Guadalupe I Lozano

Interests

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Courses

Scholarly Contributions

Books

• Lozano, G. I. (2017). Calculus: Single and Multivariable, Enhanced eText (7th ed.). Wiley.
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  Single and Multivariable Calculus Textbook. (Multi-author)
• Lozano, G. I. (2017). Instructional Practices Guide: Evidence-Based Instructional Practices in Undergraduate Mathematics. https://www.maa.org/sites/default/files/InstructPracGuide_web.pdf: Mathematical Association of America (MAA).
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  Multi-author evidence-based instructional guide (discipline-specific)
• Connally, E., Hughes Hallett, D., & Lozano, G. I. (2014). Functions Modeling Change, A Preparation for Calculus. Wiley & Sons, Inc..
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  Textbook written by the Harvard Calculus Consortium, a group of 18 co-authors.Eric Connally Deborah Hughes-HallettAndrew M. Gleason Philip CheifetzAnn Davidian Daniel E. FlathSelin Kalaycıoğlu Brigitte LahmePatti Frazer Lock Guadalupe I. LozanoWilliam G. McCallum Jerry MorrisKaren Rhea Ellen SchmiererPat Shure Adam H. SpieglerCarl Swenson Aaron D. Wootton

Chapters

• Franco, M., Subbian, V., Lozano, G. I., Lozano, G. I., Franco, M., & Subbian, V. (2020). HSIs and Community Partners: A Framework for Strengthening Servingness Through Engagement. In Hispanic Serving Institutions (HSIs) in Practice: Defining "Servingness" at HSIs(pp 153-174). Information Age Publishing.

Journals/Publications

• Lozano, G. I. (2021). Centering Social Justice in the Learning Experience Across Disciplines.. Bringing Theory to Practice (BT2P) Newsletter.
• Lozano, G. I. (2021). Engaging faculty in shifting toward holistic review: Changing graduate admissions procedures at a land-grant, hispanic-serving institution. American journal of speech-language pathology, 30(5), 1925-1939. doi:https://doi.org/10.1044/2021_AJSLP-20-00383
• Lozano, G. I. (2021). Exploring The Human Dimension Of Peer Review. DeGruyter Conversations.
• Lozano, G. I. (2021). How culture, institutions, and individuals shape the evolving gender gap in science and mathematics: an equity provocation for the scientific community. Pure and Applied Chemistry, 93(8), 927-935. doi:https://doi.org/10.1515/pac-2021-0105
• Lozano, G. I. (2020). Simply scrapping the SAT won’t make colleges more diverse.. The Conversation.
• Lozano, G. I. (2019). Learning That Counts Today: 6 Principles for Purposeful, Engaged Teaching. Wiley - Teaching and Learning Practices.
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  Invited Blog post
• Lozano, G. I., & Menendez, J. M. (2019). Infusing Equity in the Transition to the University: A focus on Non-Traditional Outcomes. Invited Research Paper Session, American Mathematical Association of Two-Year Colleges (AMATYC).
• Lozano, G. I., Harris, P., Prieto-Langarica, A., & Sordo Vieira, L. (2019). Lathisms: Latinx and Hispanics in Mathematical Sciences. MAA Focus, Mathematical Association of America, June/July 2019, p. 22-24.. MAA Focus, Mathematical Association of America, 22-24.
• Kersting, N., Vezino, B., Chen, M., Jablon Stoehr, K., Heshmati, S., Lozano, G. I., & Stiegler, J. (2017). Further Studies of Usable Teaching Knowledge in Mathematics and Its Relationship to Student Learning: The Classroom Video Analysis Common Core (CVA-M) Instrument. ZDM.
• Lozano, G. I. (2018). Inside Interactive-Engaged Problem-Solving in Precalculus: Content and Classroom Moments. OnCore: The Online Journal of the Arizona Association of Mathematics Teachers, 44-50.
• Lozano, G. I., Franco, M. A., & Subbian, V. (2018). Transforming STEM Education in Hispanic Serving Institutions in the United States: A Consensus Report. Available at SSRN: https://ssrn.com/abstract=3238702.
• Stone, M., & Lozano, G. I. (2016). Eigenvalue Explorations: A Learning Progression through High School Number, Quantity, and Statistics Domains.. OnCore: The Online Journal of the Arizona Association of Mathematics Teachers, 67-77.
• Kersting, N. B., Kersting, N. B., Sutton, T., Sutton, T., Kalinec-Craig, C., Kalinec-Craig, C., Heshmati, S., Heshmati, S., Lozano, G. I., Lozano, G. I., Stigler, J., & Stiegler, J. (2015). Usable Knowledge for Teaching Mathematics: Further Exploration of the Classroom Video Analysis (CVA) Instrument. ZDM - The International Journal on Mathematics Education.
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  In this study we further explore the nature of usable teaching knowledge in mathematics. First, we present a model of usable teaching knowledge. Second, we examine how the design of the Classroom Video Analysis (CVA) Instrument as measure of usable knowledge relates to the proposed model. The CVA is based onteachers' ability to analyze teaching events depicted in short video clips. Third, using data from three different CVA assessment scales (on fractions, ratio and proportions, and variables, expressions, and equations), we explore the structure underlying teachers' scored responses to the video clips, aggregated at the clip level, to uncoverthe latent processes that generate teachers' responses. For all three scales we found that a single dominant factor, possibly teachers' usable teaching knowledge, explained up to two thirds of the variation in teachers' clip level scores. We consider the results inlight of our model of usable teaching knowledge and generate testable hypotheses for further study.
• Lozano, G. I. (2014). Mathematics is the Playground; Critical Thinking is the Game… and the Legacy.. Arizona Daily Star.
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  Opinion Editorial on the nature of critical thinking, adaptive teaching and the role of universities and their faculties in preparedness of college graduates to succeed in cognitively demanding jobs.
• Ercolani, N. M., & Lozano, G. I. (2006).

  A bi-Hamiltonian structure for the integrable, discrete non-linear Schrödinger system

  . Physica D: Nonlinear Phenomena. doi:10.1016/j.physd.2006.04.014
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  This paper shows that the Ablowitz-Ladik hierarchy of equations (a well-known integrable discretization of the Non-linear Schrodinger system) can be explicitly viewed as a hierarchy of commuting flows which: (a) are Hamiltonian with respect to both a standard, local Poisson operator J and a new non-local, skew, almost Poisson operator K, on the appropriate space; (b) can be recursively generated from a recursion operator R (obtained by composing K and the inverse of J.) In addition, the proof of these facts relies upon two new pivotal resolvent identities which suggest a general method for uncovering bi-Hamiltonian structures for other families of discrete, integrable equations.

Proceedings Publications

• Lozano, G. I. (2019, November). Present and future: How individuals, policies, institutions, and culture shape the evolving gender gap in science. In Conference on Global Approach to the Gender Gap in Mathematical, Computing and Natural Sciences: How to Measure It, How to Reduce It?.
• Subbian, V., Franco, M. A., & Lozano, G. I. (2018, April). Transforming STEM Education in Hispanic Serving Institutions in the United States: A Consensus Report. In Available at SSRN: https://ssrn.com/abstract=3238702.
• Kersting, N. B., Chen, M., Lozano, G. I., Heshmati, S., Jablon Stoehr, K., & Stigler, J. W. (2016, April). Extending the CVA into a Content-focused, Common Core Aligned Measure of Mathematics Knowledge for Teaching. In American Educational Research Association.
• Lozano, G. I. (2016, April). The Impact of Instructional Practices on Conceptual Calculus Learning: An IRT-Based Differential Item Functioning Study. In American Educational Research Association (AERA) Annual Meeting.

Presentations

• Lozano, G. I. (2021, August). The UArizona Learning Experience: Advancing Faculty Innovation, Scholarship & Impact. School of Nutritional Sciences and Wellness – Fall RetreatSchool of Nutritional Sciences and Wellness, The University of Arizona..
• Lozano, G. I. (2021, February). Exito: Tu Creas tu Camino!—Spanish Language Presentation. Women in STEM Launching Career Symposium. Sponsored by Women in Science and Engineering, College of Behavioral Sciences, The University of Arizona.Women in Science and Engineering, College of Behavioral Sciences, The University of Arizona..
• Lozano, G. I. (2021, January). Equity in STEM at Hispanic Serving Institutions: Adaptive Case Studies as Catalysts for Change. MAA Contributed Paper Session on Promoting Women in Mathematics. Joint Mathematics Meetings AMS & MAA.AMS & MAA.
• Lozano, G. I. (2021, March). Centering Minoritized Students' Academic Learning through Cultural Sustaining Pedagogy, Featuring Milagros Castillo-Montoya. (Closing Remarks Speaker.). Hispanic Serving Institutions (HSI) Spring Signature Speaker. Sponsored by UArizona Strategic Initiatives, Faculty Affairs, and HSI Initiatives.UArizona Strategic Initiatives, Faculty Affairs, and HSI Initiatives..
• Lozano, G. I. (2021, November). Catalyzing Equity Efforts at HSIs: Servingness Aligned Change. HSI Grants Development Institute. Sponsored by UArizona HSI Initiatives, Office of Academic Affairs, and Research, Innovation and Impact.UArizona HSI Initiatives, Office of Academic Affairs, and Research, Innovation and Impact..
• Lozano, G. I. (2021, October). Equity in STEM at HSIs: Adaptive Case Studies as Catalysts for Change. American Mathematical Association of Two-Year Colleges (AMATYC) 47th. Annual Conference.. Phoenix, Arizona.
• Lozano, G. I. (2021, September). Matematicas en un Contexto Sociocultural—Spanish Language Presentation. Adelante Parent and Youth Leadership Conference in collaboration & UArizona Project Outreach FAMILIA Youth summit. Sponsored by UArizona Mexican American Studies, TUSD Mexican American Students Services, and UArizona College of Education.UArizona Mexican American Studies, TUSD Mexican American Students Services, and UArizona College of Education..
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  (with J. Rios and J. Ledesma, GAs)
• Lozano, G. I. (2021, September). Mathematics in a Socio Cultural Context.. Adelante Parent and Youth Leadership Conference in collaboration & UArizona Project Outreach FAMILIA Youth summit. Sponsored by UArizona Mexican American Studies, TUSD Mexican American Students Services, and UArizona College of Education.UArizona Mexican American Studies, TUSD Mexican American Students Services, and UArizona College of Education.
  More info

  (with J. Rios and J. Ledesma, GAs)
• Lozano, G. I., Franco, M. A., & Subbian, V. (2020, Sep 2020). HSIs and Community Partners: A Framework for Strengthening Servingness through Engagement. Centering Servingness Webinar Series. Tucson, AZ: Faculty Affairs, Office of the Provost, University of Arizona.
• Lozano, G. I. (2019, December). Wiley vs. Math: Calculus Consortium Approach on Trial. NASM 2019: Learning Today, Leading Tomorrow. Charleston, SC: Wiley.
• Lozano, G. I. (2019, February). Getting the Most Out of Conceptual Curricula: Calculus. Wiley Teaching and Learning Summit. Miami, FL: Wiley.
• Lozano, G. I. (2019, January). Invited Panel: Increasing Diversity and Retention in STEM Through Math-Focused First-Year Seminars.. AMS/MAA Joint Mathematics Meetings Annual Conference. Baltimore, PA: American Mathematical Association/Mathematical Association of America.
• Lozano, G. I. (2019, November). Infusing Equity in the Transition to the University: A focus on Non-Traditional Outcomes. American Mathematical Association of Two-Year Colleges (AMATYC) 45th Annual Conference. Milwaukee, WI: AMATYC.
• Lozano, G. I. (2019, October). Getting the Most Out of Conceptual Curricula: Calculus. Wiley Teaching and Learning WebinarWiley.
• Lozano, G. I. (2019, September). HACU Webinar: Supporting Broader Impacts in STEM Equity by Connecting Across HSIs.. Hispanic Association of Collleges and Universities (HACU) Webinar. Online: Hispanic Association of Collleges and Universities (HACU).
• Lozano, G. I., & Menendez, J. M. (2019, November). Asset perspective on co-curricular experiences: Students’ reflections. American Mathematica Association Association of Two-Year Colleges (AMATYC) 45th Annual Meeting. Milwaukee, WI: AMATYC.
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, April). Mathematics, Science, and Engineering at HSIs: Recommendations for Better Serving Undergraduate Stu- dents. Western Regional Robert Noyce Conference. Tucson, AZ: NSF NOYCE Western Alliance.
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, April). Towards Servingness: Transforming STEM Education at Hispanic Serving Institutions.. Accelerating Systemic Change Network (ASCN) Transforming Institutions Conference. Pittsburgh, PA: Accelerating Systemic Change Network (ASCN).
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, April). Transforming STEM Education at Hispanic Serving Institutions. Alliance for HSI Educators Best Practices Conference (AHSIE). Riverside, CA: AHSIE.
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, January). Mathematics, Science, and Engineering at Hispanic Serving Institutions (HSIs): Recommendations for Better Serving Undergraduate Students.. AMS/MAA Joint Mathematics Meetings Annual ConferenceAmerican Mathematical Association/Mathematical Association of America.
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, June). STEM Servingness at Hispanic-serving Institutions. 126th Annual American Society for Engineering Education (ASEE) Conference. Tampa, FL: American Society for Engineering Education (ASEE).
• Lozano, G. I., Franco, M. A., & Subbian, V. (2019, November). Promoting STEM Servingness at Hispanic Serving Institutions. NSF HSI Principal Investigators Meeting. Washington DC: National Science Foundation (NSF).
• Lozano, G. I. (2018, December). Cultivating Transformative Scholarship in University Education: insights into the CUES mission, projects, and funding opportunities. UA Faculty Learning Communities Wrap Up Event 2018: The Scholarship of Teaching and Learning. Tucson, AZ: UA Academic Affairs/ Office of Instruction and Assessment.
• Lozano, G. I. (2018, January). Measuring the Global Gender Gap in Mathematics and the Natural Sciences: Working Frameworks and a Recent Grant-Funded International Initiative. 2018 Joint AMS-MAA Mathematics Meetings. San Diego, CA: American Mathematical Society/Mathematical Association of America.
• Lozano, G. I. (2018, November). Cultivating transformative scholarship in university education: insights into CUES, its mission, and impact. Mathematics Instruction Colloquium (MIC), UA Mathematics. Tucson, AZ: UA Mathematics.
• Lozano, G. I. (2018, October). Some directions on HSI, STEM, and University Scholarship. Town Hall on Faculty Initiatives for HSI and Diversity. Tucson, AZ: Faculty Senate, University of Arizona.
• Lozano, G. I., & Menendez, J. M. (2018, February). Fostering Equity in Core Transitions: building capacity at 2-year HSIs to teach and learn pre-calculus using evidence-based practices. MSRI - Critical Issues in Mathematics Education 2018: Access to mathematics by opening doors for students currently excluded from mathematics. Berkeley, CA: Mathematical Sciences Research Insitute (MSRI).
• Lozano, G. I., & Menendez, J. M. (2018, January). Active learning in pre-calculus and calculus: impact and performance outcomes for 2-year HSI students and 4-years HSI transfers. 2018 Joint AMS-MAA Mathematics Meetings. San Diego, CA: American Mathematical Society/Mathematical Association of America.
• Lozano, G. I., & Menendez, J. M. (2018, June). Incorporating IE-PS pedagogy + mentoring in a pre-calculus class. TODOS Mathematics for ALL 2018 Conference. Scottsdale, AZ: TODOS Mathematics for All.
• Menedez, J. M., Watkins, L., & Lozano, G. I. (2018, November). Inquiry-Engaged, Problem-Solving Pedagogy & Mentorship in Precalculus. AMATYC 44th Annual Conference. Orlando, FL: American Mathematical Association of Two Year Colleges (AMATYC).
• Lozano, G. I. (2017, June). How to define and measure the global gender gap: a critical perspective focusing on Mathemat- ical & Natural Sciences and more generally, STEM.. Initial Workshop of Global Gender Gap Project Partners. UNESCO Headquarters, Paris, France: International Council for Science (ICSU), International Mathematical Union (IMU).
• Lozano, G. I. (2017, November). Supporting pre-calculus teaching and learning through mentorship and problem-solving: a collaboration focused on better outcomes for 2-year HSI students and transfers. AMS Special Session on Characteristics of a Successful Gateway Program. University of California Riverside, Riverside, CA: American Mathematical Society.
• Lozano, G. I. (2016, January). Interactive-engaged practices in calculus: effects on performance and conceptual learning. Joint Mathematics Meetings Annual Conference. Seattle, WA: AMS/MAA.
• Lozano, G. I. (2015, April). Item Response Theory (IRT) as a Framework for measuring Item Bias and Exploring the Effect of Instruction on Conceptual Calculus Knowledge. Invited Colloquium, Department of Mathematics and Statistics, University of New Mexico.
• Lozano, G. I. (2015, January). Common Core Focus and Coherence at the High School Level: What they Mean and How to Strive for them in the Context of Specific Tasks. Joint Mathematics Meetings Annual Conference. San Antonio, TX.
• Lozano, G. I. (2015, January). The impact of instructional practices on conceptual calculus learning: what can analyzing item-bias tell us?. Joint Mathematics Meetings Annual Conference. San Antonio, TX.
• Lozano, G. I. (2014, April 5). Framing the Transition from High School to College in the Time of the Common Core. American Mathematical Society (AMS) Western Sectional Meeting. Albuquerque, NM: American Mathematical Society.
  More info

  In many ways, the CCSSM crystallize a perspective on what it means to know mathematics that has existed in college reform curricula since the early 90s.But what exactly do I mean by reform mathematics curricula? In what ways has the Common Core philosophy been latent in such curricula and teaching practices? And how may such connections guide or come to bear upon the training of secondary teachers?In this talk I will outline partial answers to these questions with a focus on college readiness in the time of the Common Core. I will illustrate similarities and differences between college entry courses curricula and practices, and the CCSSM with a primary focus on the function domains.Recent views of college freshmen and secondary school teachers on streamlining the transition from high school to college will be weaved into the content discussion.
• Lozano, G. I. (2014, January). Statistics and the Common Core: Focus on Facebook and Other Data Sets. Mathematics Educator Appreciation Day (MEAD) Annual Conference. Tucson, AZ: Center for Recruitment and Retention of Mathematics Teachers, University of Arizona.
• Lozano, G. I. (2014, March). This is PI. It's Pi Day! Let's Celebrate! (K-12 Community Presentations). Sam Hughes Elementary: Department of Mathematics, University of Arizona.
• Lozano, G. I. (2014, May 29). CCSSM, Focusing on Focus: What does it mean for the High School Grade Band?. Illustrative Mathematics Common Core State Standards in Mathematics Professional Development Conference. Boise, ID: Illustrative Mathematics.
• Lozano, G. I. (2014, May 30). Using Facebook and other data sets to connect High School/8th grade statistics standards to functions and algebra. Illustrative Mathematics Common Core State Standards in Mathematics Professional Development Conference. Boise, ID: Illustrative Mathematics.
• Lozano, G. I. (2014, October 18). Measuring Knowledge: Assessing Undergraduates’ Understanding of Calculus Concepts. SACNAS 2014 Annual Conference. Los Angeles, CA: Society for the Advancement of Chicanos and Native Americans in Science (SACNAS).
• Lozano, G. I. (2014, September). A model for introducing Interactive-Engaged practices in Calculus: rationale, implementation, effects on performance, and conceptual learning. Mathematics Instruction Colloquium. Tucson, AZ: Department of Mathematics, University of Arizona.
• Lozano, G. I. (2016, October). Item-Bias As a Proxy for the Impact of Instruction on Learning: Student Performance on Concept Inventories and the Teaching of Calculus. Society for the Advancement of Chicanos and Native American in Science (SACNAS) Annual Conference. National Harbor, MD: Mathematical Association of America (MAA), and Society for the Advancement of Chicanos and Native Americans in Science (SACNAS).

Reviews

• Lozano, G. I. (2018. AMS Book Review: Weapons of math destruction. How big data increases inequality and threatens democracy (Kathy O'Neal)(p. 259).
• Lozano, G. I. (2014. Inference and the Margin of Error. Park City, Utah.
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  Summer School Teachers Program statistics content module review, as part of an invited review to the PCMI Summer School Teachers Program.
• Lozano, G. I. (2014. Review of: Looking at Numbers, by Johnson, Tom; Jedrzejewski, Franck.

Other Teaching Materials

• Lozano, G. I. (2021. Culturally Responsive Curriculum Development Institute (CRCDI) (Team Guide Facilitator).. Sponsored by UArizona Faculty Affairs, HSI Initiatives, Office of Instruction Assessment.

Others

• Lozano, G. I. (2020, Feb 2020). New CUES program is a unique opportunity for authentic faculty collaboration. Lo Que Pasa, UANews.
• Lozano, G. I., Flores, A., Mesa, V., & Rhea, K. (2015, October). (Scientific Symposium) Measuring Mathematical Knowledge and Instruction: A Sampling of Assessment Frameworks, Tools, Methods, and Results. Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) Annual Conference.
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  Scientific symposiumThe problem of assessing mathematical knowledge meaningfully and reliably has attracted attention since standardized tests became widespread performance measures. Today, scholars also measure the impact of instruction in acquiring discipline-specific STEM knowledge. Our group will share work in assessing knowledge and instructional-practices focusing on calculus, and mathematical knowledge for teaching.