Benjamin Wiles

People

Professional Title: 
Assistant Department Head
Organization/Institution: 
About Me (Bio): 
Ben received a bachelor’s degree from Purdue in 2006 and returned professionally in fall 2011. His responsibilities include teaching, software/database development, academic analytics, business processes, coordination of lecturers, educational technologies, and the schedule of classes. He holds two masters degrees and his research has been published in the Journal of Number Theory, Journal of Special Education, et al. He also holds a US and European patent for an adaptive algorithm for deploying vehicle safety systems developed while working in software/simulations engineering in the automotive industry. He helped modernize the teaching of calculus as an IMPACT Fellow and will coordinate the expansion of this model. He developed and commercially licensed an online Calculus Diagnostic Assessment for better placement and time to degree. Further initiatives will enhance student success and the efficient use of educational resources by supporting mastery-based assessments for foundational courses, expanding summer offerings, adopting open educational resources, and delivering real-time, individualized mathematical interventions to promote academic outcomes. Ben serves on departmental Curricular Committees in Mathematics, the University Policy Committee, the Advisory Committee for Equity, the Business Intelligence Advisory Committee, and the Academic Calendar Committee, et al. He minored in Music Theory, enjoys playing guitar, and sits on the Board of Directors for the Lafayette Chamber Singers. He is an active University Residences Faculty Fellow and raises an infant daughter Ellis with his wife Daphne, a faculty member at Western Governors University.
Keywords: 
Purdue University
08/01/2008

The purpose of this project is to create a research-based model of how students with learning disabilities (LDs) develop multiplicative reasoning via reform-oriented pedagogy; convert the model into a computer system that dynamically models every students’ evolving conceptions and recommends tasks to promote their advancement to higher level, standard-based multiplicative structures and operations; and study how this tool impacts student outcomes.