Faculty Profile

Karisma Morton

Title
Assistant Professor
Department
Teacher Education and Administration
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Texas at Austin, 2017. 
Major: Science, Technology, Engineering & Mathematics Education
MAT, The University of the Virgin Islands, 2008. 
Major: Mathematics
BA, The University of the Virgin Islands, 1999. 
Major: Mathematics





          

        
                

          
Current Scheduled Teaching*


          
EDCI 5340.430, Innovations in STEM Teaching and Learning, Summer 2024 
EDUC 6050.001, Culture, Identity, and Education, Spring 2024 
EDCI 6950.704, Doctoral Dissertation, Spring 2024 
EDEE 3350.015, Teaching Mathematics EC 6, Spring 2024 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 6950.705, Doctoral Dissertation, Fall 2023 
                    

                    EDCI 5710.030, Research in Classroom Settings, Fall 2023 Syllabus SPOT
                    

                    EDEE 3350.023, Teaching Mathematics EC 6, Fall 2023 Syllabus SPOT
                    

                    EDCI 6950.705, Doctoral Dissertation, Summer 10W 2023 
                    

                    EDSE 5340.030, Innovations in Mathematics Teaching and Learning, Summer 5W2 2023 
                    

                    EDSE 5320.030, Pedagogical Content Knowledge for Teachers of Geometry, Summer 5W2 2023 
                    

                    EDCI 6950.704, Doctoral Dissertation, Spring 2023 
                    

                    EDCI 6910.700, Special Problems, Spring 2023 
                    

                    EDEE 3350.013, Teaching Mathematics EC 6, Spring 2023 Syllabus SPOT
                    

                    EDEE 3350.015, Teaching Mathematics EC 6, Spring 2023 Syllabus SPOT
                    

                    EDCI 6950.705, Doctoral Dissertation, Fall 2022 
                    

                    EDCI 6910.701, Special Problems, Fall 2022 
                    

                    EDEE 3350.008, Teaching Mathematics EC 6, Fall 2022 Syllabus SPOT
                    

                    EDCI 6950.705, Doctoral Dissertation, Summer 10W 2022 
                    

                    HNRS 3996.001, Honors College Mentored Research Experience, Summer 5W2 2022 Syllabus
                    

                    EDSE 5340.030, Innovations in Mathematics Teaching and Learning, Summer 5W2 2022  SPOT
                    

                    EDSE 5320.030, Pedagogical Content Knowledge for Teachers of Geometry, Summer 5W2 2022  SPOT
                    

                    EDUC 6050.001, Culture, Identity, and Education, Spring 2022 Syllabus SPOT
                    

                    EDCI 6950.704, Doctoral Dissertation, Spring 2022 
                    

                    EDCI 6910.703, Special Problems, Spring 2022 
                    

                    EDEE 3350.015, Teaching Mathematics EC 6, Spring 2022 Syllabus SPOT
                    

                    EDCI 6950.705, Doctoral Dissertation, Fall 2021 
                    

                    EDCI 5710.026, Research in Classroom Settings, Fall 2021 
                    

                    EDCI 5710.031, Research in Classroom Settings, Fall 2021  SPOT
                    

                    EDEE 3350.005, Teaching Mathematics EC 6, Fall 2021 Syllabus SPOT
                    

                    EDSE 5340.030, Innovations in Mathematics Teaching and Learning, Summer 5W2 2021 Syllabus SPOT
                    

                    EDSE 5320.030, Pedagogical Content Knowledge for Teachers of Geometry, Summer 5W2 2021 Syllabus SPOT
                    

                    EDUC 6050.001, Culture, Identity, and Education, Spring 2021 Syllabus SPOT
                    

                    EDEE 4350.502, Mathematics in Grades EC 8, Spring 2021 Syllabus SPOT
                    

                    EDCI 6910.700, Special Problems, Spring 2021 
                    

                    EDEE 4350.003, Mathematics in Grades EC 8, Fall 2020 Syllabus SPOT
                    

                    EDCI 5710.030, Research in Classroom Settings, Fall 2020 Syllabus SPOT
                    

                    EDSE 5340.030, Innovations in Mathematics Teaching and Learning, Summer 5W2 2020 Syllabus SPOT
                    

                    EDSE 5320.030, Pedagogical Content Knowledge for Teachers of Geometry, Summer 5W2 2020 Syllabus SPOT
                    

                    EDEE 4350.013, Mathematics in Grades EC 8, Spring 2020 Syllabus
                    

                    EDEE 4350.014, Mathematics in Grades EC 8, Spring 2020 Syllabus
                    

                    EDEE 4350.004, Mathematics in Grades EC 8, Fall 2019 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 Publications



  

  
Published Intellectual Contributions


  
Book Chapter
Kalinec-Craig, C., Hulme, K., Morton, K., Eddy,, Mahdi, F., Gupta, D., Montgomery, M., Dotger, S., Matney, G., Heckathorn, J., Chandler-Olcott, K., Fox, M.  (2023). The Use of Torres’ Rights of the Learner to Promote Equitable Math Teaching Among Elementary Preservice Teachers. Lesson Study in Preservice Mathematics and Science Teacher Education: Experiences and Perspectives from the United States. 124-134. Routledge. 
Gupta, D., Montgomery, M., Eddy, C. M., Kalinec-Craig, C., Morton, K., Hulme, K., Mahdi, F.  (2021). Developing and Supporting Mathematics Teacher Educators Through a Virtual Collaborations. Shifting to Online Learning Through Faculty Collaborative Support. IGI Publisher. 
Riegle-Crumb, C., Morton, K., Blanchard, S.  (2020). Developing STEM ambitions: An examination of inequality by gender and race/ethnicity. Girls and women of color in STEM: Navigating the double bind.  Charlotte, NC: Information Age Publishing, Inc. 
Riegle-Crumb, C., Blanchard, S., Morton, K.  (2018). Gender and racial/ethnic differences in educational outcomes: Examining patterns, explanations, and new directions for research. The Handbook for the Sociology of Education in the 21st Century. Springer International Publishing. 
Conference Proceeding
Naresh, N., Eddy, C. M., Naresh, K. M. (2022). Mathematics teacher educators' reflections on their own practice of equity and justice with teacher candidates. Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (2022). Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Middle Tennessee State University.. 8.  Nashville, Tennessee: Middel Tennessee State University. http://www.pmena.org/pmenaproceedings/PMENA%2044%202022%20Proceedings.pdf.
Journal Article
Strachota, S., Stephens, A., Morton, K. L., Sung, Y., Torres, R., Gardiner, A.  (2023). How tools mediate elementary students’ algebraic reasoning about evens and odds.. 1-26. Mathematics Education Research Journal. 
Shifrer, D., Phillippo, K., Tillbrook, N., Morton, K.  (2023). The  Relationship between ninth graders’ perceptions of equitable teachers and their math identity: Differences by student race and school racial composition. Sociology of Education. 
Morton, K. L., Mahdi, F.  (2022). An intersectional look at the math autobiographies of preservice teachers. 12(1), . 
Stephens, A., Sung, Y., Strachota, S., Veltri Torres, R., Morton, K., Murphy Gardiner, A., Blanton, M., Knuth, E., Stroud, R.  (2022). The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners. Mathematical Thinking and Learning. (July), 1-18. 
Naresh, N., Morton, K. L., Eddy, C.  (2021). An MTE Collective to (Re)Humanize Mathematics in  Preservice Teacher Education Courses. Journal of Mathematics Teacher Education in Texas. 11(2), . 
Madkins, T., Morton, K.  (2021). Disrupting anti-Blackness with young Learners in  STEM: Strategies for elementary science and mathematics teacher education. Canadian Journal of Science, Mathematics and Technology Education. 
Morton, K., Riegle-Crumb, C.  (2020). Is School Racial/Ethnic Composition Associated with Content Coverage in Algebra?. Educational Researcher. 49(6), 441-447. AERA Publications. 
Morton, K., Riegle-Crumb, C.  (2019). Who Gets In? Examining Inequality in Eighth-Grade Algebra. Journal for Research in Mathematics Education. 50(5), 529-554. National Council of Teachers of Mathematics. 
Riegle-Crumb, C., Morton, K., Nguyen, U., Dasgupta, N.  (2019). Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students' Attitudes by Gender and Race/Ethnicity. AERA Open. 5(3), . American Educational Research Association. 
Riegle-Crumb, C., Morton, K.  (2017). Gendered expectations: Examining how peers shape female students' intent to pursue STEM fields. Frontiers in Psychology. 8(146), . 
Riegle-Crumb, C., Morton, K., Moore, C., Chimonidou, A., Labrake, C., Kopp, S.  (2015). Do inquiring minds have positive attitudes? The science education of preservice elementary teachers. 99(5), 819-836. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

		,  
			
				

					
					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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