Education

2012 Ph.D. in Mathematics Education, Kent State University (Kent, OH)
2012 Licensed Mathematics Teacher in the State of Ohio grades 7-12
2006 Masters in Mathematics Education, Ohio State University (Columbus, OH)
2005 Doctoral Work in Mathematics, University of Notre Dame (Southbend, IN)
2004 Masters of Science in Mathematics, Ohio State University (Columbus, OH)
2001 Bachelor of Science in Mathematics, Ohio State University (Columbus, OH)

Expertise

Mathematics teacher education, mathematical problem solving, proof, discourse, teacher listening, and conceptual metaphor theory

Biography

Sean Yee is an Associate Professor of Mathematics Education at the University of South Carolina (USC) and the Co-director of the Center for Science Education. He has taught secondary school mathematics for eight years and trained preservice teachers in Ohio and California before joining USC to focus on pedagogy courses for mathematics graduate student instructors. His research on mentoring, induction, and professional development (PD) for college mathematics instructors emphasizes generating communities of practice around student-centered instructional methods such as active-learning strategies. His research also includes problem solving, problem posing, conceptual metaphor theory, mathematical proof education, and graduate student instructor pedagogical education. His national proceedings, publications, and external funding have focused on PD for novice STEM educators, established for the purpose of equitable access to effective, evidence-based teaching practices.

Sean enjoys Argentine tango, tap dancing, chess, volleyball, and spending time with his wife and two sons.

Grants

Pending

Yee, S.P., Rogers, K., Churukian, A.,Hanasono, L. (PI: 2025-2040). Establishing Networked Improvement Communities of STEM Educators Actively Engaging Students through Peer Mentoring. National Science Foundation, Department of Undergraduate Education, Institutional Change and Transformation. Total $2,000,000. Recommended for Funding.

Yow, J., Yee, S.P., Gess, A., Lotter, C., & Roy, G. (CoPI: 2025-2030). STEM Teacher Leadership through Action Research in Rural Communities (STEM-TLAR2C). National Science Foundation Robert Noyce Teacher Scholarship Program, Track 3: $3,00,000. Pending

Deas, K., Yee, S.P., Roy, G. (CoPI: 2025-2027). Mentoring for Math Proficiency (M4MP). Excel Grant by the Office of VP of Research at USC. $15,000. Pending.

Funded

Ryker, K. & Yee, S.P. (CoPI: 2022-2025) Junior Science and Humanities Symposium Regional Science Fair. United Stated Department of Defense. $30,000 per year for 3 years. Funded.

Yee, S.P., & Hauk, S. (PI: 2024-2025). Advice for Developing Programs in Teaching-focused Professional Development. Supplemental Cost Extension: Improving the Preparation of College Mathematics Instructors to Implement Student-centered, Inclusive Teaching. Improving Undergraduate STEM Education (IUSE), National Science Foundation (NSF): Total $59,000. USC Share $35,000.

Hauk, S., Speer, N., & Yee, S.P., Jackson, B. Patterson, C., Tsay, J-J. (PI:2024-2029). College Mathematics Instructor Development Source (CoMInDS) 2.0. National Science Foundation, Department of Undergraduate Education, Institutional Change and Transformation. Total $1,000,000. USC Share $70,449. Funded.

Yee, S.P. (PI: 2022-Present). Proposal to Support the Peer-Mentor Program for Mathematics Graduate Student Instructors. Proposal submitted and supported by the Mathematics Department and the College of Arts and Sciences: $10,000 reoccurring annually. Funded.

Yee, S.P. & Ryker K., (PI: 2022-2023). An Interdisciplinary Community of Practice for Professional Track Faculty on the Scholarship of Teaching and Learning. McCausland Innovation Fund, College of Arts and Sciences, University of South Carolina: $49,920. Funded.

Yow, J. A., Lotter, C., Yee, S.P., & Ely, B. (CoPI: 2022-2027). University of South Carolina Science and Mathematics Teacher Initiative Phase 3. National Science Foundation Robert Noyce Teacher Scholarship Program: $1,449,984. Funded.

Yee, S.P., & Harbour, K. (PI: 2022-Present). Proposal for Successful and Collaborative Implementation of EDTE 500 and EDTE 501. Proposal submitted and supported by both Mathematics Department and College of Education to establish consistent support for new elementary methods courses: $9000 up front with $1200 reoccurring annually. Funded.

Yee, S.P. & Crooks-Monastra, J. (PI: 2021-2022). Planning and Teaching for Student Learning in Mathematics: How Graduate Student Instructors Develop and Implement Instruction. SPARC grant at USC. ($5000). Funded.

Lu, L., Dahmen, W., & Wang, Q. (Senior Personnel: 2021-2026) Mathematical Foundation of Data Science at University of South Carolina. National Science Foundation, Research Training Groups in the Mathematical Sciences (RTG): $1,996,609. Funded

Yee, S.P., & Hauk, S. (PI: 2020-2021). Improving the Preparation of College Mathematics Instructors to Implement Student-centered, Inclusive Teaching. Improving Undergraduate STEM Education (IUSE), National Science Foundation (NSF): Total $300,000. USC Share $180,000.

Yee, S.P., Deshler, J., & Rogers, K.C. (PI: 2017-2021). Mathematics Graduate Student Peer-Mentorship Program: Impact and Adaptability. Improving Undergraduate STEM Education (IUSE), National Science Foundation (NSF): Total $600,000. USC Share $180,415.

Yee, S.P. (PI: 2018-2020). Active-Learning Lesson Plans for First-Time Graduate Student Instructors. University of South Carolina College of Arts and Sciences Innovative Teaching Associate Grant: Total $10,000.

Dahmen, W., Binev, P., & Yee, S.P. (Co-PI 2019-2021) Spring School Series: Models and Data. National Science Foundation (NSF). Division of Mathematical Sciences-Computational Mathematics Grant: $30,000.

Refereed Journal Articles

Yee, S.P., Rogers, K.C., Petrulis, R., Deshler, J. (Under Review). Novice Graduate Student Instructors’ Active-Learning Ingresses. Journal for Research in Mathematics Education (JRME).

Evans, E., Bostic, J., & Yee, S. P. (2024). Productive Problem-Solving Behaviors of Students with Learning Disabilities. Investigations in Mathematics Learning, 1–18. https://doi.org/10.1080/19477503.2024.2396720

National Academies of Sciences, Engineering, and Medicine (NASEM), Yee, S. P. Co-Author. (2024). Equitable and Effective Teaching in Undergraduate STEM Education: A Framework for Institutions, Educators, and Disciplines. National Policy Document. National Academies Press: Washington, DC.

Yee, S. P., Hauk, S., LopezGonzalez, T., & Wang, J. (2023). College mathematics instructor professional development providers: Who are they? School Science and Mathematics, 123, 39-41. https://doi.org/10.1111/ssm.12571

Yee, S. P., Papalia, N., Deshler, J., Rogers, K. C., Lamarche, A., & Petrulis, R. (2023). Graduate Student Instructor Peer-Mentoring: Design and Impact. Problems, Resources, and Issues in Mathematics Undergraduate Studies PRIMUS, 34(7), 693–713. https://doi.org/10.1080/10511970.2023.2241459

Brummer, J., Yee, S. P., & Wakefield, N. (2023). Collaborating on Inquiry-Based Mathematics Education Curricula with Graduate Student Instructors to Establish an Equitable and Sustainable Community of Practice. PRIMUS, 34(7), 714–734. https://doi.org/10.1080/10511970.2023.2222278

Yee, S. P., Rogers, K. C., Miller, E., & Galvin, T. (2022). Collegiate Mathematics Observation Protocols: Current Characteristics and Desired Foci. International Journal of Research in Undergraduate Mathematics Education, 1-32. (IJRUME). https://doi.org/10.1007/s40753-022-00199-4

Yee, S., & Rogers, K. (2022). Active learning and STEM education: Who is active? Who is learning? School Science and Mathematics, 122(2), 71-73.

Yee, S.P., Deshler, J., Rogers, K. C., Petrulis, R., Potvin, C. D., & Sweeney, J. (2021). Bridging the gap between observation protocols and formative feedback. Journal of Mathematics Teacher Education, 1-29.

Yee, S.P., Roy, G., Graul, L. (2020). Yee, S. P., Roy, G. J., & Graul, L. (2020). Conditional reasoning online with mastermind. Mathematics Teacher: Learning and Teaching PK-12, 113(5), 390-396.

Rogers, K.C., Petrulis R.A., Yee, S.P., & Deshler, J. (2019). Mathematics Graduate Student Instructor Observation Protocol (GSIOP): Development and Validation Study. International Journal of Research in Undergraduate Mathematics Education (IJRUME).   https://doi.org/10.1007/s40753-019-00106-4

Yee, S.P., Otten, S., & Taylor, M.W. (2018). What do we value in secondary mathematics teaching methods? Investigations in Mathematics Learning (IML). 10(4), 187-201.

Yee, S.P., Boyle, J. D., Ko, Y. Y., & Bleiler-Baxter, S. K. (2018). Effects of constructing and communally critiquing arguments with classroom-generated criteria. Journal of Mathematical Behavior (JMB), 49(2018), 145-162.

Non-refereed Journal Articles

Yee, S.P., & Rogers, K.C. (2021). Sustained support for graduate teaching assistants in mathematics. In College Mathematics Instructor Development Source (CoMInDS). Mathematical Association of America. Retrieved from  https://connect.maa.org/viewdocument/sustained-support-for-graduate-teac?CommunityKey=cc0d52e1-9a32-429c-8f97-d5f71a6d9b54&tab=librarydocuments.

Rogers, K.C. & Yee, S.P. (2021). Learning to use assessments in teaching college mathematics. In College Mathematics Instructor Development Source (CoMInDS). Mathematical Association of America. Retrieved from  https://connect.maa.org/viewdocument/sustained-support-for-graduate-teac?CommunityKey=cc0d52e1-9a32-429c-8f97-d5f71a6d9b54&tab=librarydocuments.

Yee, S.P., Roy, G., Graul, L. (2021). Yee, S. P., Roy, G. J., & Graul, L. (In Press). Activities and lesson plans for conditional reasoning online with mastermind. Illuminations. National Council of Teachers of Mathematics Education. Retrieved from https://illuminations.nctm.org/alllessonsactivities.aspx.

Refereed Conference Articles

Gayle, A., Yee, S.P. (2024). Infusing Mathematics into Collegiate Chemistry: Impact on Self-Efficacy and Problem-Solving. Proceedings of the 123^rd School Science and Mathematics Association Annual Convention. Knoxville, TN.

Yee, S. P., Wang, J., Hauk, S., & LopezGonzalez, T. (2024). National picture of Providers of collegiate professional development for teaching mathematics: Formats, topics, and activities. In S. Cook B., Katz, and D. Moore-Russo (Eds.), Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education (pp. 519-527), Omaha, NE.

Yee, S. P., Wang, J., Hauk, S., & LopezGonzalez, T. (2023). Providers of professional development for novice college mathematics instructors: Perspectives and values about teaching and learning. In S. Cook B., Katz, and D. Moore-Russo (Eds.), Proceedings of the 25th Annual Conference on Research in Undergraduate Mathematics Education (pp. 420-428), Omaha, Nebraska.

Monastra, J. C., Yee, S. P. (2023) What is so difficult about teaching precalculus for the first time? Graduate students’ perspectives on learning to teach. In S. Cook B., Katz, and D. Moore-Russo (Eds.), Proceedings at the 25th annual Conference on Research in Undergraduate Mathematics Education (pp. 685-693), Omaha, Nebraska.

Crooks-Monastra, J. & Yee, S.P. (2022, February). Goals for Student Learning among Mathematics Graduate Student Instructors (MGSIs). Conference Proceedings in the 24th annual Conference on Research in Undergraduate Mathematics Education (Boston, MA).

Rogers, K., Galvin, T., & Yee, S.P. (2022, February). Active-Learning Strategies That Suggest Ingresses for Math Graduate Student Instructors’ Use of Student-Centered Teaching. Conference Proceedings in the 24th annual Conference on Research in Undergraduate Mathematics Education (Boston, MA).

Rogers, K.C., Yee, S.P., Deshler, & J. Petrulis R.A., (July, 2021). Instructors, mentors, and students: A cross-comparison of perceptions of student-centered instruction. International Congress on Mathematical Education (ICME), Shanghai, China.

Yee, S.P., Deshler, J., Rogers, K.C., Papalia, N., & Lamarche, A. (February, 2020). Interpreting undergraduate student complaints about graduate student instructors through the lens of the instructional practices guide. Proceedings from 23rd Annual Conference on Research in Undergraduate Mathematics Education (RUME, pp. 673-681), Boston, MA.

Miller, E.R., Rogers, K.C., & Yee, S.P. (February, 2020). Analyzing collegiate mathematics observation protocols: Attending to the instructional triangle and inquiry-based mathematics education practices. Proceedings from 23rd Annual Conference on Research in Undergraduate Mathematics Education (RUME, pp. 422-430), Boston, MA.

Brummer, J., Wakefield, N., & Yee, S.P. (February, 2020). Analysis of collaborative curriculum adaptation.  Proceedings from 23rd Annual Conference on Research in Undergraduate Mathematics Education (RUME, 1242-1244), Boston, MA.

Yee, S.P., Deshler, J., & Rogers, K.C. (February, 2019). Connecting observation protocols and post-observation feedback. Proceedings from 46th Annual Research Council on Mathematics Learning (RCML, pp. 83-90), Charlotte, NC.

Yee, S.P., Deshler, J., Rogers, K.C.,Petrulis, R.A., Potvin, C.D., & Sweeney, J. (February, 2019). Bridging the gap: From graduate student instructor observation protocol to actionable post-observation feedback. Presented at the 22nd Annual Conference on Research in Undergraduate Mathematics Education (RUME, pp. 705-713), Oklahoma City, OK.

Rogers, K.C. & Yee, S.P. (2018, February). Peer mentoring mathematics graduate student instructors: discussion topics and concerns. Proceedings from 21^st Conference of the Research in Undergraduate Mathematics Education (RUME), San Diego, CA.

Refereed Book Chapters

Yee, S. P., Rogers, K. C., Williams, M., Funk, R., & Smith, W. M. (2024). Dimensions for development and implementation of active learning in higher education. In K. Carbonneau (Ed.) Instructional Strategies for Active Learning. IntechOpen. DOI: 10.5772/intechopen.114345.

Invited Presentations at Professional Meetings

National Academies of Sciences, Engineering, and Medicine (NASEM), Yee, S. P. Co-Author. (2024). Graduate Students as Part of the Instructional Workforce for Undergraduate STEM Education. Invited Panelist for Roles, Responsibilities, and Expectations of STEM Graduate Students and Postdoctoral Scholars: A Conversation Series. National Academies Washington, DC.

Ensley, D., Waller, P., Yee, S.P., Strom, A., & Doree, S. (2024). Developing Grant Proposals for NSF Division for Undergraduate Education. Panel Session at Annual Mathematical Association of America Mathfest Conference, Indianapolis, IN.

Hauk, S., & Yee, S. P. (2024, January). Improving the preparation of graduate students to implement student-centered inclusive teaching, NSF Special Session on Outcomes and Innovations from NSF Undergraduate Education Programs in the Mathematical Sciences. Annual Joint Mathematics Meetings hosted by the American Mathematical Society, San Francisco, CA.

Yee, S.P., & Meade, D. (2023) Coordination, synergy, and communication: Critical pillars for successful implementation of active learning. Speaker Invited to Panel: Highlights from Research on Instructors' Learning about Teaching, I, Joint Mathematics Meeting (JMM), Boston, MA.

Yee, S.P. (2023). Bridging the gap between observation protocols and formative feedback. Invited Speaker to University of Oklahoma’s Research in Undergraduate Mathematics Education Seminar (OU RUME), Norman, OK.

Yee, S.P. (2023). Navigating Expectations. Invited Speaker to Mid-Career Faculty Development Program, Deans Program in the College of Arts and Sciences at the University of South Carolina, Columbia, SC.

Yee, S.P. (2022, Feb). Active Learning: Who is Active? Invited Presentation at the University of Oklahoma’s Research in Undergraduate Mathematics. Norman, OK.

Yee, S.P. (2022, Feb). Who is Active in Active Learning? Invited Presentation at the University of Auburn as part of the Critical Issues in Teaching and Learning seminar series. Auburn, AL.

Yee, S.P. (2022, Jan). GTA Training Panel. Invited to Panel Presentation at the Mathematical Association of America’s Joint Mathematics Meeting Conference, Seattle, WA. Cancelled due to Covid.

Yee, S.P. (2022). Preparing Students for Middle School Math With 1,0, And ꝏ. Invited Presentation for Dr. Christie Martins Mathematics Methods Course, Columbia, SC.

Rogers, K.C., Yee, S.P., Deshler, & J. Petrulis R.A., (2020). Instructors, mentors, and students: A cross-comparison of perceptions of student-centered instruction. International Congress on Mathematical Education (ICME), Shanghai, China.

Yee, S.P. (2019). Operationally learning about active learning. Student Engagement in Mathematics through an Institutional Network for Active Learning (SEMINAL).

Yee, S.P. (2018). Argumentation, justification, and proof. Panel Speaker for the 40^th Conference for the Psychology of Mathematics Education of North America (PME-NA), Greenville, SC.

Contributed Presentations

National

Rogers, K.C. & Yee, S.P. (2018, February) Peer Mentoring Mathematics Graduate Student Instructors: Discussion Topics and Concerns. Presentation at 21^st  Conference of the Research in Undergraduate Mathematics Education (RUME), San Diego, CA.

Otten, S., Yee, S.P. & Taylor, M. W. (2018, February). Comparing Teachers’ and Teacher Educators’ Values for Secondary Methods Courses. Presentation at the 22^nd Annual Association of Mathematics Teacher Educators (AMTE) Conference, Houston, TX.

Regional or State

Yee, S.P. (2024). National Policy Document to Frame Equitable and Effective Undergraduate STEM Education. Oktoberbest: A Symposium On Teaching. University of South Carolina, Columbia, SC.

Yee, S.P. (2021, November). Operationally Learning about Active Learning. Presentation at the Annual South Carolina Council of Teachers of Mathematics Conference (SCCTM), Columbia, SC.