Rochelle Gutierrez (Co-Chairs). Paper presented at the annual meeting of the American Educational Research Association, Vancouver, British Columbia, Canada.

Oppland-Cordell, S. (November, 2011). ’I don’t know how far I would be right now if it wasn’t for the workshop’: Latino/a undergraduates resist racialized, gendered, and classed spaces through an Emerging Scholars Workshop, Faculty Research Symposium, Northeastern Illinois University, Chicago, IL.

Oppland-Cordell, S. (May, 2011). The inextricability of identity, participation, and access to math learning opportunities among Latino/a undergraduate students, Chicago Symposium Series, University of Illinois, Chicago, IL.

Oppland-Cordell, S. (November, 2010). The inextricability of identity, participation, and access to math learning opportunities among Latino/a undergraduate students, Faculty Research Symposium, Northeastern Illinois University, Chicago, IL.

 

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