Assistant Department Head, Scholarship and Sponsored Projects; Professor, Math Education; Director, Center for Enhancing Education in Mathematics and Sciences
Lynn Hodge is a professor of Mathematics Education at the University of Tennessee where she serves as the Director of the Center for Enhancing Education in Mathematics and Sciences (CEEMS), and the Director of STEM education programs.
Further, Hodge is Co-Director of VolsTeach, a program targets undergraduate math, science, or engineering majors who are interested in expanding their professional skills and exploring a career in secondary teaching.
A frequent recipient of external funding focusing on STEM topics and teaching, Prof. Hodge provides guidance for STEM teachers and students locally, and at state and national levels.
An additional area of interest is that of building partnerships with schools, families, and the community in supporting different views of math in students’ everyday lives. These partnerships involve Family Math nights as part of university coursework and the local high school curriculum. Informal spaces such as public libraries and museums can also serve as contexts in which partnerships can develop and families can become part of the mathematical conversation.
Doctor of Philosophy (Education and Human Development/Mathematics Education), Vanderbilt University, Nashville, Tennessee
Master of Science (Secondary Education) Vanderbilt University, Nashville, Tennessee
Bachelor of Science (Electrical and Computer Engineering), The University of Tennessee, Knoxville, Tennessee
University Representative, Tennessee Transfer Pathways Committee, 2017 – present
Faculty Advisor, Women’s Medical Club, The University of Tennessee, 2018 – present
Member, Planning committee for UT Outreach and Community Engagement Conference, 2018 – present
Member, STEM education clinical assistant professor search committee, 2017 - 2018
Chair, STEM education assistant professor search committee, 2016-2017
Member, Science Education assistant professor search committee, 2017-2018
Member, Haslam Scholar Selection Committee, 2018
Associate Editor, The Journal of Research in STEM Education, 2015 – present
Member, Editorial Panel for Mathematical Thinking and Learning, 2017 - present
Member, Editorial Panel for The Journal of Interactive Online Learning, 2005-present
Member, Tennessee STEM Education Leadership Council, 2016 – present
Awards and Recognitions
Frank G. Harvey Professorship Award, The College of Education, Health, and Human Sciences, The University of Tennessee, 2018
Collaboration in the Field Award, The Department of Theory and Practice in Teacher Education, The University of Tennessee, 2017
Selected articles published in refereed journals
Hodge, L., & Wagener-Riva, L. (2018). Understanding women’s experiences in graduate mathematics through a focused identity lens. International Research in Higher Education, 3(2), 112-124.
Hodge, L., & Lawson, M. (2018). Strengthening partnerships through family math nights. Mathematics Teaching in the Middle School, 23(5), 284 – 287.
Hodges, T. E., & Hodge, L. (2017). Unpacking personal identities for teaching mathematics within the context of prospective teacher education. Journal of Mathematics Teacher Education, 20(2), 101-118.
Hodge L., & Walther, A. (2017). Building a discourse community: Initial Practices. Mathematics Teaching in the Middle School, 22(7), 430-437.
Hodge, L., & Cobb, P. (2016). Two views of culture and their implications for mathematics teaching and learning. Urban Education, 51, 1-25.
Bassett, D. & Hodge, L. (2015). Using discussions to build a sense of belonging, and mathematical understanding in online classrooms. Journal of Education and Sociology. doi: dx.doi.org/10.7813/jes.2015/6-2/13
Hodge, L., & Gartman, R. (2015). Understanding working class students’ mathematical experiences: Considering the lens of identity. Journal of Educational Issues, 1. Retrieved from http://www.macrothink.org/journal/index.php/jei/article/view/8339/7069
Aydeniz, M., & Hodge, L. (2011). Identity: A complex structure for researching students’ academic behavior in science and mathematics. Cultural Studies in Science Education, 6(2), 509-523
Aydeniz, M. & Hodge, L. (2011). Is it dichotomy or tension: I am a scientist. No, wait! I am a teacher. Cultural Studies in Science Education, 6(1), 165-179.
External Grants: Funded and in Progress
Hodge, L., Harper, F., & Rearden, K. (July 1, 2019 – June 30, 2019). STEM for Appalachia (SFA): Growing STEM Problem Solvers Through Books, Storytelling, and Family Engagement. The Appalachian Regional Commission, $75,000.
Hodge, L. (September 15, 2018 – June 30, 2019). The East Tennessee STEM Hub of the Tennessee STEM Innovation Network (TSIN). Battelle Memorial Institute and the Tennessee State Department of Education, $36,824.
Hodge, L, Barker, K. Riechert, S., & Long, L. (July, 2018 – July, 2023). VolsTeach for Appalachia: Strengthening the STEM Teacher Pathway from Community College to East Tennessee High-need School Districts. National Science Foundation, $1,445,000.
Stanley, G., Hodge, L., & Lashley, T. (February 1, 2017 – April 15, 2019). Math Counts 3. Funded by the Tennessee Department of Education, Math and Science Partnership, $325,000.