Department of Education, Culture & Society
Sarah Kate Selling is an Assistant Professor of Mathematics Education in the Department of Education, Culture, and Society at the University of Utah. Her research interests include mathematics instruction, classroom discourse, and teacher education with a focus on the intersection of these with issues of equity and justice. Prior to arriving in Utah, she was a postdoctoral research fellow at the University of Michigan, and she earned a PhD in mathematics education from Stanford University. Her work has been published in the Journal for Research in Mathematics Education, the Journal of Mathematical Behavior, the Mathematics Enthusiast, and Mathematics Teacher Educator. Dr. Selling frequently presents her work at both national and international conferences and regularly serves as a reviewer for a number of journals, conferences, and the National Science Foundation. In 2014, she received the Outstanding Reviewer Award for the Journal for Research in Mathematics Education. In addition to her scholarship, she has taught elementary and high school mathematics in multiple contexts and has worked as a mathematics teacher educator in the Stanford Teacher Education Program and in the Teacher Education Department at the University of San Francisco. Dr. Selling is excited to be joining the ECS department, and she hopes to work closely with local districts, schools, and communities to improve access to high-quality mathematics learning.
Department of Educational Psychology
Lauren Barth-Cohen graduated from the University of California, Berkeley where she received a Ph.D. in Science and Math Education. She previously held a post-doctoral position at the University of Maine where she worked in the Maine Center for Research in STEM Education (RISE Center). From 2014-2016 she held a research faculty position in the Department of Teaching and Learning at the University of Miami.
Dr. Barth-Cohen has a background in physics. Her research centers on student and teacher learning of science content mainly in the physical sciences. She focuses on learner’s interactions with various scientific practices, including scientific explanations and models in order to examine learning at the microgenetic level. Her research takes a qualitative approach, primarily involving video analysis methods. She is also interested in elementary student’s learning of robotics and programming concepts through their engagement with computational thinking practices.
Jennifer Marie Taylor: I teach masters and doctoral students in subjects including Career Counseling, Group Counseling, and Counseling Skills. Utilizing up-to-date research to inform practice and my professional experiences as a psychologist, I strive to bring the classroom to life. My clinical experiences include individual, couples, family, and group counseling at the University of Florida's, The Ohio State University's, and West Virginia University's counseling centers, a psychiatric hospital, a multicultural student center for international college students, a career services center, a non-profit counseling center for low-income women and children, an underserved high school, and a non-profit community group therapy program for adults in their 20s who struggled with various addictions. I strongly value multiculturalism and work to infuse it in every lecture. My goal as a professor is to inspire students to think beyond the textbook, to apply course concepts to other courses and life experiences, and to develop the skills necessary for a lifelong love of learning.
My research focuses on professional competence, lifelong learning, continuing professional development, mentoring, and continuing education. As an extension of this work, I also study important impacts and predictors of professional competence, including personal variables such as stress, self-care, and an appreciation for multiculturalism and engagement in social justice issues. My overall program of research is designed to provide an evidence-based approach to understanding, generating, and maintaining professional competence across the professional lifespan. It includes conceptual and empirical expressions as this rapidly developing field advances within a broadly interdisciplinary context, both informing, and being informed by, developments within allied fields of health.
I graduated from the University of Florida with a Ph.D. in Counseling Psychology and a concentration in Quantitative Statistics under the advisement of Dr. Greg Neimeyer. I also received a M.S. degree in Counseling Psychology and a B.S. degree in Psychology with a minor in Business Administration from the University of Florida.
Aside from my teaching, research, and service, I enjoy baking, surfing, skiing, hiking, gardening, trying out new restaurants, playing the piano, and watching football (especially the Colts, Gators, and now, the Utes!)."