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Queshonda Kudaisi

Title: Assistant Professor

Department: Teacher Education and Administration

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of South Florida, 2021
    Major: Curriculum and Instruction
    Specialization: Mathematics Education
    Dissertation: lanning for, Enacting, and Reflecting on Teaching Mathematics for Social Justice: A Case Study Investigation of a High School Mathematics Methods Course.
  • MA, University of South Florida, 2016
    Major: Middle Grades Mathematics
    Specialization: Mathematics Education
  • BS, Southeastern University, 2014
    Major: Practical Theology
    Specialization: Evangelism

Current Scheduled Teaching

EDCI 5860.430Instructional Methodologies in Mathematics and ScienceSpring 2026
EDEE 3350.012Teaching Mathematics EC 6Spring 2026
EDCI 5710.430Research in Classroom SettingsFall 2025
EDEE 3350.501Teaching Mathematics EC 6Fall 2025 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

EDCI 5330.430Assessment of Learning in STEM EducationSummer 5W1 2025
EDCI 6350.001Research and Practice of TeachingSummer 10W 2025 SPOT
EDEE 3350.011Teaching Mathematics EC 6Spring 2025 Syllabus SPOT
EDEE 3350.012Teaching Mathematics EC 6Spring 2025 Syllabus SPOT
EDUC 6040.001Traditions of InquiryFall 2024 SPOT
EDCI 5330.430Assessment of Learning in STEM EducationSummer 5W1 2024 SPOT
EDCI 5320.430Curriculum DevelopmentSummer 5W1 2024 SPOT
EDEE 3350.019Teaching Mathematics EC 6Spring 2024 Syllabus SPOT
EDEE 3350.007Teaching Mathematics EC 6Fall 2023 Syllabus SPOT
EDUC 6040.001Traditions of InquiryFall 2023 SPOT
EDSE 5330.030Assessment of Learning in Mathematics EducationSummer 5W1 2023 SPOT
EDEE 3350.019Teaching Mathematics EC 6Spring 2023 Syllabus SPOT
EDEE 3350.001Teaching Mathematics EC 6Fall 2022 Syllabus SPOT
EDEE 3350.004Teaching Mathematics EC 6Fall 2022 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Kudaisi,, Q.J. (2022). Attending to Equity and Social Justice in Mathematics Coaching.. Equity Counts: Diversity and Inclusion for Success of All Learners.. Alberta, Rise to greater heights network.
  • Kudaisi,, Q.J., Kudaisi, O.M. (2022). The mathematics of toxic air emissions. Middle School Mathematics Lessons to Explore, Understand, and Respond to Social Injustice. 220-223. Corwin Mathematics and The National Council of Teachers of Mathematics.

    • Journal Article

  • Kudaisi, Q., Morton, K. (2025). Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans. Education Sciences. 15 (10) 1313. MDPI AG. https://doi.org/10.3390/educsci15101313
  • Kudaisi, Q.J., Krutka, D.G., Long, C.S., Leonas, M. (2025). The Impact of an Integrated steM Camp on Middle School Students’ Enjoyment, Career Knowledge, and Career Interest. School Science and Mathematics.
  • Kudaisi, Q.J., Leonas-Cabrera, M. (2025). Conjecture Mapping an Integrated steM Camp to Support Middle School Students’ STEM Identity and STEM Interest. Education Sciences. 15 16. Basel, MDPI.
  • Kudaisi, Q. (2025). The influence of unplugged LEGO activities on middle grades students’ computational thinking dispositions in a STEM camp.. Education Sciences. 15 16. Basel, MDPI. https://www.mdpi.com/2227-7102/15/2/143
  • Harper, F.K., Kudaisi,, Q.J. (2023). Geometry, groceries, and gardens: Learning mathematics and social justice in a project-based mathematics classroom. Journal of Mathematical Behavior. 20. Elsevier Inc. https://doi.org/10.1016/j.jmathb.2023.101069
  • White, I., White, S., Hill, Z., Gilligan, T., Carrington, M., Kudaisi,, Q.J. (2023). Examination of Equity in Math Education Policies. Dimensions. Florida, Florida Council of Teachers of Mathematics.
  • Kudaisi,, Q.J. (2022). Student noticing and wondering in the mathematics classroom: An equity-directed instructional strategy. Dimensions.
  • Sears, R., Kudaisi,, Q.J. (2021). A Systemic Approach to Attend to Justice, Equity, Diversity, and Inclusion (J.E.D.I) in a High School Mathematics Methods Course. Connections. Association of Mathematics Teacher Educators. https://amte.net/connections/2021/12/systemic-approach-attending-justice-equity-diversity-and-inclusion-high-school

Contracts, Grants and Sponsored Research

    Fellowship

  • Kudaisi, Q.J., "AMTE STaR (Service, Teaching, & Research) Fellow," sponsored by Association of Mathematics Teacher Educators, National, Funded. (2023 - 2024).

    • Grant - Research

  • Kudaisi, Q.J. (Principal), "2024 Research Seed Funding: The Environmental Science and Geometry in Natural Environments [EnGINE] Project.," sponsored by UNT's Office of Research and Innovation, University of North Texas, $10000 Funded. (2024 - 2025).
  • Allen, C.D., Lund, A.K. (Co-Principal), Kudaisi, Q. (Co-Principal), , Fischer, L.A. (Supporting), "Seeds to Engaging in Mentorship and Practice with Emerging Researchers (S2 EMPWER)," sponsored by AERI, University of North Texas, $10000 Funded. (2023 - 2024).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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