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Naneh Apkarian

Assistant Professor

San Diego State University

United States

Research Interests

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About

Naneh Apkarian is an Assistant Professor at Arizona State University, USA. Her research focuses on instructional practices in STEM education, with recent articles examining active learning, mathematical progress, and the experiences of undergraduate students in introductory courses. She also investigates the role of instructors in shaping teaching methodologies and the impact of malleable factors on lecturing time in gateway courses.

Articles (13)

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2024

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2024

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2024

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2023

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2023

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2022

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2022

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2021

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2021

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2021

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2021

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2021

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2020

Collaborators (11)

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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Estrella Johnson

Associate Professor

Virginia Tech

UNITED STATES

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Ciera Street

Assistant Professor

California Polytechnic State University

UNITED STATES

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Marilyne Stains

Professor

University of Virginia

UNITED STATES

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Michal Tabach

Academic, Full Professor, Full Professor

Tel Aviv University

ISRAEL

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Matthew Voigt

Assistant Professor

Michigan State University

UNITED STATES

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Michael O'Sullivan

Professor

San Diego State University

UNITED STATES

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Charles Henderson

Professor, Director

North Carolina State University

UNITED STATES

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Ying Wang

Assisstant Professor

University of South Florida

UNITED STATES

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Mary Pilgrim

Professor

San Diego State University

UNITED STATES

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Naneh Apkarian

Research Interests

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Articles (13)

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

A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices

Physics instructors’ knowledge and use of active learning has increased over the last decade but most still lecture too much

Collective and Individual Mathematical Progress: Layering Explanations in the Case of the Sierpiński Triangle

Prospective Secondary Teachers’ Emergent Knowledge and Beliefs: Inquiry-Oriented Differential Equations Contributing to Teacher Preparation

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

Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

In the Driver’s Seat: Course Coordinators as Change Agents for Active Learning in University Precalculus to Calculus 2

Instructional leadership structures across five university departments

Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers

Connecting the Stakeholders: Departments, Policy, and Research in Undergraduate Mathematics Education

From Rough Waters to Calm Seas: The Challenges and Successes of Building a Graduate Teaching Assistant Professional Development Program

Collaborators (11)

Jessica Gehrtz

Jessica Hagman

Estrella Johnson

Ciera Street

Marilyne Stains

Michal Tabach

Matthew Voigt

Michael O'Sullivan

Charles Henderson

Ying Wang

Mary Pilgrim

Make your next move.