Gary Moss

Adjunct Professor, Mathematics

573-886-9829

gary.moss@williamwoods.edu

Areas of Expertise:

  • Statistics
  • ACT/SAT/GRE Coaching

Education:

  • Ph.D. in Higher and Adult Education, University of Missouri, 1993
  • M.S. in Statistics, University of Missouri, 1993
  • M.A in Adult Education, University of Missouri, 1989
  • B.S. in Applied Math, University of Missouri-St. Louis, 1974

Professional Achievements:

  • Faculty member, William Woods University, 1989-present
  • Part Owner: Focus on Learning Center, Columbia, Mo.

Affiliations:

  • National Council of Teachers of Mathematics (NCTM)

Honors and/or awards:

  • University of Missouri-St. Louis: Charles W. Frees Scholarship, 1974
  • University of Missouri-St. Louis: Curators Scholarship, 1974-1978
  • University of Missouri-St. Louis: Math Contest, Winner (Freshman Division), 1975
  • University of Missouri-St. Louis: Math Contest, Second Place (Advance Division), 1977
  • University of Missouri-St. Louis: Magna Cum Laude, 1978
  • University of Missouri-Columbia: Herbert Schooling Scholarship (Department of Higher and Adult Education), 1989-1990
  • University of Missouri-Columbia: Gregory Scholarship (Graduate School), 1989-1990
  • University of Missouri-Columbia: Walter Scott Monroe Scholarship (Department of Higher and Adult Education), 1990
  • University of Missouri-Columbia: Ruth E. Norris Scholarship (Graduate School), 1990-1991

Publications:

  • Moss, G., and Cockriel, I. (1990). Graduates’ reasons for choosing to attend religious and public colleges. Paper presented at the Hardin-Simmons University Centennial Symposium “The Future of Church-Related Colleges in American Society: Role and Effect” (Abilene, Texas, October 17-18, 1990). (ERIC Document Reproduction Service No. ED 325 035)
  • Placier, P., Moss, G., and Blockus, L. College student personal growth in retrospect: a comparison of African-American and white alumni. Journal of College Student Development.
  • Moss, G. The Effects of Coaching on the ACT Scores of African-American Students. Paper presented at the annual conference of the American Educational Researchers Association, San Fransisco, Calif. April 1995.