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Matthew Voigt

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Assistant Professor

Michigan State University

United States

Research Interests

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About

Matthew Voigt is an Assistant Professor at Clemson University in the United States. His research focuses on culturally relevant pedagogy, active learning in STEM education, and the experiences of queer students in mathematics and geoscience. Recent articles highlight his work on instructional practices, project-based learning, and the intersectionality of identity within educational settings.

Recent Grants

Grant: Close

Human Subjects Research Ethics for Marginalized Communities

Open Date: 2023-01-01

Close Date: 2023-12-31

Grant: Close

RII-BEC: Bridging Collaboration Across South Carolina Academic Institutions to Support Underserved and Underrepresented Community Needs

Open Date: 2022-08-15

Close Date: 2026-07-31

Grant: Close

Achieving Critical Transformations in Undergraduate Programs in Mathematics (ACT UP Math)

Open Date: 2022-07-01

Close Date: 2025-06-30

Grant: Open

Collaborative Research: Practices and Research on Student Pathways in Education from Community College and Transfer Students in STEM (PROSPECT S-STEM)

Open Date: 2022-04-01

Close Date: 2027-03-31

Grant: Close

Collaborative Research: Student Engagement in Mathematics through an Institutional Network for Active Learning

Open Date: 2016-09-01

Close Date: 2022-02-28

Articles (18)

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Collaborators (7)

Jessica Gehrtz

Assistant Professor

University of Texas at San Antonio

UNITED STATES

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Jessica Hagman

Associate Professor

Colorado State University

UNITED STATES

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Naneh Apkarian

Assistant Professor

San Diego State University

UNITED STATES

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Evelyn Boyd

Assistant Professor

University of Mississippi

UNITED STATES

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Ciera Street

Assistant Professor

California Polytechnic State University

UNITED STATES

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Lisa Benson

Professor

Clemson University

UNITED STATES

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Eliza Gallagher

Clemson University

UNITED STATES

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Matthew Voigt

Research Interests

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About

Recent Grants

Articles (18)

Cultivating Belonging Through Longitudinal Engagement: Shifts in Student Motivation, Competence, and Agency in a Networked Improvement Community

Advancing culturally relevant pedagogy in college chemistry

It’s hard to ignore the data when the data is in the room

Using Postdoctoral Summits to Provide Equitable Opportunities

Project-Based Learning in Interdisciplinary Spaces: A Case Study in Norway and the United States

Critical, Intersectional, Quantitative Analyses of Instructional Practices and Changes in Undergraduate Students’ Math Affect

“I don’t feel like I fit the math mold:” Identity Resources of Queer-Spectrum Students in Mathematics

Illustrating Student Mathematics Identities Through a Network of Identity Frameworks

Humanizing geoscience education research through participant-driven visual representation

Building a model of navigational strategies for queer undergraduate students in STEM

Introduction to this Volume

Conceptualizations of active learning in departments engaged in instructional change efforts

The refiguring of students’ mathematical identities: a mixed methods study of three tailored calculus courses

A quantitative exploration of Queer-spectrum students’ experiences in introductory undergraduate mathematics courses

Developing the Student Postsecondary Instructional Practices Survey in Mathematics for Measuring Student Experiences in Introductory Mathematics Courses

You Don’t Want to Come Into a Broken System: Perspectives for Increasing Diversity in STEM Among Undergraduate Calculus Program Stakeholders

Finding community and overcoming barriers: experiences of queer and transgender postsecondary students in mathematics and other STEM fields

Where Calculus and Engineering Converge: an Analysis of Curricular Change in Calculus for Engineers

Collaborators (7)

Jessica Gehrtz

Jessica Hagman

Naneh Apkarian

Evelyn Boyd

Ciera Street

Lisa Benson

Eliza Gallagher

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