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Barbara Sponsel

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Professor of Mathematics
Division of Science and Mathematics
316-942-4291 ext. 2247
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Office: MN217
|Mathematics

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Miscellaneous Information

Miscellaneous Information:

Dr. Barbara Sponsel is a tenured faculty member teaching in the Department of Mathematics at Newman University since 1999. As a Professor of Mathematics, Barbara has taught a variety of courses in the areas of algebra, calculus, geometry, and statistics. For the School of Education, Dr. Sponsel has taught Specific Methods of Teaching Mathematics for secondary education majors. In addition to teaching, Professor Sponsel has served on a multitude of Newman University committees (e.g.,Gerber Institute Executive Board (2011-15); Faculty Senate President (2018-19)). Dr. Sponsel has also served as the STEM Club faculty adviser from 2015-present.

Professor Sponsel earned an M.S. in Mathematics from Wichita State University in 1993, and a Ph.D. in Curriculum and Instruction for Mathematics Education from Kansas State University in 2010. After completing her doctorate, she secured federal funding ($699,000.00 total) for two three-year Math and Science Partnership Title IIB grants. As the director and principal investigator for these projects, Dr. Sponsel led collaboration between Newman University’s Division of Science and Mathematics, and the School of Education. In addition, Dr. Sponsel developed partnerships with Wichita area public school districts (Haysville; Belle Plaine; Wichita), and the Diocese of Wichita Catholic Schools. The projects sought a collegial professional learning structure aimed at strengthening teacher participants’ content knowledge in math and science, and ultimately supported the academic achievement students in mathematics and science.

Professor Sponsel is married, and has five children and four grandchildren. She enjoys spending time with her family, and watching her family participate in sports and the performing arts.

Ph.D.
Education:

Ph.D. Curriculum and Instruction, Mathematics Education, Kansas State University, 2010

Dissertation: The Impact of the Infinite Mathematics Project on Teachers’ Knowledge and

Teaching Practice:  A Case Study of a Title IIB MSP Professional Development Initiative

Chairs:  Dr. David Allen & Dr. Gail Shroyer

Dissertation Abstract Excerpt:  The case study of a Title IIB Math and Science Partnership professional development initiative sought “to provide a qualitative examination of the characteristics and strategies used in the project, and to understand their impact on teacher learning and practice.”  The findings revealed, “teachers gained both content knowledge…and pedagogical knowledge.”  The study also provided “evidence that the project had an impact on teaching practice.”

M.S. Mathematics, Wichita State University, 1993

B.A. Secondary Education of Mathematics, Wichita State University, 1987

Research Interest:
  • K-16 mathematics education
  • Math & Science Partnerships
  • Implementation of standards-based mathematics teaching
Publications & Presentations:

Funded Grants

  • “Using Mathematical Practices to Understand Content” (Y1 $110,000; Y2 $110,000; Y3 $110,000). Funding source Kansas State Department of Education through the US Department of Education, Title IIB – Math and Science Partnerships. Primary author, principal investigator, and co-facilitator. (2012-2015).
  • “Teacher Inquiry into Math, Engineering, and Science Practices” (Y1 $123,000; Y2 $123,000; Y3 $123,000). Funding source Kansas State Department of Education through the US Department of Education, Title IIB – Math and Science Partnerships. Primary author, principal investigator, and co-facilitator. (2015-2018).
Affiliations / Community Leadership:
  • National Council of Teachers of Mathematics (NCTM)
  • Mathematics Association of America (MAA)
Recognition & Awards:
  • Newman University Excellence in Scholarship Award 2012-2013
Resume:
https://drive.google.com/a/newmanu.edu/file/d/1HTDZNlRTZGDoKRM4WHS31kSKULV_xLBD/view?usp=sharing

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