Originally from North Carolina, Luke comes to Trinity University from Michigan State University, where he is a University Distinguished Fellow and PhD candidate in mathematics education. He is excited to be the Director of Trinity’s new Quantitative Reasoning Skills (QRS) Center, located in the Tiger Learning Commons of the Coates Library.
Luke is heavily involved in the quantitative literacy movement in higher education, and is committed to fostering students’ quantitative reasoning practices across the disciplines. He is keenly aware of the complex relationship between quantitative literacy and social justice, so is driven in his work to ensure that all students have equitable access to skills for success in the twenty-first century.
As Director of the QRS Center, Luke will work with students and faculty to promote student success in quantitatively-demanding coursework; in getting started, this will take the form of individualized support to students, peer tutor training, teaching within the Department of Mathematics, and the hosting of workshops, among other things. Luke welcomes all students to participate in the formation of the new QRS Center. Drop by Room 308E of the TLC to say “Hello” today!
Tunstall, S. L., Karaali, G., & Piercey, V. (Eds.). (2019). Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education. Washington, D.C.: Mathematical Association of America.
Tunstall, S. L., Osibodu, O. , and Bartell, T. G. (2019). On “icky” data, the political classroom, and Towards Equity and Social Justice in Mathematics Education: A conversation with Tonya Bartell. Numeracy, 12(1).
McCune, D, & Tunstall, S. L. (2018). Calculated democracy—Explorations in gerrymandering. Teaching Statistics.
Tunstall, S. L. (2018). Investigating college students’ reasoning with messages of risk and causation. Journal of Statistics Education, 26(2), 76-86.
Tunstall, S. L. (2018). College Algebra: Past, present, and future. PRIMUS, 28(7), 627-640.
Tunstall, S. L., Matz, B., & Craig, J. (2018). Quantitative literacy courses as a space for fusing literacies. Journal of General Education, 65(3-4), 178-194.