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Carrie Diaz Eaton

The Gene Clough Digital and Computational Studies Professorship

The Gene Clough Digital and Computational Studies Professorship was established from a collective gift to the college from the Segal Family Foundation, the Bonney Family Fund, the Frank Family Endowment Fund, and Kerry O’Leary Sclar ’89, and Jeremy M. Sclar ’88. The professorship, named in honor of a legendary and inspiring faculty member who had a 38-year career at Bates, supports a professor of Digital and Computational Studies with a track record of exceptional teaching, scholarship, and service. This is the inaugural awarding of the Clough professorship.

Carrie Diaz Eaton, Professor of Digital and Computational Studies

Professor Diaz Eaton arrived at Bates in 2018, having been an associate professor of Mathematics at the School for Environmental Citizenship & Center for Biodiversity, Unity College. In addition, they have been a visiting researcher and semester program director for the Institute for Computational and Experimental Research in Mathematics at Brown University and a visiting researcher and working group organizer for the Institute for Mathematical and Statistical Innovation at the University of Chicago.

Professor Diaz Eaton is also the executive director and principal investigator of the Institute for a Racially-Just, Inclusive, and Open STEM education (RIOS Institute) and faculty mentor, Institute on AI, Pedagogy, and the Curriculum, AAC&U. RIOS is housed at Bates, but founded to support a national network of organizations, education researchers, and professional staff, including 300 leaders representing 70+ organizations, that support higher education instructors to make changes in their projects oriented towards social justice. Diaz Eaton was awarded the Society for Mathematical Biology John Jungck Excellence in Education Prize for interdisciplinary computational and mathematical biology education and mentorship and was a National Science Foundation SIARM Fellow in STEM Education Research, 2021-2024 and a Linton-Poodry Leadership Institute Fellow, Society for the Advancement of Chicanos and Native Americans in Science, 2018.

At Bates, Professor Diaz Eaton is currently the chair of DCS and has worked with the Center for Inclusive Teaching and the Harward Center on projects to develop interdisciplinary STEM education at Bates.

  • Preparing students for civic engagement: Cultivating critical dialogue in STEM classrooms

    Preparing students for civic engagement: Cultivating critical dialogue in STEM classrooms

  • Cultivating inclusive instructional and research environments in ecology and evolutionary science

    Cultivating inclusive instructional and research environments in ecology and evolutionary science

  • The case for biocalculus: Improving student understanding of the utility value of mathematics to biology and affect toward mathematics

    The case for biocalculus: Improving student understanding of the utility value of mathematics to biology and affect toward mathematics

  • Can We Bridge the Gap? Mathematics and the Life Sciences, Part 1–Calculus-Based Modules, Programs, Curricula

    Can We Bridge the Gap? Mathematics and the Life Sciences, Part 1–Calculus-Based Modules, Programs, Curricula

  • Can We Bridge the Gap? Mathematics and the Life Sciences: Part 2–Discrete Models, Statistics, Co-Curricular Opportunities

    Can We Bridge the Gap? Mathematics and the Life Sciences: Part 2–Discrete Models, Statistics, Co-Curricular Opportunities

  • Open Science via HUBzero: Exploring Five Science Gateways Supporting and Growing their Open Science Communities

    Open Science via HUBzero: Exploring Five Science Gateways Supporting and Growing their Open Science Communities

  • Sustainability and Justice: Challenges and Opportunities for an Open STEM Education

    Sustainability and Justice: Challenges and Opportunities for an Open STEM Education

  • Teaching Machine Learning in the Context of Critical Quantitative Information Literacy

    Teaching Machine Learning in the Context of Critical Quantitative Information Literacy

  • Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses

    Introduction to the Special Issue on Interdisciplinary Conversations (Part 2): The Impact of Interdisciplinary Conversations on Courses

  • 21st century reform efforts in undergraduate quantitative biology education: Conversations, initiatives, and curriculum change in the United States of America

    21st century reform efforts in undergraduate quantitative biology education: Conversations, initiatives, and curriculum change in the United States of America

  • Comparing demographics of signatories to public letters on diversity in the mathematical sciences

    Comparing demographics of signatories to public letters on diversity in the mathematical sciences

  • Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education

    Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education

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