ORCID: https://orcid.org/0000-0001-6022-9630

**PROFESSIONAL APPOINTMENTS**

**Assistant Professor **

August 2019–Present

Department of Mathematical Sciences, Northern Illinois University, DeKalb, IL

**EDUCATION**

**Doctor of Philosophy, Mathematics **

July 2019

Mathematics Education

Virginia Polytechnic Institute and State University, Blacksburg, VA

Dissertation: Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students link to thesis

Advisor: Dr. Estrella Johnson

Committee members: Estrella Johnson, Chair; Anderson Norton, Megan Wawro, Jay Wilkins

**Master of Science, Mathematics **

December 2014

Discrete Mathematics

Michigan Technological University, Houghton, MI

Thesis (Report): A Survey of Distance Magic Graphs link to report

Advisor: Dr. Donald Kreher

** **

**Bachelor of Science, Education **

May 2012

Secondary Mathematics Education

Martin Luther College, New Ulm, MN

**PUBLICATIONS**

**Refereed Publications**

Rupnow, R. (2021). Conceptual metaphors for isomorphism and homomorphism: Instructors’ descriptions for themselves and when teaching. *Journal of Mathematical Behavior, 62, *100867. doi: 10.1016/j.jmathb.2021.100867 link to article

Rupnow, R. L., LaDue, N. D., James, N. M., & Bergan-Roller, H. E. (2020). A perturbed system: How tenured faculty responded to the COVID-19 shift to remote instruction. *Journal of Chemical Education, 97*(9), 2397–2407. doi: 10.1021/acs.jchemed.0c00802 link to article

Kuster, G., Johnson, E., Rupnow, R., & Wilhelm, A. G. (2019). The inquiry-oriented instructional measure. *International Journal of Research in Undergraduate Mathematics Education, 5*(2), 183–204. doi: 10.1007/s40753-019-00089-2 link to article

Rupnow, R., Davis, K., Johnson, R., Kirchner, E., Sharma, J. & Talukdar, S. R. (2018). Service experiences of undergraduate engineers. *International Journal of Research on Service-Learning and Community Engagement, 6*(1), Article 14*. *link to article

Stockero, S. L., & Rupnow, R. L. (2017). Measuring noticing within complex mathematics classroom interactions. In E. O. Schack et al. (eds.), *Teacher Noticing: Bridging and Broadening Perspectives, Contexts, and Frameworks, *281–302. Research in Mathematics Education, doi: 10.1007/978-3-319-46753-5_17 link to chapter

Stockero, S.L. & Rupnow R. L. (2017). Learning to notice student mathematical thinking in complex classroom interactions. *Teaching and Teacher Education, 63, *384–395. link to article

**Refereed Conference Proceedings**

Rupnow, R. (2020). Linking a mathematician’s beliefs and instruction: A case study. In A.I. Sacristán, J.C. Cortés-Zavala, & P.M. Ruiz-Arias, (Eds.). *Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico *(pp. 2115–2120). Cinvestav/AMIUTEM/PME-NA. https:/doi.org/10.51272/pmena.42.2020 link to proceedings

Fukawa-Connelly, T., Johnson, E., Hegg, M., Weber, K., & Rupnow, R. (2020). How Mathematicians Assign Homework Problems in Advanced Mathematics Courses. In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.), *Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education. *(pp. 1044-1050), Boston, MA. link to proceedings

Rupnow, R. (2020). Varieties of Sameness: Instructors’ Descriptions for Themselves and Students. In Karunakaran, S. S., Reed, Z., & Higgins, A. (Eds.), *Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education.* (pp. 485-492), Boston, MA. link to proceedings

Rupnow, R. (2019). Instructors’ and students’ images of isomorphism and homomorphism. In Weinberg, A., Moore-Russo, D., Soto, H., and Wawro, M. (Eds.), *Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education.* (pp. 518-525), Oklahoma City, OK. link to proceedings

Kuster, G., Rupnow, R., Johnson, E., & Wilhelm, A. G. (2018). Development of the inquiry-oriented instructional measure. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education *(pp. 565–572)*, *San Diego, CA. link to proceedings

Rupnow, R., & Kerrigan, S. (2018). Modeling the spread of ideas in an inquiry-oriented classroom. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education *(pp. 1280–1285)*, *San Diego, CA*. *link to proceedings

Rupnow, R., LaCroix, T., & Mullins, B. (2018). Building lasting relationships: Inquiry-oriented instructional measure practices. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education *(pp. 1306–1311), San Diego, CA. link to proceedings

Watson, K., Rupnow, R., & Kerrigan, S. (2018). Calculus I instructors’ desires to improve their teaching. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, *(pp. 1730–1731), San Diego, CA. link to proceedings

Rupnow, R. (2017). Students’ conceptions of mappings in abstract algebra. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown (Eds.), *Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, *(pp. 259–273), San Diego, CA. link to proceedings

Rupnow, R., & Ulrich, C. (2017). Mental constructions involved in differentiating a function to a function power. 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 Conference on Research in Undergraduate Mathematics Education, *(pp. 1412–1417), San Diego, CA. link to proceedings

Stockero, S. L., Rupnow R. L., & Pascoe A. E. (2015). Noticing student mathematical thinking in the complexity of classroom instruction. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), *Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*, (pp. 820–827), Lansing, MI. link to proceedings

**Non-Refereed Conference Proceedings**

Rupnow, R. (2018). Influencing students’ beliefs about math. Virginia Council of Teachers of Mathematics Conference. Radford, VA. link to article

**TEACHING EXPERIENCE**

**Northern Illinois University**

The Learning and Teaching of Algebra, independent study leader, Spring 2021

Methods of Instruction in the Mathematics Curriculum for Grades K-6, instructor of record, Fall 2020

Topics in Mathematics for Teachers (meant for future middle and high school teachers), instructor of record, Spring 2020

Linear Algebra, instructor of record, Fall 2019, Fall 2020, Spring 2021

Foundations of Elementary School Mathematics (meant for future Elementary teachers), instructor of record, Fall 2019

**Virginia Polytechnic Institute and State University**

Linear Algebra, instructor of record, Spring 2019

Numbers and Computing for Teachers (meant for future elementary teachers), instructor of record, Fall 2018

Pre-calculus, instructor of record, Summer 2018

Integral Calculus, instructor of record, Spring, Summer, and Fall 2017 and Spring 2018

Differential Calculus, instructor of record, Fall 2015, Fall 2016

The Integral (online), instructor of record, Spring 2016

Early Field Experience Course, teaching assistant, Spring 2016

**Michigan Technological University**

Differential Calculus, instructor of record, Spring 2013

Pre-calculus, instructor of record, Fall 2013, Spring 2014, and Summer 2014

**PRESENTATIONS**

**National Conference Presentations**

Rupnow, R. (2021, June). *Linking a Mathematician’s Beliefs and Instruction: A Case Study*. Accepted paper presentation at the meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, online.

Rupnow, R. (2021, March). *Sameness: A Divisive Concept with Opportunities for Unification.* Poster presented at the 2021 X-DBER Virtual Conference, online.

Rupnow, R., & Johnson, E. (2021, January). *Algebraists’ Metaphors for Sameness: Philosophies, Variety, and Commonality*. Abstract presented at the Joint Mathematics Meetings, online.

Fukawa-Connelly, T., Johnson, E., Hegg, M., Weber, K., & Rupnow, R. (2020, February). *How Mathematicians Assign Homework Problems in Advanced Mathematics Courses.* Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, Boston, MA.

Rupnow, R. (2020, February). *Varieties of Sameness: Instructors’ Descriptions for Themselves and Students. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, Boston, MA.

Rupnow, R. (2019, February). *Instructors’ and Students’ Images of Isomorphism and Homomorphism.* Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, Oklahoma City, OK.

Rupnow, R. (2019, January). *Abstract Algebra Students’ Use of Metaphors While Problem Solving. *Abstract presented at the Joint Mathematics Meetings, Baltimore, MD.

Rupnow, R. L. (2018, November). *Characterizing Abstract Algebra Students’ Epistemological Beliefs about Mathematics*. Poster presented at the meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Greenville, SC.

Rupnow, R. L. (2018, November). *Online Communities of Practice to Support Inquiry-oriented Instruction *(poster). Poster presented at the meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC.

Rupnow, R. (2018, August). *Exploring Expert and Novice Understandings of Isomorphism and **Homomorphism in Abstract Algebra. *Abstract presented at MathFest 2018, Denver, CO.

Rupnow, R., & Kerrigan, S. (2018, February). *Modeling the Spread of Ideas in an Inquiry-Oriented Classroom. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Watson, K., Rupnow, R., & Kerrigan, S. (2018, February). *Calculus I Instructors’ Desires to Improve Their Teaching *(poster)*. *Poster presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Rupnow, R., LaCroix, T., & Mullins, B. (2018, February). *Building lasting relationships: Inquiry-oriented instructional measure practices. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Kuster, G., Rupnow, R., Johnson, E., & Wilhelm, A. G. (2018, February). *Development of the inquiry-oriented instructional measure. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Rupnow, R. (2018, January). *A Refinement of a Genetic Decomposition for Differentiating a Function to a Function Power. *Abstract presented at the Joint Mathematics Meetings, San Diego, CA.

Rupnow, R. (2017, February). *Students’ conceptions of mappings in abstract algebra. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Rupnow, R., & Ulrich, C. (2017, February). *Mental constructions involved in differentiating a function to a function power. *Paper presented at the meeting of the Special Interest Group of the Mathematical Association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education, San Diego, CA.

Stockero, S. L., Rupnow R. L., & Pascoe A. E. (2015, November). *Noticing Student Mathematical Thinking in the Complexity of Classroom Instruction. *Paper presented at the meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Lansing, MI.

**Local Academic Presentations**

Rupnow, R. (2021, March). *Structure Preservation: What Are We Talking About?* Abstract presented at the Illinois Section of the Mathematical Association of America, online.

Rupnow, R., Randazzo, B., & Johnson, E. (2020, October). *Sameness in Mathematics: Is it “The Same” for Algebraists?* Abstract presented at the Northeastern Research in Undergraduate Mathematics Education Conference, online.

Rupnow, R. (2020, March). *Language for Mathematical Concepts: Does Context Matter?* Accepted abstract presentation at the Illinois Section of the Mathematical Association of America, Joliet, IL. (Conference canceled)

Rupnow, R. (2018, October). *Similarities and Differences in Language for Isomorphism and Homomorphism. *Abstract presented at the Northeastern Research in Undergraduate Mathematics Education Conference, New Brunswick, NJ.

Rupnow, R. (2018, September). *Examining Connections among Instruction, Conceptual Metaphors, and Beliefs of Instructors and Students. *Poster session presented at the Women’s Intellectual Network Research Symposium, Charlottesville, VA.

Rupnow, R. (2018, March). *Graduate Teaching Assistants’ Perceptions of Motivation: An Examination of Reflective Practice*. Flash talk presented at the Graduate Student Assembly Research Symposium, Blacksburg, VA. Received first place award by symposium leadership.

Rupnow, R. (2018, March). *Influencing Students’ Beliefs About Math. *Paper presented at the meeting of the Virginia Council of Teachers of Mathematics, Radford, VA.

Davis, K., Johnson, R., Kirchner, L., Rupnow, R., Sharma, J., & Talukdar, S. (2017, February). *Transformative Change through Service Learning. *Poster session presented at the Conference on Higher Education Pedagogy, Blacksburg, VA.

Rupnow, R. & Ulrich, C. (2016, March). *Mental Constructions Formed in Finding the Derivative of a Function to a Function Power. *Poster session presented at the Graduate Student Assembly Research Symposium, Blacksburg, VA.

Rupnow, R. (2014, October). *Distance Magic Graphs. *Paper presented at the Mathematical Association of America Upper Peninsula Regional Conference, Marquette, MI.

**Grants**

Sameness Across Algebra, $13,675. Rachel Rupnow, Principal Investigator, Research and Artistry Opportunity Grant, Northern Illinois University, 2020-2021.

Travel grant for 2019 Society for Advancement of Chicano/Hispanics & Native Americans in Science (SACNAS) Conference in Honolulu, HI, flight, hotel, and partial conference registration

Travel grant for 2019 Joint Mathematics Meetings in Baltimore, MD, $500.