Add publication (#944)

Author: siwelwerd

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@@ -39,10 +39,14 @@ If you're planning to use TBIL in your classroom, you can get a link to join our
 
     - In this lesson analysis, the topic of the lesson is using operations to calculate the Reduced Row Echelon Form of a matrix. The course context is an introductory linear algebra course taught using Team-Based Inquiry Learning. The instructional challenges we seek to address are: (1) Students often do not see the reasons for why the RREF is a desirable form for a matrix, or why performing row operations is a reasonable thing to do to a matrix; and (2) Students tend to think about row reduction as a computation/algorithm, and we want to shift them into a reasoning/sense making stance about the problem. To address these challenges, we use an approach grounded in Inquiry-Based Learning. Students begin by identifying a set of operations that preserves the solution set of a linear system, and then build intuition around the idea that one linear system may look easier to solve than another even though they have the same solution set, motivating the definition of reduced row echelon form. Students then practice determining if a matrix is in RREF and, if not, identifying row operations that bring it closer to its final RREF.
 
-- Noble, A., DeGeorge, T., and Pinzon, K. (2025) Developing Differentiation Strategies by Learning to Parse Symbolic Expressions: A Lesson Analysis Manuscript. _PRIMUS_. <https://doi.org/10.1080/10511970.2025.2557811>
+- Noble, A., DeGeorge, T., and Pinzon, K. (2025). Developing Differentiation Strategies by Learning to Parse Symbolic Expressions: A Lesson Analysis Manuscript. _PRIMUS_. <https://doi.org/10.1080/10511970.2025.2557811>
 
     - In this lesson analysis, the topic of the lesson is a module on choosing an appropriate differentiation strategy. The course context is a lesson used at two public, 4-year, open-admissions institutions in the southeastern United States. It occurs midway through a Calculus 1 course with a wide variety of STEM majors. The instructional challenge we seek to address is that calculus students are often mainly exposed primarily to procedural ideas and seldom experience ideas that are more conceptual and less procedural. Combining differentiation strategies, including the product, quotient, and chain rule, is one such idea that requires a conceptual understanding of functions, especially composition of functions, as well as a procedural understanding of finding derivatives. Finally, we give a brief overview of the instructional approach: this module uses differentiation strategies implemented conceptually through a Team-Based Inquiry Learning (TBIL) approach, which includes assessing a given function and communicating the properties that lead to choosing the appropriate derivative techniques. At this point in the semester, students have been exposed to the derivative rules, but not many applications or ideas where they are required to build on the procedural knowledge or synthesize large amounts of information. Students work with their teams, engaging with carefully scaffolded inquiry activities that are facilitated by the instructor. Students think critically about what they are doing versus just following a sequence of steps.
 
+- Kostiuk, J. (2026). Humanizing Linear Algebra at Scale with Team-Based Inquiry Learning. _PRIMUS_. <https://doi.org/10.1080/10511970.2026.2626699>
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+    - Course coordination is a common way to offer multi-section courses that accommodate high enrollment demands while maintaining consistent course standards. In such a course, the coordinator's pedagogy and leadership style play a significant role in shaping both student and instructor experience. This article describes how the author integrated two common leadership styles (namely, resource management and humanistic growth) to implement Team-Based Inquiry Learning in a coordinated instruction model with a teaching team consisting of graduate student and postdoc instructors. In addition to sharing practical details about the course design and associated professional learning activities, the author shares vignettes from three years of implementation that illustrate how a humanistic-growth orientation supported them and their students and instructors. This work provides a concrete example of how course coordinators can scale humanizing practices in introductory courses and provide formative experiences for novice instructors in using such methods. 
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 #### Selected mentions in other literature
 
 - Kostiuk, J. (2026). Righting My Relationship With Teaching Mathematics: A Critical Reflection. In _Culturally Sustaining Pedagogies in Mathematics and Technology Education: Research, Practices, and Critical Reflections_, edited by Karen L. Terrell and Diane Silva Pimentel, IGI Global Scientific Publishing, 1--26. <https://doi.org/10.4018/979-8-3373-5337-1.ch001>