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Chemical Education; Diversity & Inclusion in STEM; Undergraduate Science Curricular
Reform
Building departmental and institutional capacity to improve student outcomes in chemistry
As colleges and universities nationwide begin to acknowledge the critical role that
students’ academic environment can play in promoting or hindering success, there has
been a shift toward efforts to build the capacity of departments and/or institutions
to better serve an increasingly diverse student body. However, there is little empirical
evidence available to guide the efforts of motivated individuals and/or institutions
in this regard. In this research area, we analyze two decades worth of data to document
the specific instructional, curricular, and institutional changes at Stony Brook University
in the past two decades that have been correlated with observed improvements in student
outcomes in chemistry. Findings from these analyses ought to more strategically inform
the actions of institutions looking to promote inclusive excellence.
Domain-specific psychosocial interventions aimed at improving performance of at-risk
students in chemistry
The positive impact of psychosocial interventions on the academic performance of historically
at-risk students has been well-documented. However, research has shown that an individual’s
domain-general psychosocial perceptions (e.g., intelligence mindset broadly speaking) are not necessarily
consistent with their domain-specific perceptions (e.g., intelligence mindset about chemistry). In this research area, we
target and evaluate the impact of growth mindset, sense of belonging, and role model
interventions embedded within the disciplinary context of chemistry on the outcomes
of at-risk students. These results should better inform faculty, departmental, and
institutional efforts to improve chemistry success rates for this important population
of students.
A competency-level analysis of pre-health admissions exams to inform undergraduate
STEM teaching and learning reform
In response to the recent revisions of several high-stakes pre-health admissions exams
(e.g., MCAT), national documents have emphasized the pressing need for undergraduate
STEM curricular reform. These documents, though, do not offer any prescription for
how to accomplish such a daunting goal, leaving these decisions to be made by motivated,
but under-informed, departments or faculty. In this research area, we focus on a competency-level
evaluation of student performance on several relevant exams, which should more accurately
guide reform efforts that are already underway.
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