- Olivia Carducci
- Professor of Mathematics, Department Chair
B.S., 1983, Saint Mary's College
M.S., 1985, Carnegie Mellon University
Ph.D., 1989, Carnegie Mellon University
I enjoy teaching mathematics from general education through upper level math classes. I am active in service learning and often have students presenting in the ESU Research and Creative Activities Symposium and other venues. I am a co-PI on the NSF S-STEM grant, Clear Path.
My favorite courses to teach are MATH 425 Introduction to Mathematical Modeling and MATH 480 Operations Research. I love giving the students the opportunity to work in groups on projects and seeing what they can do. I also like teaching MATH 220 Discrete Mathematical Structures. I enjoy seeing students develop the ability to write proofs. When I took this course as a student, it greatly increased my love of mathematics.
My current research focuses on service learning, mathematical pedagogy, the science of success, and applications of stable matching.
I am co-PI in the NSF S-STEM grant to support students transferring to ESU from a community college and majoring in a STEM discipline. To date we have supported about 60 scholars and have a 90% retention rate. The first scholars will graduate in May, 2019.
Chair of the Math Department
University Wide Curriculum Committee
Service Learning Initiative Committee
Student Success Network
Publications & Presentations
Card Trick Exercise Leads to Improved Reading of Mathematics Texts, to appear in PRIMUS.
Sockman, B. R., Carducci, O. M., Clossey, L., Batson-Magnuson, L., White, G., Wehmeyer, A., Wells, H., Rauch, G. How Service-Learning Experiences Promote the University's Strategic Mission; Journal on Excellence In College Teaching (2018) 29 (1), 75-117.
Sockman, B., Clossey, L., Carducci, O., Green, B., Mangusson, L., Mawure, D., and White, G. Systems Thinking as a Heuristic for the Implementation of Service Learning in Higher Education, to appear in Systems Thinking and Change, major reference work, Springer/AECT
L. Bateson-Magnuson, O. Carducci, and L. Clossey Service-Learning. In M. Ball and P Pruim Eds. First Year Experience Reader. San Francisco: Cognella Press (2018).
Select Presentations: The Use of Card tricks to Discover How to Read a Math Text. Presented in the “Touch it, Feel it, Learn it: Tactile Learning Activities in the Undergraduate Mathematics Classroom” invited session, Joint Mathematics Meetings, Baltimore, Maryland, January 2019.
Green, B. A., Darsinos, J., LaBar, D., Carducci, O. M., & Jones-Wilson, T. M. Student Success and High Impact Practices: Translating Psychology Research for Greater Understanding. Presented at AACU’s Transforming STEM Higher Education. Atlanta, Georgia, November 2018.
Jones-Wilson, T. M., Carducci, O. M., & Green, B. A. STEM Transfer Readiness: Defining and quantifying the deficit, solving the problem. Presented at AACU’s Transforming STEM Higher Education. Atlanta, Georgia, November 2018.
L. Bateson-Magnuson, O. Carducci, L. Clossey, and B. Sockman, Service Learning: Explore the Possibilities, Provost’s Colloquium, East Stroudsburg University, March 2018.
Carducci, O. M., Jones-Wilson, T. M., Green, B. A. Bachelors Degree Completion Scholarships Activities Supporting Integration, National Institute for the Study of Transfer Students 16th Annual Conference. Atlanta, Georgia February, 2018.
Stable Matching Problems Admitting a Single Stable Matching, Midwest Graph Theory Conference (MIGHTY), Wright State University, April 8 - 9, 2016.
Mathematical Modeling and Service-Learning, New England SENCER (Science Education
for New Civic Engagement and Responsibilities) Center for Innovation, Massachusetts
College of Liberal Arts, October 18, 2014.
- N. Paul Schembari
- Professor of Mathematics
B.S., 1984, Long Island University
M.S., 1987, Syracuse University
M.Phil., 1989, Syracuse University
Ph.D., 1991, Syracuse University
Dr. N. Paul Schembari is a professor of Mathematics at East Stroudsburg University of PA. He teaches most mathematics classes, especially Calculus, Differential Equations, Linear Algebra, Discrete Mathematics, and Statistics at all levels. His research is in areas of mathematics applied to computing.
Calculus and Differential Equations - Dr. Schembari has a Ph.D. in mathematical analysis so these fields are his expertise.
Discrete Mathematics - Dr. Schembari especially enjoys helping students learn how to write mathematical proofs.
Linear Algebra - much of this subject concerns working with vectors, an Dr. Schembari has applied this to computing research.
Statistics - because this subject has many applications to almost every academic field, Dr. Schembari enjoys helping students learn how to apply stats to their majors.
Dr. Schembari has worked on multiple areas of research during his years at ESU:
Network Intrusion Detection
Dr. Schembari has served multiple communities:
ESU Tutoring Center
Director of the ESU Cybersecurity Program
Chair of ESU Computer Science
ESU Curriculum Committee
ESU Faculty Development and Research Committee
Student Group Advising
Dr. Schembari has been the adviser to the ESU Math Club - Euclid's Elements
Publications & Presentations
In Preparation 2020: Student Impressions of Online Mathematics Homework. I created a survey for our mathematics classes to determine whether or not students prefer online mathematics homework compared to traditional homework. This survey was given to 14 classes in Fall 2019 by members of the Mathematics Department. The results have been organized into a presentation for the Joint Mathematics Meetings which I will now write into a paper.
GDOM: Granulometry for the Detection of Obfuscated Malware, with J. Aruta. Accepted for Publication in Journal of Cybersecurity Education Research and Practice, 2020.
A Half-Rotor Cipher for the Classroom, PRIMUS, 30:5, 552-570, DOI: 10.1080/10511970.2019.1619003, 2020
From Student Research to Intrusion Detection, Information Security Education Journal, Volume 2, Number 2, 2016, pp. 57 – 67. (Refereed Journal)
The Assessment of Learning Outcomes in Information Assurance Curriculum, with Mike Jochen, Proceedings of the 2013 Information Security Curriculum Development InfoSecCD Conference, 2013. (Refereed Conference Proceedings)
Using Information Assurance Curriculum Standards as a Basis for a Graduate Degree, with Michael Jochen, Proceedings of the Pennsylvania Computer and Information Systems Educators (PACISE) Conference, 2012. (Refereed Conference Proceedings)
Undergraduate Research in Computer Forensics, with Mary DeVito, Christine Hofmeister, and Michael Jochen, Proceedings of the 2011 Information Security Curriculum Development InfoSecCD Conference, 2011. (Refereed Conference Proceedings)
- Xuemao Zhang
- Associate Professor of Mathematics
B.S., 1999, Qufu Normal University
M.S., 2005, University of Windsor
Ph.D., 2011, University of Windsor
The primary duty of Dr. Xuemao Zhang is teaching Mathematics, Probability and Statistics. Besides Education, he is interested in the research of longitudinal data analysis and Bio-statistics. He has several publications in academic journals including Biometrical Journal, Journal of Statistical Computation and Simulation, and Statistics in Medicine.
Algebra, Calculus, Probability and Statistics.
Estimating equations, Categorical Data Analysis and Generalized Linear Models.
Publications & Presentations
Zhang, X., Paul, S. and Wang, Y (2019). Small Sample Bias Correction or Bias Reduction? Communications in Statistics - Simulation and Computation, to appear.
Zhang, X., Paul, S. and Li, D. (2016). Modeling Longitudinal Overdispersed Binomial Responses by Generalized Estimating Equations, Journal of Statistical Computation and Simulation, 86(10), 1912-1920.
Paul, S. and Zhang, X. (2014). Small Sample GEE Estimation of Regression Parameters for Longitudinal Data, Statistics in Medicine, 33, 3869-3881.
Zhang, X. and Paul, S. (2013). Gaussian Estimation of Regression Effects in Longitudinal Binary Data, Biometrical Journal, 55, 885-898.
Paul, S. and Zhang, X. (2010). Testing for Normality in Linear Regression Models, Journal of Statistical Computation and Simulation, 80, 1101-1113.
- Kristin Noblet
- Assistant Professor of Mathematics
B.S., 2005, Plymouth State University
M.Ed., 2012, Plymouth State University
Ph.D., 2016, University of Northern Colorado
Dr. Noblet teaches mathematics education courses, such as MATH 431/531: Teaching Mathematics Using Technology and PSED 436/536: Teaching of Secondary Mathematics, as well as mathematics courses, such MATH 140: Calculus I. Her primary area of research pertains to preservice teachers' development of mathematics PCK (pedagogical content knowledge).
Publications & Presentations
Refereed Publications & Proceedings:
Noblet, K. (Accepted). Developing pedagogical content knowledge: Can tutoring experiences be used to train future teachers? Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education, Oklahoma City, OK.
Green, B. A., Protzko, J., and Noblet, K. (2018). Assignments and Exercises for Students for Statistical Concepts for the Behavioral Sciences, 2/e. Boston: Pearson.
Noblet, K. (2017). Preservice elementary teachers’ understandings of least common multiple versus greatest common factor. In (Eds.) A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown, Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. p. 779-786, San Diego, CA.
Noblet, K. (2015). Differentiating instances of knowledge of content and teaching: Responding to student conjectures. In (Eds.) T. Fukawa-Connolly, N. Engelke Infante, K. Keene, and M. Zandieh, Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA.
Noblet, K. (2014). Preservice elementary teachers’ understanding of number theory: Connecting content knowledge to PCK. In (Eds.) T. Fukawa-Connolly, G. Karakok, K. Keene, and M. Zandieh, Proceedings of the 17th Annual Conference on Research in Undergraduate Mathematics Education. Denver, CO.
Noblet, K. (2013). Preservice elementary teachers’ understanding of greatest common factor story problems. In (Eds.) S. Brown, G. Karakok, K. H. Roh, and M. Oehrtman, Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education, Vol. 2, pg 227-233. Denver, Colorado.
Jackson, B., Rice, L., & Noblet, K. (2011). What do we see? Real time assessment of middle and secondary teachers’ pedagogical content and sociomathematical norms. In (Eds.) S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman, Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education, Vol. 4, pg 103-107. Portland, Oregon.
- Christopher Dubbs
- Assistant Professor
B.S., 2011, Lock Haven University
M.S., 2013, Michigan State University
Ph.D, 2020, Michigan State University
Dr. Dubbs is an assistant professor in the Department of Mathematics at East Stroudsburg University. His focus is on mathematics courses for future mathematics teachers, especially mathematics content courses for future pK-8 teachers (MATH105/205). His research leverages graph theory and philosophy to map, analyze, and critique the field of mathematics education research.
Dr. Dubbs is interested in teaching general education mathematics courses and mathematics content courses for future mathematics teachers (pK-12). His focus is on the mathematics content courses for pK-8 teachers (MATH105 - Problem Solving and MATH205 - Geometry) with an emphasis on complex instruction—the use of groupworthy tasks that both (1) engage with meaningful mathematics content and (2) address issues of status in the mathematics classroom to ensure all students have equitable opportunities to learn.
Philosophy and Ethics of Mathematics Education, LGBTQQ+ Responsive Teacher Education, Equity, History of Mathematics Education
Publications & Presentations
Dubbs, C. (2020). Whose ethics? Towards clarifying ethics in mathematics education
research. Journal of Philosophy of Education. doi: 10.1111/1467-9752.12427
Dubbs, C. (2020). Perturbations of the Sensible: An Atlas of Mathematics Education Research. (Doctoral dissertation, Michigan State University).
Dubbs, C., Whipple, K., & Koestler, C. (2020). LGBTQQ+ Responsive Mathematics Teacher Education: Comparing Experiences Across Contexts. Presentation at the 2020 Association of Mathematics Teacher Educators Conference. Phoenix, AZ: AMTE.
Koestler, C., Whipple, K., & Dubbs, C. (2019). Using Vignettes to Prepare Mathematics Teachers to Advocate for LGBTQQ+ Students, Families, and Colleagues. Presentation at the 2019 Association of Mathematics Teacher Educators Conference. Orlando, FL: AMTE.
Tunstall, L., Dubbs, C., & Osibodu, O. (2018). Possibilities for symbolic power in mathematics: Necessitating a critical awareness of dehumanizing quantification. Presentation at the 2018 Annual Meeting of the American Educational Research Association. New York, NY: AERA.
Crespo, S., Bieda, K., & Dubbs, C. (2018). Developing a Reading Habit: Preparing for and Contributing to a Research Community. Mathematics Teacher Educator, 7(1), 3-7. doi: 10.5951/mathteaceduc.7.1.0003
Koestler, C., Whipple, K., Dubbs, C., & Jacobs, J. (2018). Mathematics teacher educators’ responsibilities and roles in advocating for LGBTQQ+ students, teachers, and university colleagues. Workshop offered at the 2018 Association of Mathematics Teacher Educators Conference. Houston, TX: AMTE.
Crespo, S., Martínez, J. M., Dubbs, C., & Bieda, K. (2017). Too Little, Too Much, Just Right!—Articulating Shared Problems in the Practice of Mathematics Teacher Educators. Mathematics Teacher Educator, 6(1), 3-8. doi:10.5951/mathteaceduc.6.1.0003
Dubbs, C. (2016). A Queer Turn in Mathematics Education Research: Centering the Experience of Marginalized Queer Students. In Proceedings of the 38th Conference of the North-American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA). Tucson, AZ: PME-NA.
- April Wyler
- Adjunct Instructor of Mathematics
B.S., 1995, University of New Haven
M.A., 1999, Western Connecticut State University
I've been teaching freshman math courses here at ESU since 2005, including: M090, M100, M101, M105, M110, M130, M135, M205 and a few courses for other departments. I love technology, so you'll be using it in my courses!