Shelly Ray Parsons

Professor of Mathematics

Aims Community College

Currently working on

at Aims Community College

Shelly Ray Parsons

Professor of Mathematics

Aims Community College

Dr. Michelle “Shelly” Ray Parsons is a Professor of Mathematics and the former Director of Academic Assessment at Aims Community College. In her role as Director, she developed and established the foundation for the assessment practices currently in place at her institution. She is currently back in the classroom where her primary teaching areas include: the Calculus sequence, Trigonometry, Statistics, Math for the Liberal Arts, College Algebra, Career Math, and Introduction to Education. Shelly has been teaching at the collegiate level since 1999. During her tenure in the classroom, she has explored ways to engage students in deep learning utilizing active learning strategies, Writing to Learn, and flipped learning approaches. In addition to teaching mathematics courses, Shelly mentors new faculty.

Dr. Ray Parsons works as a consultant in higher education supporting best practices in assessment of student learning with colleges and universities, as well as the Colorado Department of Higher Education (CDHE). She was a lead consultant on the Re-envisioning GTPathways project for the State of Colorado working collaboratively with faculty from across the state to revise the competencies and learning outcomes for general education transfer courses. In working with colleges and universities to meet the demands of accreditation related to assessment of student learning, she advises on the development and implementation of multi-level institutional assessment plans and practices.

In October of 2013, the Director of Academic Affairs at CDHE invited Dr. Ray Parsons to serve on the Math Pathways Task Force for the State of Colorado. She currently serves as the two-year lead and presents the work of the task force at regional, state, and national events. She is the leading the efforts for the curriculum redesign in the Quantitative Reasoning/Quantitative Literacy path for the task force including faculty professional development to support the redesign.

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