D.A. Doctor of Arts in Mathematics, University of Illinois, Department of Mathematics, Statistics, and Computer Science, Chicago, Illinois
M.A. Master of Arts in Mathematics, Saint Louis University, St. Louis, Missouri, Graduated with Distinction
B.S. Bachelor of Science in Systems Science and Engineering, Washington University, St. Louis, Missouri, Graduated Magna Cum Laude.
Oppland-Cordell, S. & Bird, K. (2023). A Critical Analysis of Latinx STEM Males’ Counterstories of Peer-Related Experiences Supporting their Mathematical Success. Paper presented at the 2023 annual meeting of the American Educational Research Association. AERA Online Paper Repository. https://doi.org/10.3102/2011890.
Oppland-Cordell, S. & Bird, K. (2018). Latina/o STEM majors’ perspectives of experiences supporting their mathematical success. In Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education. (Vol. 1, pp. 982-985). PME-NA.
Bird, K., Hibdon, J., & Oppland-Cordell, S. (2016). The EMERGE Summer Program: Supporting incoming freshmen’s success in mathematics development coursework. The Learning Assistance Review, 21, 2, 67-82.
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.
Selected Conference Presentations:
Oppland-Cordell, S. & Bird, K. (April, 2023). A Critical Analysis of Latinx STEM Males’ Counterstories of Peer-Related Experiences Supporting their Mathematical Success, Paper presented at the annual meeting of the American Educational Research Association, Division G - Social Context of Education, Chicago, IL.
Oppland-Cordell, S. & Bird, K. (December, 2022). Explore Your Math Identity by Creating a Mathography, Futures Unlimited Workshop, Oakton Community College, Des Plaines, IL.
Oppland-Cordell, S. (February, 2022). Using an Identity Lens to Explore Equity Processes among Latinx Undergraduates in an Emerging Scholars Math Workshop, North Carolina PKAL Regional Network Meeting, A Virtual Meeting Hosted by North Carolina A&T State University and University of North Carolina at Greensboro.
Bird, K., Oppland-Cordell, S., & Hibdon, J. E., Jr. (January, 2016). The EMERGE Summer Program at Northeastern Illinois University: Supporting incoming freshmen in strengthening their mathematical identities and succeeding in mathematics development coursework., MAA General Contributed Paper Session on Teaching and Learning Developmental Mathematics, Joint Mathematics Meetings, Seattle, WA.
Dr. Cordell obtained her undergraduate degree in Systems Science and Engineering at Washington University in St. Louis, a master's in Mathematics at St. Louis University, and a D.A. 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, including Honors students and McNair students. Dr. Cordell has also served as Faculty Coordinator of the Mathematics Enrichment Workshop Program, the mathematics component of the EMERGE Summer Program, and the Mathematics Community Center. Dr. Cordell has also served on various committees including the Audrey Reynolds Award Committee, the MSTQE Advisory Committee, the Mathematics Development Curriculum Committee, the Mathematics Department Undergraduate Program Committee, and the Title III Grant Program Advisory Group.
Grants:
Faculty Coordinator, Title III Science, Technology, Engineering, or Mathematics (HSI STEM) and Articulation Program, EXITO: Exit on Time in STEM, U.S. Department of Education, $5.6 million, 2017-2019.
Faculty Coordinator, Title V Developing Hispanic Serving Institutions (DHSI) – Individual Development, $2.6 million, 2017-2019.
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.
Return to Mathematics Faculty
Room BBH 225A
Northeastern Illinois University
5500 North St. Louis Avenue
Chicago, IL 60625
United States
