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Emily Cilli-Turner

Emily Cilli-Turner

Office: (909) 448-4609
Founders Hall 108c

Dr. Cilli-Turner’s scholarly work can be found at ResearchGate.

Educational Background

July 2013 Doctor of Arts, Mathematics, University of Illinois at Chicago (UIC), Chicago, IL.
Dissertation Title: Proof Construction and Collaborative Revision in Undergraduate Mathematics. Advisor: Dr. Mara Martinez
May 2006 M.A., Mathematics, University of Colorado, Boulder, CO.
Master’s Thesis Talk: Ramsey Theory. Advisor: Dr. J. Donald Monk
May 2000 B.S., Mathematics, Colorado State University, Fort Collins, CO.
Undergraduate Thesis: An Introduction to Electrical Impedance Tomography and Usage of the Bessel Function Advisor: Dr. Jennifer Mueller


  • McCunn, L. & Cilli-Turner, E. (Accepted). Spatial training and calculus ability: Investigating impacts on student performance and cognitive style. Journal of Educational Research and Practice.
  • Cilli-Turner, E., Dunmyre, J., Mahoney, T., & Wiley, C. (2020). Mastery grading: Build-a-syllabus workshop. Problems, Resources, and Issues in Mathematics Undergraduate Studies (PRIMUS): Special Issue on Implementing Mastery Grading in the Undergraduate Mathematics Classroom 30(8–10), 952–978.
  • Tang, G., El Turkey, H., Cilli-Turner, E., Savic, M., Karakok, G., & Plaxco, D. (2017). Inquiry as an entry point to equity in the classroom. International Journal of Mathematical Education in Science and Technology, 48(1), S4–S15.
  • Cilli-Turner, E. (2017). Impacts of inquiry pedagogy on undergraduate students’ conceptions of the function of proof. Journal of Mathematical Behavior 48, 14–21.
  • El Turkey, H., Tang, G., Savic, M., Karakok, G., & Cilli-Turner, E. (2017). The Creativity-in- Progress Rubric (CPR) on proving: Two teaching implementations and students’ reported usage. PRIMUS, 28(1), 57–79.
  • Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. PRIMUS: Special Issue on the Flipped Classroom, 25(9–10), 833–846.
  • Knox, A., Reddy, S., Mema, B., DeMoya, M., Cilli-Turner, E., & Harris, I. (2013). “Back in the day”… What are surgeon bloggers saying about their careers? Journal of Surgical Education, 71(1), 21–31.

Additional Information


Co-Principal Investigator, Supporting Physics and RUME Education: Mentoring & Engagement (SuPREME) Workshop. PI: Mary Bridget Kustusch., Funding for a workshop for discipline researchers (mathematicians & physicists) to receive training and mentorship in discipline-based education research. National Science Foundation, $50,000.

Co-Principal Investigator, Pomona’s Rising Youth in Mathematics Empowerment (PRYME), PI: Gail Tang, Provides support for a multi-tiered program that provides math enrichment to middle school students, delivered by high school students who were trained by college students. MAA Tensor SUMMA, $6,000, (postponed until 2021-2022 academic year).

Co-Principal Investigator, A Multi-Tiered Approach to Mathematics Enrichment, PI: Robin Wilson, Provides support for a multi-tiered program that provides math enrichment to middle school students, delivered by high school students who were trained by college students. MAA Tensor SUMMA, $6,000.

Senior Personnel, CPR on Problem Solving: Reshaping Mathematical Identity by Valuing Creativity in Calculus, PIs: Milos Savic & Gail Tang, Provides support for creation of a creativity in problem solving rubric and research on subsequent implementations of tasks that promote creativity and the rubric in calculus courses and the impact on students’ affect and self-efficacy. National Science Foundation, $300,000, October 2018 – October 2021.

Co-Principal Investigator, Race and Equity: Achieving Change (REACH) in Science and Math, PI: Erica Cline, Provides scholarships, mentoring and authentic research experiences to low-income students in STEM, many of whom are from underrepresented groups. National Science Foundation, $650,000, Summer 2018 – Summer 2023.