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Barry University Faculty

Dr. Carol Warner

Associate Professor of Mathematics & Academic Coordinator for Mathematics and Science

Dr. Carol Warner

"I want my students to take their online math course with an open mind - looking forward to learning something interesting - not just something useful."

Degrees Held:

  • EdD in Higher Education Administration – University of Arkansas, 2005
  • MEd in Mathematics – University of Arkansas, 1997
  • MA Mathematics – University of Arkansas, 1994
  • BA Mathematics – University of Arkansas, 1992
  • AA – Westark Community College, 1990

Career Highlights:

  • 28 years teaching college mathematics
  • Community volunteer
  • Experienced Researcher:
    • “What do Adult Students Value Most in a Math for Liberal Arts Course – the Applicable or the Theoretical?” presented at the annual joint meetings of the Mathematical Association of America - Florida Section and the FTYCMA on February 9th and 10th 2018, on the campus of Florida Atlantic University, Davie Campus
    • “Flex Math: Lessons Learned from Teaching a Flexible Math for Liberal Arts Course” at the annual joint meetings of the Mathematical Association of America - Florida Section and the FTYCMA on February 17-18, 2017, on the campus of State College of Florida, Bradenton Campus
    • “Multipurpose Math MOOCing” presented at the annual joint meetings of the Mathematical Association of America - Florida Section and the FTYCMA on February 26th and 27th 2016, at Saint Leo University in St. Leo, FL
    • “Using the Principles of Stand-up Comedy to Engage Your Students” presented at the Florida Mathematical Association of America Conference, St. Petersburg, January 2015
    • "Retaining Highly Anxious Learners Opting-out of Remediation" presented at the Florida Section of the Mathematical Association of the America Conference, Edison State College, February 2014
    • "Strategies for Retaining Highly Anxious Adult Math Students" presented at the ACHE/AAACE joint conference in Lexington, Kentucky, November, 2013
    • Contributor: Widespread Panic: Why math anxiety continues to multiply, published in the Miami Herald newspaper, August 25, 2011 with Vanessa Garcia
    • “Divide and Conquer: A radical approach for raising math scores while lowering anxiety” presented at the Professional Development Conference: At the Heart of 21st Century Learning in Miami, Florida, February, 2011
    • 1“Please Excuse My Dear Aunt Sally: What makes a 40-year old afraid of grade school level math?” presented at CAEL Conference, San Diego, November 2010
    • “Using Statistics to Affect Real Changes on Campus” presented as a personally attempted innovation at the Hawaii Great Teacher’s Seminar, August 2006
    • “Using the CAMEO Model to Understand Student Performance in the Classroom” presented with James Hammons at the NISOD Conference, Austin, Texas, May 2002
    • “Teaching Students to Program the TI-84” presenter and facilitator at Teachers Teaching with Technology Conference, Denver, 2006
    • “Don’t Guess, Ask: A Department-wide Student Survey, Applicable to Any Discipline” presented at the NISOD Conference, Austin, Texas, May 2001
    • “Worst Fears in Teaching” presented at the NISOD Conference, May 2001
    • Attended the National Academic Conference Fall 2017: “The Compelling Interest of Diversity and Inclusion: A Threat or an Opportunity? “ presented by Nancy Cantor, Chancellor of Rutgers University, Newark, distinguished engaged scholar and a public intellectual known as a leading voice on inclusion, diversity, and full participation, live-streamed on Friday, October 6

In which online degree programs do you teach?

General Education for all undergraduate programs.

Which classes do you teach online?

Survey of Mathematics and Introduction to Statistics

What do you want students to take away from your courses?

This survey course enables students to understand and appreciate the history and beauty of mathematics in the world around us. This course helps students to pursue knowledge and truth as they learn the basic quantitative skills that prepare them for achievement in undergraduate study, research, and eventually in their professional endeavors.

What advice would you give to students considering an online public administration programs?

Two points of advice:

  1. I want my students to take their online math course with an open mind - looking forward to learning something interesting - not just something useful.
  2. I would like my students to establish a goal for how much time they want to spend on the course, and then mark in their calendar which days they will work toward that goal. It is always better to work on math homework every day. The routine is more important than the length of time spent each week. For example, students who set a goal of two or three hours on Saturdays, Mondays, and Thursdays will be more productive than those hoping to "fit in" 10 hours “sometime each week.”

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