RESUME

c. Academic positions:

UNIVERSITY OF GEORGIA, Graduate Assistant, TIM: Technology Integration in Mathematics, Learning & Performance Support Laboratory, July 2006 – present

UNIVERSITY OF GEORGIA, Graduate Teaching Assistant, Department of Mathematics and Science Education, August 2004 – May 2006

UNIVERSITY OF GEORGIA, Graduate Assistant, CPTM: Center for Proficiency in Teaching Mathematics, Department of Mathematics and Science Education, August 2003 – May 2005

GAINESVILLE COLLEGE, Adjunct Mathematics Lecturer, Department of Mathematics, Gainesville, Georgia, January 2004 – present

SPELMAN COLLEGE, Director of Mathematics Laboratory & Lecturer, Department of Mathematics, Atlanta, Georgia, August 2000 – May 2003

MOREHOUSE COLLEGE, Adjunct Mathematics Lecturer, Department of Mathematics, Atlanta, Georgia, August 2001 – May 2003

GEORGIA STATE UNIVERSITY, Visiting Instructor, Department of Mathematics, Atlanta, Georgia, August 1999 – May 2000

d. Other professional employment:

THE GALLOWAY SCHOOL, Mathematics Teacher of Upper Learning, Atlanta, Georgia, August 1997 – May 1999

e. Graduate awards, fellowships, and scholarships:

Southern Regional Educational Board (SREB) Dissertation Year Award Fellowship Scholar, 2006 – 2007

Who’s Who Among Graduate Students in America, 2006

Nominated by the Department of Mathematics and Science Education to accept this honor

University of Georgia Graduate Recruitment Opportunities (GRO) Assistantship, 2003 – present

Minority Biomedical Research Support (MBRS) Fellowship, 1995 – 1997

Mathematical Association of America/American Mathematics Society Joint Meeting, Best Undergraduate Research Award, 1995

United Negro College Fund/Spike Lee “Do The Right Thing” Scholarship recipient, 1991 – 1995

2. RESIDENT INSTRUCTION AND CONTINUING EDUCATION

a. Course taught at the University of Georgia

EMAT 3410 – Mathematics Methods in Pre K – 5

Replaced EMT 441 in semester conversion. Major requirement for early childhood education majors; sequel to EMAT 3400. Mathematics teaching and curriculum in Pre K – 5 integrated with an analysis of mathematics teaching, including the use of technology. Includes a 4 – week full day field experience.

Spring 2006, 28 Students

Fall 2005, 31 Students

b. Courses co-assisted at the University of Georgia

EMAT 3400 – Children’s Mathematical Learning

Replaced EMT 442 in semester conversion. Major requirement for early childhood education majors. Research-based development of a theory of children’s mathematical learning from prenumerical stages through the acquisition of advanced numerical and spatial processes and operations. Includes a weekly field experience supervised by the instructor.

Fall 2004, 33 Students

Spring 2005, 31 Students

EMAT 9000 – The Social of Mathematics: Mathematics Teaching & Learning Seminar

An exploration of economic, cultural, political, and social structures and discourses as they relate to mathematics, mathematics teaching and learning, and research in mathematics including an analysis of how each of these are understood and enacted within various theoretical frameworks.

Spring 2004, 10 Students

EADU 9700 – Critical Race Theory: A Survey of Reading Seminar

An exploration of the evolution and historical significance of critical race theory as a theoretical perspective, the key writings that have informed the discipline, how it has been used in educational research, and how it can be used in mathematics education research as well.

Fall 2004, 3 Students

c. Courses taught at Gainesville College

MATH 0097 – Introductory Algebra

This is a course for students needing supplemental preparation in basic mathematics and beginning algebra. The course is required for students whose placement test scores indicate a need for the course. Topics include signed numbers, algebraic expressions, equations, inequalities, basic graphing, polynomials, rational expressions, and problem solving.

Spring 2004, 15 Students

MATH 1111 – College Algebra

This an algebra course designed primarily for science, mathematics, and business majors. This course is a functional approach to algebra that incorporates the use of appropriate technology. Topics include a detailed study of linear, quadratic, piece-wise defined, higher degree polynomial, rational, logarithmic and exponential functions, their graphs and applications; inequalities; and systems of equations.

Spring 2006, 23 Students

d. Courses taught at Spelman College

MATH 115 – Precalculus I

This course covers real number system, inequalities, distance formula, functions and graphs, polynomial functions, exponential and logarithmic functions.

Summer 2006, 15 Students

Summer 2005, 13 Students

Summer 2004, 16 Students

MATH 116 – Precalculus II

This course covers trigonometric functions, mathematical induction, binomial theorem, complex numbers, and systems of equations. Prerequisite: MATH 115 or college placement exam.

Summers 1997 – 2003

MATH 120 – Precalculus Accelerated

A fast-paced course that reviews polynomial, exponential, logarithmic, and trigonometric functions, systems of equations, and mathematical induction. A student may not receive credit for both MATH 120 and the 115-116 sequence. Prerequisite: College placement exam.

Fall 2000, Fall 2001, Fall 2002

MATH 211 – Applied Calculus

This course is an introduction to the basic ideas of calculus expressly designed for biology and economics majors. Topics include functions and graphs, tangent lines, derivatives, rate of change, maxima-minima problems, exponential and logarithmic functions, integration, multivariable and calculus applications to biology and economics. Prerequisite: MATH 115 (or 120) or college placement exam.

MATH 232 – Analysis II

This course covers derivatives of exponential, logarithmic, and trigonometric functions, methods of integration, polar coordinates, improper integrals, de L'Hopital's rule, sequences, series, power series and Taylor polynomials. Prerequisite: MATH 231 (or 295), or college placement exam.

e. Courses taught at Morehouse College

MAT 100 – College Algebra

A course designed to provide the student with the fundamental concepts of algebra, which are essential for all higher mathematics courses. After completing this course, the student should understand the concepts and know how to apply the knowledge of algebraic equations and inequalities; functions and graphs; polynomial and rational functions; exponential and logarithmic functions; and, systems of equations and inequalities. Prerequisite: MAT 090.

MAT 110 – Finite Mathematics

A course designed to provide the non-science / mathematics /engineering /business student an intense introduction to the foundations and fundamentals of mathematics for liberal arts majors. This course gives an introduction to many branches of mathematics and concentrates on pertinent and concrete examples and applications. After completing this course, the student should be able to work basic problems and word problems in linear algebra, logic, set theory, counting theory, probability, and statistics. Prerequisite: MAT 100.

MAT 162 – Calculus II

A course where topics included is techniques and applications of integration, polar coordinates, parametric equations, infinite sequences and series, numerical integration, differential equations, L’Hopital’s rule, and improper integration. Prerequisite: MAT 161.

f. Courses taught at Georgia State University

MATH 1111 – College Algebra

Prerequisite: high school algebra II. This course covers Graphs; equations and inequalities; complex numbers; functions; polynomial, rational, exponential, and logarithmic functions; and linear systems.

MATH 1113 – Precalculus

Prerequisite: Math 1111, or departmental approval. This course covers trigonometric functions, identities, inverses, and equations; vectors; polar coordinates; conic sections.

MATH 2030 – Principles of Mathematics

This course will not be accepted as part of the requirements of a major in mathematics. Designed for teachers at the elementary and middle school level; topics included are numerical systems, sets and relations, primes and divisors, binary operations and properties, rational numbers and real numbers.

3. SCHOLARLY ACTIVITIES

a. Publications

Denise N. Brewley-Corbin has also published under the name Denise N. Brewley and Denise N. Brewley-Kennedy.

* identifies a publication that has gone through stringent editorial review.

Publications in refereed/peer reviewed journals

* Brewley-Kennedy, D. N. (2005). The struggles of incorporating equity into practice in a university mathematics methods course: The case of Dr. Simms. The Mathematics Educator. Monograph No. 1. 16-28.

* Williams, M. R., Brewley, D. N., Reed, R. J., White, D.Y., & Davis-Haley, R. T. (2005). Learning to read each other: Black female graduate students share their experiences at a White research I institution. Urban Review. 37, 181-199.

* Mickens, R., Brewley, D. N., & Russell, M.L. (1998). A model of dieting. Society for Industrial and Applied Mathematics. 40, 667-672.

* Ehme, J., & Brewley, D. (1996). Continuous data dependence for a class of non-linear boundary value problems. Computational Applied Linear Analysis. 3, 59-65.

Book chapters

Brewley-Corbin, D. N. (in preparation). Staying in mathematics as an act of resistance: A gender case study. Chapter submitted for inclusion in D.B. Martin (Eds.), Mathematics Teaching, Learning, and Liberation in African American Contexts, February 2006.

b. Presentations

Brewley-Corbin, D. N., Hand, V. M., Aguirre, J. M., & Kitchen, R. (2007, March). The promises and challenges of equity in teacher education and professional development. Research symposium at Research Presession of the National Council of Teachers of Mathematics (NCTM), Atlanta.

Brewley-Corbin, D. N. (2007, January). The challenges of infusing equity in mathematics methods course: The case of Dr. Simms. Invited research presentation, Stanford University, Palo Alto.

Brewley-Corbin, D. N. (2006, December). The Young People’s Project, Chicago, Illinois: A “Youth Led” initiative in mathematics education. Literature review presented at The Qualitative Inquiry Certificate Conference, University of Georgia, Athens.

Brewley-Corbin, D. N. (2006, November). The challenges of infusing equity issues in mathematics methods courses. Poster presented at the annual meeting of the Psychology of Mathematics Education - North America Chapter (PME-NA), Mérida, Yucatán, Mexico.

White, D. Y., Abney, A., Brewley, D. N., DuCloux, K., & Thomas, S. (2005, November). The challenges of infusing equity issues in mathematics method courses. Research presented at the National Association for Multicultural Education (NAME), Atlanta.

Junor-Clarke, P. A., & Brewley, D. N. (2005, May). Introduction to technology in the mathematics classroom: A needs assessment. Presented at Cyril Potter’s College of Education, Georgetown, Guyana.

Brewley, D. N., Reed, R. J., Lawler, B., & Stinson, D. (2003, November). The social mathematics: Mathematics teaching and learning. Introduction of a new course presented at a Mathematics Education Student Association (MESA) colloquium, University of Georgia, Athens.

Brewley, D. N. (1995, January). Continuous dependence for boundary value problems. Research presented at the Joint Mathematics Meetings, Mathematics Association of America and American Mathematics Society (MAA/AMS), San Francisco.

Brewley, D. N. (1998, January). A model of dieting. Research presented at the annual meeting of the Minority Biomedical Research Symposium (MBRS), Miami.

4. SERVICE TO THE UNIVERSITY

a. Department

President, Mathematics Education Student Association (MESA), University of Georgia, 2005 – 2006

Colloquium Chair, Mathematics Education Student Association (MESA), University of Georgia, 2004 – 2006

Vice President, Mathematics Education Student Association (MESA), University of Georgia, 2004 – 2005

b. College

Member, Dean's Council on Diversity, University of Georgia, 2004 – present

5. SERVICE TO THE PROFESSION

a. Proposal reviewer

Proposal reviewer for the annual meeting of the American Educational Research Association (AERA), Montreal, Canada, April 2005

b. Journal reviewer

Journal reviewer for The Mathematics Educator, an official publication of the Mathematics Education Student Association (MESA) of University of Georgia, 2003 – present

c. Service as discussant/chair

Chair, Division C – Learning and Instruction, Section 3: Mathematics, Students understanding of Mathematical Functions, Annual meeting of the American Educational Research Association (AERA), Montreal, Canada, April 2005

a. Service to the professional community

Participated in the workshop, Transforming Mentees to Mentors – International Project at Georgia State University, July 2006

b. Professional memberships

Member, National Council of Teachers of Mathematics (NCTM)

Member, The Benjamin Banneker Association

Member, American Educational Research Association (AERA)