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Matthew K. Voigt, Ph.D.

Voigt profile

Assistant Professor
Department of Engineering & Science Education
Office: 257 Sirrine Hall
Phone: (864) 656-7148
Email: mkvoigt@clemson.edu

Research Group: Voigt Group Projects
Research Lab: Transforming Identity, Diversity, and Equity in STEM

Curriculum Vitae (CV)
ORCiD

Education

Ph.D., San Diego State University & University of California San Diego, 2020, Mathematics and Science Education
M.S., University of Minnesota Twin Cities, 2015, Mathematics
B.A., Saint John’s University & College of Saint Benedict, 2008, Dual Major Mathematics & Psychology

Research and Teaching Interests

My research agenda showcases a history of interdisciplinary, innovative, and collaborative approaches to scholarly work that leverage critical theories to interrogate systems of oppression within STEM.

My research interests center around issues of equity, access, and power structures occurring in undergraduate STEM programs with a focus on introductory mathematics courses.

Current Research Focus

  1. The experiences of sexually minoritized (LGBTQIA) undergraduate STEM students and interrogates the mathematics discourses related to sexual identity and gender identity.
  2. Department culture and systemic change to foster equitable, inclusive, and active learning teaching strategies in introductory STEM courses.
  3. Alternative course pathways (course variations) and programs to support diversity in undergraduate calculus programs.
  4. The role of technology, instructional design, and computer programming to broaden participation by infusing culturally relevant pedagogy.

Related Research

Selected Honors and Awards

  • Institute in Advanced Research Methods for STEM Education Research Fellow (2021-2023)
  • Inclusive Mathematics Environments (IME) Early Career Fellow, Mindsets Scholars Network (2019-2020)
  • Diversity, Inclusion, and Social Justice, San Diego State University Student Research Symposium (2020)
  • College of Science Dean’s Award, San Diego State University Student Research Symposium (2018)
  • Graduate Research Fellow Program (GRFP) Awardee, National Science Foundation (2015-2019)
  • Compassionate Action Award, Saint John’s University (2008)

Recent Publications

Voigt, M., Hagman, J. E., Gehrtz, J., Ratliff, B., Alexander, N.& Levy, R. (Eds.). (2023). Justice through the lens of calculus: Framing new Possibilities for diversity, equity, and inclusion. The Mathematical Association of America. https://maa.org/sites/default/files/pdf/pubs/books/members/NTE96.pdf

Voigt, M., Bolick, M. A., Cooper, D., Otterbeck, S., Smith, A., Wright, C., & Holloman, C. (2023). (2023) Building a model of navigational strategies for queer undergraduate students in STEM. Front. Sociol. 8:1293917. doi: 10.3389/fsoc.2023.1293917

Boyd, A., Lazar, K., & Voigt, M. (2023). Humanizing geoscience education research through participant-driven visual representation. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2023.2193551

Voigt, M. (2022) A quantitative exploration of Queer-spectrum students’ experiences in introductory undergraduate mathematics courses. PLoS ONE 17(10): e0275325. https://doi.org/10.1371/journal.pone.0275325

Williams, M., Uhing, K., Bennet, A., Voigt, M., Funk, R., Smith, W., & Donsig, A. (2022). Conceptualizations of active learning in departments engaged in instructional change efforts. Active Learning in Higher Education. https://doi.org//10.1177/14697874221131300

Tremaine, R., Hagman, J., Voigt, M., Damas, S., & Gehrtz, J. (2022). You don’t want to come into a broken system: Critical and dominant perspectives for increasing diversity in STEM among undergraduate calculus program stakeholders. International Journal of Research in Undergraduate Mathematics Education, 8, 365-388. https://doi.org/10.1007/s40753-022-00184-x *Paper, along with video synopsis, was invited and featured at CalcConf 1+3𝜀.

Voigt, M., Wynn, L., Bjorkman, K., & Lo, S. (2022). Illustrating student mathematics identities through a network of identity frameworks. PRIMUS. https://doi.org/10.1080/10511970.2022.2082614

Voigt, M., Williams, M., Funk, R., Uhing, K., & Smith, W. M. (2022). Active learning: Advice for starting a movement in your department. Notices of the American Mathematical Society, 69(5), 775–780. https://doi.org/10.1090/noti2484.

Creagar, M., Wakefield, N., Smith, W. M., Apkarian, N., & Voigt, M. (2022). Developing the student postsecondary instructional practices survey in mathematics for measuring student experiences in introductory mathematics courses. Investigations in Mathematics Learning, 14(2), 151-165. https://doi.org/10.1080/19477503.2022.2060023

Smith, W. M., Voigt, M., Strom, A., Webb, D. C., & Martin, W. G. (Eds.). (2021). Transformational Change Efforts: Student Engagement in Mathematics through an Institutional Network for Active Learning. American Mathematical Society and the Conference Board of Mathematical Sciences. https://bookstore.ams.org/mbk-138 *Review by David Bressoud

Voigt, M., Rasmussen, C., & Martinez, A. (2021). The refiguring of students’ mathematical identities: a mixed methods study of three tailored calculus courses. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2021.1940331

Ellis, B., Larsen, S., Voigt, M., & Vroom, K. (2021). Where calculus and engineering converge: An analysis of engineering calculus course design and implementation. International Journal for Research in Undergraduate Mathematics Education, 7, 379–399. https://doi.org/10.1007/s40753-020-00130-9

Nemirovsky, R., Ferrari, G., Rasmussen, C., & Voigt, M. (2021) Conversations with materials and diagrams about some of the intricacies of oscillatory motion. Digital Experiences in Mathematics Education, 7, 167-191. https://doi.org/10.1007/s40751-020-00073-5

Voigt, M. (2020). Queer-Spectrum Student Experiences and Resources in Undergraduate Mathematics [Doctoral dissertation, UC San Diego]. Retrieved from https://escholarship.org/uc/item/7g54x6c7

Kersey, B., & Voigt, M. (2020). Finding community and overcoming barriers: Experiences of queer and transgender postsecondary students in mathematics and other STEM fields. Mathematics Education Research Journal, 33, 733–756. https://doi.org/10.1007/s13394-020-00356-5

Voigt, M., Fredriksen, H., & Rasmussen, C. (2020) Leveraging the design heuristics of realistic mathematics education and culturally responsive pedagogy to create a richer flipped classroom calculus curriculum. ZDM Mathematics Education, 52(5) 1051–1062. https://doi.org/10.1007/s11858-019-01124-x

Voigt, M., Apkarian, N., Rasmussen, C., & the Progress through Calculus Team (2020). Undergraduate course variations in precalculus through calculus 2. International Journal of Mathematical Education in Science and Technology, 51(6), 858-875. https://doi.org/10.1080/0020739X.2019.1636148

Lobato, J., Walters, C. D., Walker, C., & Voigt, M. (2018). How do learners approach dialogic online mathematics videos? Digital Experiences in Mathematics Education, 5(1), 1-35. https://doi.org/10.1007/s40751-018-0043-6