Faculty Directory

Education

• PhD, Mathematics, University of Maryland College Park (1998)
• BS, Mathematics, University of Vermont (1991)

Research

• Scholarship of Teaching & Learning, Mathematics Education, Mathematical Logic

• Outcomes-based testing in linear algebra and probability
• Course coordination and student outcomes
• Inquiry-based differential equations and secondary teaching preparation

Publications

• Carney, D., Swanson, R., Sanders, M., & Rasmussen, C. (2025). How Course Coordinator Values and Practices Align with the Needs of Instructors ,  International Journal of Mathematical Education in Science and Technology.  Link: https://doi.org/10.1080/0020739X.2025.2530960
• Swanson, D. Carney, M. Sanders. Adapting and Sustaining Change: A Case Study of a Successful Calculus II Course Redesign during the Pandemic Years, Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS), 2023. (Link)
• D. Carney, K. Leiderman, R. Swanson, Society for Women in Mathematics at Mines, Association for Women in Mathematics: The First Fifty Years, Springer, (2022). (Link)
• D. Carney, M. Sanders, S. R. Swanson, A. Calculus II Redesign: Supporting Faculty in Pedagogical, (2020) (Problems, Re and Issues in Mathematics Undergraduate Studies), DOI: 10.1080/10511970.2020.1746450 (Link)
• D. Carney, N. Ormes, R. Swanson, Partially Flipped Linear Algebra: A Team-Based Approach, Problems, Resources, and Issues in Mathematics Undergraduate Studies 25 (2015), 641-654 (Link)

Awards & Honors

• Student Chapter Award for Fundraising/Sustainability, AWM (2024)
• University Distinguished Teaching Professor, Colorado School of Mines (2023) (Link)
• Class of 2022 AWM Fellow, Association for Women in Mathematics (2022) (Link)
• W.M. Keck Mentorship Award, Colorado School of Mines (2021) (Link)
• Mines Teaching Award (Teaching Faculty), Colorado School of Mines (2019) (Link)
• Student Chapter Award for Professional Development, AWM (2019) (Link)

Additional Information

Grants

• Co-PI for Impact of Coordination and Common Course Model on Student Outcomes, Gates Foundation, INV-085217, 2025 – 2027
• Co-PI for Making Upper Division Mathematics Courses More Relevant for Future High School Teachers: The Case of Inquiry-Orientated Dynamical Systems and Modeling, NSF IUSE Engaged Student Learning Level II Grant, Award Number 2337047, 2024 – 2027. (Link)