Dr. Keith Kerschen

Dr. Keith Kerschen has worked at Concordia since 2018, where he serves as an Associate Professor of Education and the Director of Data and Assessment. He teaches the following undergraduate courses: Introduction to Education, Instruction and Assessment for Middle/Secondary Students, Concepts of Mathematics and Secondary Mathematics Methods. Dr. Kerschen teaches several courses in the C&I graduate program as well. He serves as the edTPA director and assists with CAEP data collection and analysis. 

Dr. Kerschen earned a B.S. in Secondary Education from Kansas State University and an M.A. in Education from Baker University. In 2018, Dr. Kerschen earned his Ph.D. in Curriculum and Teaching with a cognate in Mathematics Education from Baylor University. Prior to his time at Baylor, Dr. Kerschen was a high school mathematics teacher and junior high volleyball coach in Kansas.  

Dr. Kerschen and Dr. Amy Stradtmann are the directors of the Early Career Teacher Academy (ECTA). This professional development program targets CUNE alumni in their first, second, and third years of teaching. The ECTA is designed specifically to support and equip early-career educators with tools, strategies and encouragement as they continue growing in their teaching journey. This academy is funded through Willard A. and Leitha K. Richardson Endowment.  

Dr. Kerschen is a member of the National Council of Teachers of Mathematics (NCTM) and the School Science and Mathematics Association (SSMA). He enjoys collaborating on research projects related to mathematics education. He also serves as a reviewer for multiple journals and conferences, including: National Council of Teachers of Mathematics Conference, School Science and Mathematics Association (SSMA) Conference and Proceedings, School Science and Mathematics Journal, School University Partnerships Journal and the Texas Mathematics Teacher Journal. 

“Concordia is a special place to work, and I've genuinely enjoyed coming in every single day,” Dr. Kerschen said. “My favorite part of the day is working with our amazing students. They're not only outstanding scholars, but are also deeply passionate about serving the Lord in various ways. You can see this in their interactions with each other, the faculty, the local community and the world. I'm also fortunate to work alongside amazing colleagues who are not just experts in their fields, but truly wonderful Christian role models.” 

 

Publications 

Kerschen, K., Cooper, S., Shelton, R., & Scott, L. (2018). The impact of a summer mathematics academy on rising kindergartners’ understanding of early number concepts. Journal of Research in Childhood Education.    

Wilkerson, T., Kerschen, K., & Shelton, R. (2018). PreService teachers’ critical connections to effective teaching practices: An instructional approach using vignettes. Action in Teacher Education. 

Wilkerson, T., Eddy, C., Quebec-Fuentes, S., Sorto, A., Gupta, D., Ward, L., Jasper, W., Parker, Y., Mallam, W., Cooper, S., & Kerschen, K. (2018). Development and validation of the algebra teachers’ self-efficacy instrument: Assessment of algebra teachers’ knowledge and personal teaching efficacy. School Science Mathematics Journal. 

Shelton, R., Kerschen, K., & Cooper, S. (2020). The impact of a varied field experience on preservice teachers: A summer math academy for early learners. The Teacher Educator.  

Shelton, R., Kerschen, K., & Wilkerson, T. (2020). Investigating teachers’ understanding of Mathematical Practices and Mathematical Teaching Practices using a vignette activity sequence in a professional development setting. School-University Partnerships.  

Shelton, R., Kerschen, K., & Wilkerson, T. (2021). The examination of a vignette activity sequence in a secondary mathematics methods course. School Science and Mathematics Journal.  

Cooper, S., Shelton, R., Padgett, N, Crowley, B., Kerschen, K., & Donham, Melissa. (2022). The impact of Summer Intervention focused on Foundational Concepts of Early Number Sense for Early Learners. Investigations in Mathematics Learning.  

Shelton, R. N., Donham, M. P., Kerschen, K., & Wilkerson, T. L. (2023). Preservice teacher identification and confrontation of critical issues in mathematics education using a vignette activity sequence. AMTE Connections. 

Kerschen, K., Shelton, R., & Wilkerson, T. (2023 – In Press). Using Vignettes to Highlight the Importance of Eliciting and Using Evidence of Student Thinking. In D. Polly, E. Garin, & C. Martin (Eds.), Clinically Based Teacher Education in Action: Cases from Mathematical Teacher Educators. Information Age Publishing.  

Shelton, R. N., Kerschen, K., Crowley, B., & Cooper, S. (Proposal Accepted). Collaborating to engage young children in mathematics at the museum during the summer months. In D. Thompson, M.A. Huntley, & C. Suurtamm (Eds), International Perspectives on Mathematics Outreach.