Auburn College of Education grad student named to Presidential Graduate Research Fellowship, awarded Early Career Research Grant

For Lizzy Harkey, a fourth-generation Auburn student, attending graduate school at Auburn University’s College of Education was a homecoming of sorts.

“I have known since I was in high school that I wanted to go to graduate school and get a Ph.D. in mathematics education,” Harkey said. “My entire family is from Alabama, and I was raised to ‘believe in Auburn and love it.’” 

After finding a wealth of support in The College of Education and earning a Presidential Graduate Research Fellowship, Harkey’s decision to pursue a Ph.D. at Auburn was confirmed.

“It has been an invaluable learning experience,” said Harkey of her time on the Plains so far. “I have a lot more to do, and I am looking forward to the process and what I will learn from it. I am so glad I chose to come to Auburn University because the College of Education has provided me with the support and resources I need to be successful.”

She was also awarded an Early Career Research Grant from the National Council of Teachers of Mathematics for a little over $6,000 to fund her dissertation research in mathematics education by early-career math educators and doctoral candidates in math education. 

Harkey’s research study explores how middle school mathematics teachers test small changes to enhance their teaching, with help from an instructional coach. It focuses on the instructional strategies they use and what they learn from reflecting on what works in their classrooms.

“As I was writing my proposal, I realized that my eight weeks of data collection would require a lot of time and intentionality from the participants, and I began to look for funding to be able to provide my participants with honoraria for their time and attention,” Harkey said. “I applied for this grant with this purpose in mind, and I am very grateful to be able to give something back to the educators who made the work possible.”

Harkey’s path to becoming an educator began at the University of Tennessee-Knoxville, where she earned her bachelor’s degree in mathematics with a minor in secondary education and a master’s degree in teacher education with a concentration in mathematics. Now at Auburn, Harkey hopes that teachers participating in her study enhance their instructional practices and develop a self-sustaining mindset toward constant improvement of their teaching methods to improve students’ mathematical learning. 

“Because the teachers are continuously learning, their professional learning is self-sustaining because they are always intentionally working to enhance and learn from their instructional practice,” said Harkey.

Harkey is quick to note that the work she is doing was made possible with the great support of faculty in the College of Education’s mathematics education department—namely that of her advisor Marilyn Strutchens, a professor in math education who is the Emily R. and Gerald S. Leischuck Endowed Professor and Mildred Cheshire Fraley Distinguished Professor. Harkey credits the guidance she has received from Strutchens, along with that of Leischuck Endowed Professor of Mathematics Education Gary Martin, with guiding her work in the field and aiding her academic journey. 

Strutchens said it’s been a joy to work with Harkey. 

“Lizzy has a strong desire to learn as much as possible in order to become the best mathematics teacher educator that she can be,” Strutchens said. “She is an excellent student and graduate assistant. She works well with others, knows how to lead and follow instructions, reflects on her practices, and enjoys encouraging and mentoring novice teachers. She is highly deserving of the award she received and will manage the funding well.”

Following her graduation, Harkey said she plans to work at a university as a mathematics teacher educator and hopes to continue focusing on both research and teaching. She said she would like to continue focusing on supporting mathematics teachers in their continued professional learning by developing partnerships with local school districts to learn from and support their teachers.