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Dr. Claire Wladis

 

Research

My initial training and research was in mathematics, with a focus in geometric group theory. In particular, I explored various generalizations of Thompson's groups and their metric properties.

Since 2010, my research has been focused on higher education and mathematics education. I am particularly interested in issues of access and retention in higher education for nontraditional students or students who have traditionally been underrepresented in higher education and in STEM (science, technology, engineering and mathematics) fields.

My current research in higher education focuses on online learning, with an interest in determining the extent to which it actually broadens access to higher education, in analyzing the extent to which retention rates may be different for students who take online courses in college than those who do not, and in assessing which factors may predict retention for students who take courses online. I have also explored factors which influence student success and retention in developmental mathematics classes in college.

My current research in mathematics education focuses on foundational knowledge in elementary algebra. I am exploring ways in which conceptual understanding can be measured and effectively taught in elementary algebra classes.

You can find my current CV here.

I am currently leading an ongoing research project that investigates factors related to online course outcomes. The website for that project can be found here:

Online Learning Research Project

I am also the director of the Equity through Education Research Group. You can find the website for the research group here:

www.equitythrougheducation.org

Publications:

On Education:

  • Wladis, C. and Mesa, V. (2019) What Can Happen When Community College Practitioners Lead Research Projects? The Case of CUNY. Review of Higher Education, 42(4), 1575-1606. doi:10.1353/rhe.2019.0076
    full-text full-text of accepted version

  • Wladis, C., Hachey, A.C. and Conway, K.M. (2018) No time for college? An investigation of time poverty and parenthood. Journal of Higher Education. doi: 10.1080/00221546.2018.1442983 full-text (first 50 downloads free) full-text of accepted version

  • Wladis, C., Hachey, A. C. and Conway, K. (2017) Online STEM and mathematics course-taking: Retention and Access, In A. Volungeviciene, A. Szucs (Eds.), Diversity Matters! Proceedings of the EDEN 2017 Annual Conference. Budapest, Hungary: European Distance and E-Learning Network (EDEN), 296-305.

  • Wladis, C., Smith, J. and Duranczyk, I. (2017). Research on Non-university Tertiary Mathematics. In G. Kaiser (Ed.), Proceedings of the 13th International Congress on Mathematical Education. Hamburg, Germany: Springer International Publishing, 693-694.

  • Wladis, C., Offenholley, K., Lee, J. K., Dawes, D. and Licwinko, S. (2017). An instructor-generated concept framework for elementary algebra in the tertiary context. In T. Dooley, V. Durand-Guerrier & G. Guedet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education. Dublin, Ireland: Institute of Education Dublin City University and ERME, 557-558.

  • Wladis, C., Offenholley, K., Licwinko, S., Dawes, D. and Lee, J. K. (2017) Theoretical Framework of Algebraic Concepts for Elementary Algebra, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1510-1516.full-text

  • Wladis, C., Hachey, A. C. and Conway, K. (2017) Online STEM and mathematics course-taking: Retention and Access, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA, 1695-1697. full-text

  • Wladis, C., Conway, K.M and Hachey, A.C. (2016). Assessing Readiness for Online Education � Research Models for Identifying Students at Risk. Online Learning [Special Section: Best Papers Presented at the OLC 21st International Conference on Online Learning and Innovate 2016], 20(3), 97-109. full-text

  • Wladis, C. and Samuels, J. (2016) Do online readiness surveys do what they claim? Validity, reliability, and subsequent student enrollment decisions. Computers & Education, 98, 39–56. doi:10.1016/j.compedu.2016.03.001 full-text of accepted version

  • Wladis, C., Hachey, A. C. and Conway, K. (2016) Student characteristics and online retention: Preliminary investigation of factors relevant to mathematics course outcomes, In T. Fukawa-Connelly, N. Engelke Infante, M. Wawro, S. Brown (Eds.), Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburg, PA, 1442-1453. full-text

  • Wladis, C., Hachey, A. C. and Conway, K. (2015) Which STEM Majors Enroll in Online Courses, and Why Should We Care? The Impact of Ethnicity, Gender, and Non-traditional Student Characteristics. Computers & Education, 87, 285-308. doi: 10.1016/j.compedu.2015.06.010 full-text of accepted version

  • Wladis, C., Conway, K.M and Hachey, A.C. (2015). Using course-level factors as predictors of online course outcomes: A multilevel analysis at an urban community college. Studies in Higher Education. doi: 10.1080/03075079.2015.1045478 full-text of accepted version

  • Wladis, C., Conway, K.M and Hachey, A.C. (2015). The Online STEM Classroom—Who Succeeds? An Exploration of the Impact of Ethnicity, Gender, and Non-traditional Student Characteristics in the Community College Context. Community College Review, 43(2):142-164. doi:10.1177/0091552115571729 full-text of accepted version

  • Wladis, C., Hachey, A.C. & Conway, K.M. (2014).  The representation of minority, female, and non-traditional STEM majors in the online environment at community colleges: A nationally representative study.  Community College Review, 43(1), 89-114. doi: 10.1177/0091552114555904 full-text of accepted version

  • Hachey, A. C., Wladis, C. and Conway, K. (2014).  Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes, The Internet and Higher Education, 25, 11-17. doi:10.1016/j.iheduc.2014.10.003 full-text of accepted version

  • Wladis, C., Hachey, A.C. & Conway, K.M. (2014). An investigation of course-level factors as predictors of online STEM course outcomes.  Computers & Education, 77, 145-150. doi: 10.1016/j.compedu.2014.04.015 full-text of accepted version

  • Wladis, C., Hachey, A. C. and Conway, K. (2014). The role of enrollment choice in online education: Course selection rationale and course difficulty as factors affecting retention, Journal of Asynchronous Learning Networks, 18(3).  http://olj.onlinelearningconsortium.org/index.php/jaln/article/view/391 full-text of accepted version

  • Hachey, A. C., Wladis, C. and Conway, K. (2014).  Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college, Computers & Education. 72, 59-67. doi: http://dx.doi.org/10.1016/j.compedu.2013.10.012 full-text of accepted version

  • Mesa, V., Wladis, C. and Watkins, L. (2014). Research Problems in Community College Mathematics Education: Testing the Boundaries of K–12 Research, Journal of Research in Mathematics Education. 45(2), 173-193. doi: 10.5951/jresematheduc.45.2.0173 full-text of accepted version

  • Wladis, C., Offenholley, K., & George, M. (2014). Leveraging Technology to Improve Developmental Mathematics Course Completion: Evaluation of a Large-Scale Intervention. Community College Journal of Research and Practice, 38(12), 1083-1096. doi:10.1080/10668926.2012.745100 full-text of accepted version  

  • Conway, K., Hachey, A.C. and Wladis, C. (2014). A new disapora: Latino(a)s in the online environment.  In Y. Medina and A. D. Macaya (Eds.). Latinos on the East Coast: A critical reader. NY, NY: Peter Lang, 120-138.

  • Wladis, C., Hachey, A.C., Conway, K.M. (2013).  Are online students in STEM (science, technology, engineering and mathematics) courses at greater risk of non-success? American Journal of Educational Studies. 6(1), 65-84.

  • Hachey, A.C., Wladis, C. & Conway, K.M. (2013) Balancing retention and access in online courses: restricting enrollment… Is it worth the cost?   Journal of College Student Retention: Research, Theory & Practice, 15(1), 9-36.

  • Hachey, A.C., Conway, K.M. and Wladis, C. (2013).  Community colleges and underappreciated assets: Using institutional data to promote success in online learning. Online Journal of Distance Learning Administration, 16(1), Spring.

  • Wladis, C. and Morgulis, A.  (2012) Increasing student success in intermediate algebra through collaborative learning at a diverse urban community college.  In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2,). Portland, Oregon, 310-319.

  • Wladis, C., Hachey, A. C. and Conway, K.  (2012) An analysis of the effect of the online environment on STEM student success, In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 291-300.

  • Wladis, C., Offenholley, K. and George, M.  (2012) Identifying developmental students who are at-risk: An intervention using computer-assisted instruction at a large urban community college.  In S. Brown, S. Larsen, K. Marrongelle, and M. Oehrtman (Eds.), Proceedings of the 15th Annual Conference on Research in Undergraduate Mathematics Education, (Vol.2). Portland, Oregon, 301-309.  

  • Hachey, A. C., Wladis, C. and Conway, K. (2012) Is the second time the charm? Investigating trends in online re-enrollment, retention and success. The Journal of Educators Online, 9(1), 1-25.

  • Conway, K., Wladis, C. and Hachey, A. C.  (2011) Minority student access in the online environment, Hispanic Educational Technologies Services (HETs) Journal, II, retrieved from http://www.hets.org/journal/articles/68-minority-student-access-in-the-online-environment.

  • Conway, K., Hachey, A. C. and Wladis, C. (2011). Growth of online education in a community college, Academic Exchange Quarterly, 15(3), 96-101.

In Mathematics:

  • Wladis, C. (2012) The word problem and the metric for generalizations of Thompson's group F on more than one integer, Journal of the London Mathematical Society, 85(2), 301-322. preprint

  • Wladis, C. (2011) Cyclic subgroups are quasi-isometrically embedded in the Thompson-Stein groups,” International Journal of Algebra and Computation (Proceedings of the International Conference on Geometric and Combinatoric Methods in Group Theory and Semigroup Theory), 22(1&2), 365-385. preprint

  • Wladis, C. (2011) Thompson’s groups are distorted in the Thompson-Stein groups, Pacific Journal of Mathematics 250(2), 473-485. preprint

  • Wladis, C. (2009) Unusual geodesics in Thompson's group F(n), Illinois Journal  of Mathematics, 53(2), 483-514. preprint

  • Wladis, C. (2007) Thompson’s group F(n) is not minimally almost convex, New York Journal of Mathematics, 13, 437-481. full-text

Announcements:

no announcements at this time

Contact Information

Email: cwladis@bmcc.cuny.edu, profwladis@gmail.com
(Please send any large attachments to the gmail address, not to the bmcc address!)

Office: N598E

Office hours:
(fall 2023) Thurs 9am-12pm
These are virtual office hours. Text or call me on my office phone (212-220-1363) during this time.

Phone: (212) 220-1363 (email is always the fastest way to reach me)

Address: Claire Wladis, Mathematics Department, BMCC / CUNY, 199 Chambers Street, New York, NY 10007

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