Who We Are

Charles Ruggieri, PhD

Background

Ruggieri HeadshotCharles (“Chaz”) Ruggieri is an Assistant Professor of Professional Practice in the Office of STEM Education and the Department of Physics and Astronomy. He conducted postdoctoral research in physics education research at Rutgers, The State University of New Jersey, earned his Ph.D. in experimental surface and interface physics from Rutgers, and his B.S. degree in physics from The College of New Jersey in Ewing, NJ.

Chaz currently serves as a member of the TRIAD Coalition within SAS’s Office of STEM Education. He collaborates with faculty members in the Department of Physics and Astronomy to transform courses and evaluate transformations.  He facilitates interdisciplinary faculty workshops to engage faculty in educational practices backed by education research literature.

Chaz is a physics educator who aims to help students regain their inherent drive for observation and discovery, as well as improve their understanding and use of mathematics within the context of physics and motivate students grow as independent learners.

Email Chaz

Internal Funding

  1. 2018 Open and Affordable Textbook Award, Rutgers University Libraries
  2. 2019-2020 Rutgers Research Council Grant, Rutgers Research Council, 2019

Publications

  1. Ruggieri, C., Andres, D., Etkina, E., Brahmia, S., Large-Enrollment Course Transformation Centered on ISLE Labs: Measurable Learning Objectives Help Develop a Shared Vision with non-PER Faculty. In preparation.
  2. Rangan, S., Ruggieri, C., Bartynski, R.A., Martinez, J.I., Flores, F., Ortega, J., Chemical Interaction for a TTF/ TiO2 Interface. In preparation.
  3. Martinez, J.I., Flores, F., Ortega, J., Rangan, S., Ruggieri, C., Bartynski, R.A., Unveiling universal trends for the energy level alignment in organic/oxide interfaces. Published – Phys. Chem. Chem. Phys., 2017, 19, 24412-24420.
  4. Rangan, S., Ruggieri, C., Bartynski, R.A., Martinez, J.I., Flores, F., Ortega, J., Adsorption Geometry and Energy Level Alignment at the PTCDA/ TiO2(110) Interface. Published – J. Phys. Chem. B, Publication Date (Web) June 20, 2017.
  5. Rangan, S., Ruggieri, C., Bartynski, R.A., Martinez, J.I., Flores, F., Ortega, J., Densely-packed ZnTPPs Monolayer on the Rutile TiO2(110)-(1x1) Surface: Adsorption Behavior and Energy Level Alignment. Published – J. Phys. Chem. C, 2016, 120 (8), 4430-4437.
  6. Ruggieri, C., Rangan, S., Bartynski, R.A., Galoppini, E., Zinc(II) Tetraphenylporphyrin on Ag(100) and Ag(111): Multilayer Desorption and Dehydrogenation.  Published – J. Phys. Chem. C, 2016, 120 (14), 7575-7585.
  7. Martinez, J.I., Flores, F., Ortega, J., Rangan, S., Ruggieri, C., Bartynski, R.A., Chemical Interaction, Space-Charge Layer and Molecule Charging Energy for a TiO2/TCNQ Interface. Published – J. Phys. Chem. C, 2015, 119 (38), 22086-22091.
  8. Ruggieri, C., Rangan, S., Bartynski, R.A., Galoppini, E., Zinc Tetraphenylporphyrin Adsorption on Au(111): an Interplay between Molecular Self-Assembly and Surface Stress. Published – J. Phys. Chem. C, 2015, 119 (11), 6101-6110.

Professional Experiences & Service

  • American Association of Physics Teachers member (2013-present)
  • American Vacuum Society member (2010-present)
  • American Physical Society member (2009-present)
  • Phi Beta Kappa Honor Society member - TCNJ Chapter (2009-present)

Courses Taught (*Lecturer, **Graduate TA)

  • Peer Instruction Education (01:090:322) - Fall 2016*, Fall 2017*
  • Extended Analytical Physics IA, IB - AY 2010-11**, AY 2011-12**, AY 2016-17*, AY 2017-18*
  • General Physics 203 - Summer 2011**
  • General Physics Lab 206 - Summer 2010**

Awards and Honors

Selected Conference Presentations

  1. Physics Education Research Conference 2019 - Contributed Poster “Students’ Perception and Use of Online Resources in Introductory Physics”
  2. American Association of Physics Teachers Summer 2019 Meeting - Contributed Talk “Students’ Perception and Use of Online Resources in Introductory Physics”
  3. Physics Education Research Conference 2018 - Contributed Poster “Assessable Learning Objectives: Collaborative Development, Implementation, and Evaluation”
  4. American Association of Physics Teachers Summer 2018 Meeting - Contributed Poster “Assessable Learning Objectives: Collaborative Development, Implementation, and Evaluation”
  5. 2017 Annual Meeting of the APS Mid-Atlantic Section – Contributed Talk “Facilitating and Assessing the Development of Scientific Abilities and Habits of Mind: Introductory E&M and Modern Physics Course Transformation around ISLE Labs and Measurable Learning Objectives”
  6. National College Learning Center Association National Conference 2017 – Contributor “Investigating Changes in Academic Peer Leaders’ Skills, Practices, Attitudes, and Content Knowledge”
  7. Physics Education Research Conference 2017 – Invited Poster “A large-enrollment course transformation centered on ISLE labs: learning objectives help develop a shared vision with non-PER faculty”
  8. American Association of Physics Teachers 2017 Summer Meeting – Contributed Poster “Catalyzing Sustained Transformations in a Large Enrollment Introductory Electromagnetism Course”
  9. 76th Physical Electronics Conference, University of Arkansas – Contributed Talk “Zinc(II) Tetraphenylporphyrin on Ag(100) and Ag(111): Molecular Ordering and Dehydrogenation”
  10. American Vacuum Society, AVS 62nd International Symposium and Exhibition, San Jose, California – Contributed Talk “TCNQ and ZnTPP on TiO2(110): Organic-Oxide Interaction and Electronic Energy Level Alignment.”
  11. American Vacuum Society, AVS 61st International Symposium and Exhibition, Baltimore, Maryland – Contributed Talk “Adsorption Behavior of Zinc Tetraphenylporphyrin Molecules on a Au(111) Surface.”
  12. American Physical Society, APS March Meeting 2014 Conference, Denver, Colorado – Contributed Talk “Adsorption Geometry of ZnTPP Molecules on Au(111): Self-Assembly and Surface Interaction.”
  13. American Physical Society, APS March Meeting 2013 Conference, Baltimore, Maryland – Contributed Talk “Energy Alignment at Organic/Oxide and Organic/Metal Interfaces: The Effects of Molecular Overlayer Thickness on the HOMO/LUMO Gap and Interfacial Dipole.”

Geraldine Cochran, PhD

Background

photograph of Geraldine CochranGeraldin Cochran is an Assistant Professor of Professional Practice in the School of Arts and Sciences and the Department of Physics and Astronomy.  Cochran is a physics education researcher. She earned her Ph.D. in curriculum and instruction with a cognate in physics and her Ed.S. in science education with a specialization in teacher preparation from Florida International University in Miami, FL and her M.A.T. with a specialization in secondary school physics, her B.S. degree in physics and her B.S. degree in mathematics from Chicago State University in Chicago, IL.

Cochran is a member of the TRIAD coalition within SAS’s Office of STEM Education.  She supports STEM education research, outreach, and diversity, inclusion, and equity efforts. Cochran also serves on the SAS’s Assessment Committee.

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Externally Funded Projects (2015 - 2018 only)

 

  • B. Cunningham (PI), G. Cochran (co-PI), C. Singh (co-PI). Diversifying the US Physics
    Community through Applications of Best Practices. National Science Foundation, $110,543. Awarded June 2017.
    • Cochran is a co-PI on the NSF-funded project, Diversifying the US Physics Community through Applications of Best Practices. This project supports the collection and dissemination of strategies for recruiting, retaining, and supporting women in physics internationally. This work included support for a U.S. delegation, for which Cochran served as co-Team lead, to the 6th International Conference on Women in Physics. Dissemination of this work is largely through the Conference Proceedings for which Cochran is an editor. One of the outcomes of the U.S. delegation is the International Gender Bias in Physics forum.
  • M. Plisch (PI), T. Hodapp (co-PI), Julie Posselt (co-PI), G.L. Cochran (co-PI), C. Miller (co-PI). NSF INCLUDES: A National Network for Access and Inclusion in Physics Graduate Education. National Science Foundation, $299, 787. Awarded September 2016.
    • Cochran is a co-PI on the NSF-funded project, NSF INCLUDES: A National Network for Access and Inclusion in Physics Graduate Education. This project is grounded in research on diversity in graduate education, organizational learning, and the resources of networks to catalyze cultural changes.  For this project, Cochran oversees recruitment and research on barriers to ethnic/racial minorities pursuing graduate education in physics and supports research on graduate admissions in physics.
  • C. Miller (PI), G. Cochran (co-PI), K. Woodle (co-PI), T. Hodapp (co-PI). APS Graduate Education Conference; February 2017 in College Park, MD. National Science Foundation, $50,412. Awarded February 2017.
    • Cochran is a co-PI on the NSF-funded project, APS Graduate Education Conference.  This conference was held joint with the APS Bridge Program meeting.  This conference brought together directors of graduate studies, department chairs, bridge program directors and graduate students from 64 different institutions and representatives from the public sector, the private sector, and eight professional societies.  In addition to supporting the organization of the conference by serving as a member of the conference steering committee, Cochran led the writing of the conference report, which will be available on the APS website.
  • R. Wright (PI), T. Nguyen (co-PI), Jane Stout (co-PI), G.L. Cochran (co-PI), E. Zundl (Former co-PI). Computer Science Living-Learning Community for Women at Rutgers. National Science Foundation, $249,999. Awarded June 2015, Amended December 2016.
  • B. Cunningham (PI), B. Whitten (co-PI), A. Cox (co-PI), C. Blaha (co-PI), & I. Ramos (co-PI). G.L. Cochran (External Advisor). National Science Foundation, $742, 648. Awarded 2015.
    • Cochran serves as an external advisor to the NSF-funded Project, Mutual Mentoring to Reduce Isolation in Physics. The project will develop and test a cost-effective model for mentoring for physics educators which could be adapted for other academic scientists and other work environments. eAlliances of mutual mentors will aid in the professional development of participants who are isolated by virtue of gender, race, sexual orientation, and/or type of institution. This project is based on past ADVANCE projects and research on the effects of isolation and good mentoring practices. The project has the potential to enhance retention and job satisfaction of isolated physics faculty.
  • G.L. Cochran (PI) and Emina Stojkovic (co-PI).  Jumpstart Research Program for Biomedical Science Students. American Society for Microbiology, $5,000.  Awarded March 2015.

Publications and Presentations

Peer-reviewed journal articles

  1. Trouille, L.E., Coble, K., Cochran, G. L., Bailey, J.M., Camarillo, C., Nickerson, M. D., & Cominsky, L. R. (2013).  Investigating student ideas about cosmology III: Big Bang theory, expansion, age, and history of the universe.  Astronomy Education Review, 12, 010110.
  2. Coble, K., Nickerson, M.D., Bailey, J.M., Trouille, L.E., Cochran, G. L., Camarillo, C.T., Cominsky, L.R. (2013).  Investigating student ideas on cosmology II:  Composition of the universe. Astronomy Education Review, 12, 010111.
  3. Coble, K. M., Camarillo, C. T., Trouille, C. T., Bailey, J. B., Cochran, G. L, Nickerson, M. D., & Cominsky, L. R. (2013).  Investigating student ideas about cosmology I: Distances and structure.  Astronomy Education Review, 12, 010102.
  4. Bailey, J. M., Coble, K. M., Cochran, G. L., Larrieu, D., Sanchez, R., & Cominsky, L. R. (2012).  A Multi-institutional investigation of students’ preinstructional ideas about cosmology.  Astronomy Education Review, 11, 010302.

Peer-reviewed Conference Proposals or Proceedings

  1. Posselt, J.R., Hernandez, T., Cochran, G.L. (2017).  Metrics First, Diversity Later?  Making the Short List and Getting Admitted to Physics Ph.D. Programs. Paper to be presented at the meeting of the American Educational Research Association, New York City, NJ.
  2. Cochran, G., Hodapp, T., & Brown, E. (2017, July 26-27). Identifying barriers to ethnic/racial minority students’ participation in graduate physics. Paper presented at Physics Education Research Conference 2017, Cincinnati, OH. Retrieved April 3, 2018, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14576&DocID=4753
  3. Cochran, G.L., V. Duzor, A.G., Sabella, M.S., and Geiss, B.  (2016). Engaging in self-study to support collaboration between two-year colleges and universities, PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:10.1119/perc.2016.pr.014.
  4. Cochran, G. L., & Franklin, S. V. (2014).  The Learning Assistant Program as a Tool for Course Transformation.  Paper accepted for presentation at the meeting of the National Association of Research in Science Teaching, Chicago, IL.
  5. Cochran, G. L., & Franklin, S. V. (2014).  The Learning Assistant Program as a Tool for Course Transformation.  Paper accepted for presentation at the meeting of the National Association of Research in Science Teaching, Chicago, IL.
  6. Van Duzor, A.G., & Cochran, G. L. (2014).  Engaging in Self-study to Support Collaboration Between Two-Year Colleges and Universities.  Paper presented at the meeting of the National Association of Research in Science Teaching, Chicago, IL.
  7. Atwater, M. M., Butler, M. B., Gray, S., Freeman, T.B., Cochran, G. L., Shady, A., Nargund-Joshi, V., Jones, T., Saint-Hilaire, L. A., Bayne, G. (2014).  Impact:  Mini-Symposium as a Powerful Synergy for Young Black Scholars in Science Education.  Paper presented at the meeting of the National Association of Research in Science Teaching, Pittsburgh, PA.
  8. Cochran, G. L., Wells, L., & Brookes, D.T. (2013).  Physics Learning Assistants’ Views on Expert Teaching:  Toward an Understanding of PCK, American Institute of Physics Conference Proceedings, 97-100.
  9. Cochran, G. L., & Brookes, D. T. (2013).  Prospective teachers serving as physics learning assistants’ perspectives on reflective practice.  Paper presented at the South Florida Education Research Conference, Miami, FL.
  10. Cochran, G. L., Brewe, E., Kramer, L. H., Brookes, D. T. (2012).  Assessing the reflective practice of prospective teachers through written reflections.  Paper presented at the meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
  11. Cochran, G. L., & Sabella, M. S. (2008).  Understanding and encouraging effective collaboration in introductory physics courses.  American Institute of Phsyics, 1064, 95-98.
  12. Sabella, M. S., & Cochran, G. L. (2004).  Evidence of intuitive and formal schema in students’ responses:  Examples from the context of dynamics. American Institute of Physics, 720, 89-92.

Invited Articles (*Proceedings)

  1. Cochran, G. L., & White, G. D. (2018). Continuing conversations on equity in the physics classroom. The Physics Teacher, 56(3). Video abstract available here.
  2. Bjorkquist, R., Bogdan, A., Campbell, N.L., Chessey, M., Cochran, G.L., Cunningham, B., Esquivel, J., Gladstone, L., Gosnell, N.M., Guruswamy, S., Hallinen, K.M., Harris, C., Johnson, A., Johnson, J.L., Jones, C., Jorgenson, R.A., McCullough, L., McNeese, M.D., Presley, T.D., Quist, N., Richardson, A., Seidel, S., Singh, C. (Expected 2018). Women in Physics in the United States:  Reaching toward equity and inclusion.
  3. Cochran, G.L., & White, G.D, (2017). Unique voices in harmony:  Call-and-response to address race and physics teaching.  The Physics Teacher, 55(6), 324.326.
  4. Cochran, G.L., (2017).  Understanding and promoting diversity and inclusion in physics.  SPS Observer, Winter 2017 feature.
  5. *Abramzon, N., Benson, P., Bertschinger, E., Blessing, S., Cochran, G.L., Cox, A., Cunningham, B.A., Galbraith-Frew, J., Johnson, J., Kerby, L., Lalanne, E., O’Donnell, C., Petty, S., Sampath, S., Singh, C., Spencer, C., Sparks Woodle, K., Yenello, S. (2015).  Women in physics in the United States: recruitment and retention. In AIP Conference Proceedings (Vol. 1697, No. 1, p. 060045). AIP Publishing.
  6. Cochran, G.L., & Barthelemy, R.S. (2014).  Why discuss diversity in a physics magazine:  The importance of different points of view. SPS Observer, Fall 2014 feature.
  7. *Cochran, G. L., Brookes, D. T., Kramer, L. H., & Brewe, E. (2012).  A framework for assessing learning assistants' reflective writing assignments.  American Institute of Physics, 1513, 15-18.  

Papers In Progress for Peer Review/In Review

  1. Zabriskie, C., DeVote, S. Henderson, R., Stewart, J., Miller, P., Stewart, G., Michalu,, L., and Cochran, G.L. (in progress). The effect of race and ethnicity on physics conceptual inventories.
  2. Posselt, J., Hernandez, T., Cochran, G.L., Miller, C., (in-progress).  Metrics first, diversity later?  Making the short list and getting admitted to physics PhD Programs.
  3. Cochran, G.L., Hodapp, T., & Brown, E. (in-progress). An intersectional approach to understanding barriers to participation in graduate school.

Invited Workshops/Presentations (2016 - 2018 only)

  1. Cochran, G.L. (2018, February). An intersectional approach to understanding barriers to success in STEM. Princeton Science and Intersectionality Workshop, at Princeton University, Princeton, NJ.
  2. Cochran, G.L., Hodapp, T., Brown, E.A. (2017, September). An intersectional approach to identifying barriers to broadening participation in physics graduate education. Lecture Series of the Center for STEM Education & Research at CSU, Chicago, IL.
  3. Cochran, G.L., (2017, August). Why you must follow your passion to pursue STEAM. The Great Challenges/Expectations:  Graduate Ceremonies of the Whitney M. Young, Jr. and Rosa L. Parks Summer Institute, New Brunswick, NJ.
  4. Cochran, G.L., Hodapp, T., Brown, E.A. (2016, July). Identifying barriers to diversity in graduate physics programs – Pre-admissions. 2017 Physics Education Research Conference, Cincinnati, OH.
  5. Cochran, G.L, Hodapp, T., Brown, E.A. (2017, July). Making Graduate Education in Physics More Inclusive. Summer 2017 Meeting of the American Association of Physics Teachers, Cincinnati, OH.
  6. Cochran, G.L. (2017, July).  What do physics education researchers study? 2017 Rutgers University Upward Bound Whitney Symposium, Piscataway, NJ.
  7. Cochran, G.L. (2017, May).  Intersectionality in STEM Education.  4th Annual Women in STEM Lecture at Princeton University, Princeton, NJ.
  8. Cochran, G.L. (2017, April).  Upward and onward is my motto.  Invited Career talk at University of Colorado Boulder, Boulder, CO.
  9. Cochran, G.L. (2017, April).  Making graduate education in physics more inclusive.  Invited Talk at the CU Café Seminar Series at University of Colorado Boulder, Boulder, CO.
  10. Cochran, G.L. (2017, March).  Understanding intersectionality in STEM.  Invited Breakout Session at the Inaugural Dr. Jewel Plummer Cobb  S.T.E.A.M. Women’s Empowerment Conference at Rutgers University, New Brunswick, NJ.
  11. Cochran, G.L., Miller, C., Bedford, B. (2017, February).  Best practices in retention. Invited Workshop at the Graduate Education in Physics Conference.  College Park, MD.
  12. Cochran, G.L. & Sing, C. (2017, January).  Being an ally, Invited Workshop at the Conference for Undergraduate Women in Physics at Princeton University, Princeton, NJ.
  13. Cochran G.L. & Turpen C. (2016, July).  Physics teaching and education research guided by anti-deficit approaches.  Invited Talk at the Summer Meeting of the American Association of Physics Teachers, Sacramento, CA.
  14. Cochran, G.L. (2016, March).  Supporting underrepresented students in physics:  What research tells us, Invited Talk at the University of Kansas Physics Department Colloquium, Lawrence, KS.
  15. Cochran, G.L. (2016, March).  Collaborating with K-12 Communities on University Sponsored Programs, Invited Talk at the 2016 PhysTEC Conference, Baltimore, MD.

Published abstracts

  1. Camarillo, C., Coble, K., Hayes, V., Nickerson, M., Cochran, G., Bailey, J., McLin, K., & Cominsky, L. (2011).  Investigating student understanding of the universe:  Perceptions of astronomical sizes and distances. Bulletin of the American Astronomical Society, 43.

http://adsabs.harvard.edu/abs/2011AAS...21833305C

  1. Coble, K. A., Cochran, G. L., Hayes, V., Nickerson, M., Camarillo, C. T., Bailey, J. M., McLin, K. M., & Cominsky, L. R. (2011).  Investigating student understanding of the universe: Age and expansion. Bulletin of the American Astronomical Society, 43.

http://adsabs.harvard.edu/abs/2011AAS...21833303C

  1. Hayes, V., Coble, K., Nickerson, M. Cochran, G. L., Camarillo, C. T., Bailey, J. M., McLin, K. M., & Cominsky, L. R. (2011).  Investigating student understanding of the universe: Structure, Bulletin of the American Astronomical Society, 43.

http://adsabs.harvard.edu/abs/2011AAS...21833304H

  1. Nickerson, M., Coble, K., Cochran, G. L., Hayes, V. L., Camarillo, C. T., Bailey, J. M., McLin, K. M. & Cominsky, L. R. (2011).  Investigating student understanding of the universe: Dark matter, Bulletin of the American Astronomical Society, 43.

http://adsabs.harvard.edu/abs/2011AAS...21833302N

  1. Coble, K., Cochran, G., Hayes, V., Larrieu, D., Sanchez, R., McLin, K., & Cominsky, L. (2010).  Using the big ideas in cosmology to teach college students, Bulletin of the American Astronomical Society, 41, 828.

http://adsabs.harvard.edu/abs/2010AAS...21641605C

  1. Coble, K. A., Cochran, G. L., Larrieu, D., Bailey, J., Sanchez, R., Cominsky, L., & McLin, K. (2010). Probing student understanding of cosmology.  Bulletin of the American Astronomical Society, 41, 508.

http://adsabs.harvard.edu/abs/2010AAS...21546614C

 

Courses Taught

Rutgers University

  • Extended Analytical Physics 1 (01:750:116) - Spring 2018
  • Knowledge and Power:  Issues in Women’s Leadership (01:988:130) - Fall 2016, Spring 2017, Fall 2017, Spring 2018
  • Peer Instruction Education (01:090:322) - Fall 2017
  • Extended Analytical Physics 1 (01:750:115) - Fall 2017
  • Calculus 1 Recitations (01:640:135) - Spring 2017
  • Pre-calculus Recitations (01:640:111) - Fall 2016

External to Rutgers University

Graduate Courses

  • Student Teaching for Physics, Mathematics, and Biology - Nazareth College
  • Secondary Science Teaching Methods: Physics Section - Nazareth College

Undergraduate Courses

  • College Algebra - Rochester Institute of Technology
  • STEM Education Research and Practice - Rochester Institute of Technology
  • Science and Math: Educational Theory and Practice - Florida International University
  • College Physics 1 Lab - North Carolina State University
  • Physics for Engineers and Scientists 1 Lab - North Carolina State University
  • Kinematics and Dynamics for Inservice Teachers (Summer Math Institute) - University of Washington

Professional Experience and Service

National Committee Chair

  • Advisory Committee to the APS National Mentoring Community (2018)
  • Committee on Women in Physics for the National Society of Black Physicists (NSBP) (2016)
  • Committee on Women in Physics for the American Association of Physics Teachers (AAPT) (2014 - 2015)
  • Committee on Diversity (formerly Minorities) in Physics for AAPT (2013 - 2014)

National Committee Member

  • Committee on Minorities for the American Physical Society (APS) (2018)
  • Committee on International Education for AAPT (2017-2020)
  • Executive Committee for the Forum on Education of APS (2015-2018)
  • Committee on Physics Education Research for NSBP (2015)
  • AAPT Representative of the Liaison Committee on Underrepresented Minorities in Physics for the American INstitute of Physics (2014-2016)
  • Committee on Women in Physics for AAPT (2014-2017)
  • Committee on Diversity in Physics for AAPT (2011-2014)

Reviewer

  • Physical Review - Physics Education Research (formerly Special Topics) (2013-present)
  • Physics Education Research Conference Proceedings (2013-present)
  • Canadian Journal of Physics (2017)
  • National Association for Research in Science Teaching Conference Papers (2013-2014)
  • Effectives Practices in Physics Teacher Education (2013)
  • South Florida Education Research Conference Proceedings (2013)
  • American Journal of Physics (2013-2015)

Editor

Professional Affiliations/Memberships

  • American Association of Physics Teachers
  • American Chemical Society
  • American Educational Research Association
  • American Physical Society
  • National Society of Black Physicists
  • National Association of Research in Science Teaching
  • National Society of Hispanic Physicists
  • Physics Teacher Education Coalition
  • Sigma Pi Sigma Physics Honor Society

Community Service

Board Member

Marc Muñiz, PhD

Background

Marc N. Muñiz is an Assistant Research Professor in the Department of Chemistry and Chemical Biology. He works with the Cyberlearning Innovation and Research Center (CIRC). Marc earned his Ph.D. in Chemistry from North Carolina State University (Raleigh, NC) and his B.S. in Chemistry from Montclair State University (Montclair, NJ).

Marc is working with CIRC on the development, assessment, and refinement of teaching and learning content for chemistry in active learning and online assessment contexts alike. He collaborates with TRIAD on research and professional development efforts, including the analysis of student learning outcomes in general chemistry and workshops to transform teaching and learning by implementing student-centered, equity-oriented, and research-driven practices. Marc also conducts research focused on students’ scientific modeling practices and learning outcomes in the physical chemistry classroom and laboratory environments.

Marc is a P.I. on a collaborative grant (NSF DUE #1726071) to examine student learning outcomes in physical chemistry laboratory environments, with a particular emphasis on environments that implement process oriented guided inquiry learning (POGIL) as their pedagogical approach. Using the tools of mixed-methods research, Marc’s team aims to characterize student learning with respect to shifts in their perceptions of meaningful learning, the fidelity of implementation of the curriculum, and the strength of students’ content knowledge.

Email Marc

Externally Funded Projects (2015 - 2018 only)

  • National Science Foundation (NSF) DUE Award #1726071. “Collaborative Research: POGIL-PCL: Student learning in the laboratory through sustained faculty development”. August 2017 - July 2021, $532,384.

Publications and Presentations

Peer-reviewed journal articles

  1. Muniz, M. N.; Crickmore, C.; Kirsch, J.; Beck, J. P. Upper-Division Chemistry Students’ Navigation and Use of Quantum Chemical Models. Chem. Educ. Res. Pract. 2018, 19, 767-782.
  2. Muniz, M. N.; Oliver-Hoyo, M. T. On the use of analogy to connect core physical and chemical concepts to those at the nanoscale. Chem. Educ. Res. Pract. 2014, 15, 807-823.
  3. Muniz, M. N.; Oliver-Hoyo, M. T. Investigating Quantum Mechanical Tunneling at the Nanoscale Via Analogy: Development and Assessment of a Teaching Tool for Upper-Division Chemistry. J. Chem. Educ. 2014, 91, 1546-1556.
  4. Muniz, M. N.; Oliver-Hoyo, M. T. An Acoustic Analogy: Tuning Forks and Surface Plasmon Resonance of Metallic Nanostructures. J. Nano Educ. 2011, 3, 45-50.

Courses Taught

Marc currently consults and co-facilitates in Chemistry 161, 162, and 163 active learning environments at Rutgers.

His teaching experience as instructor on record is as follows (from his previous academic positions):

  • General Chemistry
  • Quantum Chemistry
  • Physical/Inorganic Chemistry Laboratory
  • Matter and Energy in Physical Systems

Ransome 2013 croppedDean of Mathematical and Physical Sciences

Ronald Ransome, Professor of Physics, is an experimental nuclear physicist with a research emphasis on studies of the internal structure of the nucleon using neutrinos and electrons as probes.  At Rutgers since 1985, he served as Graduate Director from 2005-2010 and as Chair from 2010-2013. As Area Dean since 2013, he works with department chairs in the Mathematical and Physical Sciences (MPS) and the Executive Dean to assist with hiring and promotion of faculty, maintain oversight of undergraduate and graduate instruction within departments and programs, and work with faculty and chairs to promote professional and departmental development.

Dean Ransome participates in the strategic planning and decision-making process of the School of Arts and Sciences providing recommendations and assistance to the Executive Dean. Dean Ransome served as Acting Vice Dean of Administration from July 2014 through August 2015, responsible under the Executive Dean for fiscal planning and administrative services and overseeing the work of the Office of Policy and Personnel, the Office of Finance and Business Affairs, and the Office of Information Technology. He also had responsibility for the School's facilities-related matters, including renovations and capital projects.

Visit Dean Ransome's Website

Mary Emenike, PhD

Background

Photo of Mary EmenikeMary Emenike is an Assistant Professor of Professional Practice in the School of Arts and Sciences and the Department of Chemistry and Chemical Biology. She earned her Ph.D. in chemistry education research (CER) from Miami University in Oxford, OH, and her B.S. degree in chemistry from Nazareth College in Rochester, NY.

Mary serves as the Director of the TRIAD Coalition within SAS’s Office of STEM Education. She collaborates with faculty members to transform courses, evaluate course transformations, and assess student learning in chemistry and other STEM courses. Mary is part of the leadership team for Rutgers’ Active Learning Community and serves on SAS’s Assessment Committee.

Mary is PI on an NSF-funded project: Preparing STEM Leaders at Rutgers University (project website). Mary is a Regional Coordinator with the Learning Assistant Alliance and serves on the advisory board for Rutgers’ Learning Assistant Program at the Learning Centers. Mary has taught sections of the pedagogy course (Peer Instruction Education, required for all first-semester learning assistants) in the 2012, 2014, 2015, 2016, and 2017 fall semesters. She has also taught the Introduction to Chemistry Education course, available to chemistry Teaching Interns (TIs) or students pursing the Certificate in Chemistry Education (CCE) program.

Prior to Rutgers, Mary participated in the development and implementation of Process-Oriented Guided Inquiry Learning (POGIL) activities in general chemistry recitations for students with weak math backgrounds. During a postdoctoral research experience at the American Chemical Society’s Examinations Institute, she performed logistic regression analysis of data from a national needs assessment of chemistry faculty members’ familiarity with, and use of, assessment terms and tools. As a project manager at California State University Fullerton's Catalyst Center for the Advancement of Research in Teaching and Learning Math and Science, she qualitatively investigated the Supplemental Instruction (SI) programs in biology, chemistry, mathematics, and physics through interviews with supervisors, course instructors, student leaders, and students in courses.

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External Funding

  1. Jones, R. (PI), Cleaver, R. (co-PI), Rosenberg, J. (co-PI), Seshaiver, P. (co-PI), Hilker-Balkissoon, K. (co-PI), Friesner, R. (former co-PI), Schwebach, J. R. (former PI); (Emenike, M. E., External Evaluator): “Mason’s Rural and Diverse Student Scholars: A Scholarship Program to the College of Science.” NSF DEHR & DUE, NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) #1564989; 4/1/2016-3/31/2021
  2. Gao, R. (PI), Emenike, B. U. (co-PI), Quarless, D. (co-PI), Lloyd, J. (co-PI); (Emenike, M. E., External Evaluator): “Developing Undergraduate Scientists through Inquiry-Based Chemistry Laboratories.” NSF DEHR & DUE Improving Undergraduate STEM Education (IUSE) #1611887); 9/1/2016-8/31/2019
  3. Emenike, M. E. (PI), Blackwell, S. (co-PI), "Preparing STEM Leaders at Rutgers University." NSF DUE Improving Undergraduate STEM Education (IUSE) #1432394, 9/1/2014-8/31/2018, $318,127 (PSL Project webpage)

Internal Funding

  1. Emenike, M. E. (PI): “Database for Learning about Learning (DbL2): Investigating student performance in general chemistry courses.” Rutgers Research Council Grant, $2,000. 5/1/2018-4/30/2019.

Publications

  1. Muller, S.; Vroman, M.; Emenike, M.; Nguyen, T. (accepted, in press), “Exploring Novice Programmers’ Homework Practices: Initial Observations of Information Seeking Behaviors,” In Proceedings of the ACM Technical Symposium on Computer Science Education (SIGCSE), March 2020.
  2. Blackwell, S.; Katzen, S.; Patel, N.; Sun, Y.; Emenike, M. (2017) Developing the Preparation in STEM Leadership Program For Undergraduate Academic Peer Leaders, The Learning Assistant Review, 22(1), 50-84 (link to ERIC entry: https://eric.ed.gov/?id=EJ1142581)
  3. Holme, T.; Emenike, M. E.; Hughes, S.; Linenberger, K.; Luxford, C.; Raker, J. (2015) "Are content tests all the assessment we need?" in Orna, M. V. (Ed.)'s Sputnik to Smartphones: A Half-Century of Chemistry Education, ACS Symposium Series; American Chemical Society: Washington, DC. (pp. 257-275).
  4. Emenike, M. E.; Raker, J. R.; Holme, T. A. (2013) “Validating chemistry faculty members’ self-reported familiarity with assessment terminology,” Journal of Chemical Education, 90(9), 1130–1136.
  5. Raker, J.; Emenike, M. E.; Holme, T. A. (2013) “Using structural equation modeling to understand chemistry faculty familiarity of assessment terminology: Results from a national survey,” Journal of Chemical Education, 90(8), 981–987.
  6. Emenike, M. E.; Schroeder, J.; Murphy, K.; Holme, T. A. (2013) “Results from a national needs assessment survey: A snapshot of assessment efforts within chemistry faculty departments,” Journal of Chemical Education, 90(5), 561-567.
  7. Emenike, M. E.; Holme, T. A. (2012) “Classroom response systems have not “crossed the chasm”: Estimating numbers of chemistry faculty who use clickers,” Journal of Chemical Education, 89(4), 465-469.
  8. Emenike, M. E.; Bretz, S. L. (2012) “Hannah’s prior knowledge about chemicals: A case study of one 4th grade child,” School Science and Mathematics,112(2), 99-108.
  9. Emenike, M. E.; Danielson, N. D.; Bretz, S. L.(2011)  “Meaningful Learning in a First-Year Chemistry Laboratory Course: Differences across Classical, Discovery, and Instrumental Experiments,” Journal of College Science Teaching, 41(2), 89-97.
  10. Emenike, M. E.; Schroeder, J.; Murphy, K.; Holme, T. A. (2011) “A Snapshot of Chemistry Faculty Members’ Awareness of Departmental Assessment Efforts,” Assessment Update, 23(4), 1-2, 14-16.
  11. O'Donnell, M. E.; Musia, B. A.; Bretz, S. L.; Ca, D.; Danielson, N. D. (2009) “Discovering the Retention Mechanisms of Liquid Chromatography Using Solid Phase Extraction Cartridges,” Journal of Chemical Education, 86(1), 60-63.

Non Peer-Reviewed Publications (*indicates undergraduate student)

  1. Gephart, J.*; Emenike, M.; Bretz, S. L. (2011) “‘Greenwashing’ or Green Advertising? An analysis of print ads for food and household cleaning products from 1960-2008,” Journal for Activism in Science & Technology Education, 3(20), 19-26.

Professional Experiences & Service

  • Co-organizer and facilitator, 2019 International LA Conference, Boulder, CO (October 19-21, 2019)
  • Co-organizer and moderator, 2019 LA Research Symposium, Boulder, CO (October 18, 2019)
  • Co-Organizer and Facilitator, 2018 International LA Conference, University of Colorado, Boulder, CO (November 3-5, 2018)
  • Co-Organizer and Facilitator, 2017 International LA Conference, University of Colorado, Boulder, CO (November 4-6, 2017)
  • Host and facilitator, Mid-Atlantic Regional LA Workshop, Rutgers University, New Brunswick, NJ (April 7-8, 2017)
  • Co-Organizer and Facilitator, 2016 International LA Conference, University of Colorado, Boulder, CO (October 23-25, 2016)
  • Facilitator, North East Regional LA Workshop, Rochester Institute of Technology, Rochester, NY (April 1-2, 2016)
  • Facilitator, 7th International LA Workshop, University of Colorado, Boulder, CO (October 4-6, 2015)
  • Facilitator, North East Regional LA Workshop, Boston University, Boston, MA (March 27-28, 2015)
  • Facilitator, Mid-Atlantic Regional LA Workshop, George Mason University, Front Royal, VA (February 21-22, 2015)
  • Facilitator, 6th International LA Workshop, University of Colorado, Boulder, CO (November 2 - 4, 2014)
  • L-Agent/Regional Coordinator, Learning Assistant Alliance (LAA) (2014-present)
    • Member, LAA Leadership Council, (2018-present)
    • Chair, Planning and Professional Development Committee, LAA (2017-2018)
  • Member, Louis Stokes Access for Minority Participation (LSAMP) Coordinating Council, Rutgers University, New Brunswick Campus (2012 – present)
  • Reviewer, book chapters for ACS Symposium Series (2014 – present)
  • Reviewer, Journal of Chemical Education (2012 – present)
  • Observer, First-Year Interest Group Seminars (FIGS), Rutgers University (2012 – present)
  • ACS Symposium Organizer, “Research on Children Learning Chemistry” with Jeffrey Raker and Stacey Lowery Bretz, 239th national American Chemical Society meeting, San Francisco, CA (3/25/2010)
  • Member, American Chemical Society (2004 – present)

Rutgers Courses

Rutgers Workshops

Rutgers' Faculty Workshops

Academic Peer Leader Training and Professional Development Workshops

* indicates workshop for graduate teaching assistants

  • Categorization Tasks in Biology, Chemistry and Physics
  • Chemistry Teaching Assistants Pedagogical and Professional Development: Introduction to Active Learning, Cooperative Learning, and Classroom Norms*
  • Communicating Your Peer Leader Position to Potential Employers
  • Communicating Your Peer Leader Position in Cover Letters and Personal Statements
  • Domains of Knowledge in STEM Fields
  • Exploring Peer Leader Verbal Behaviors

Selected Conference Presentations/Posters

* indicates undergraduate student

  1. “Exploring The Use Of Concept Maps To Assess Learning Assistants’ Development Of Pedagogical Knowledge,” M. Emenike, N. Vega-Cotto, S. Katzen, A. Ciafullo, L. Brahmia*, N. Onulak, N. Battacharya, S. Blackwell, 2018 International Learning Assistant Conference, Boulder, CO, 10/18-19/2019.
  2. “RADSS: The Rural and Diverse Student Scholars Program,” R. Jones, R. Cleaver, K. A. Hilker- Balkissoon, P. Seshaiyer, H. Kakar*, S. Fadhil*, R. Gordon*, M. Wright*, M. Emenike, Innovations in Teaching and Learning Conference, George Mason University, 9/28/2019.
  3. “RADSS: The Rural and Diverse Student Scholars Program,” R. Jones, R. Cleaver, K. A. Hilker- Balkissoon, P. Seshaiyer, H. Kakar*, S. Fadhil*, R. Gordon*, M. Wright*, M. Emenike, Innovations in Teaching and Learning Conference, George Mason University, NSF S-STEM PI Symposium, Washington, D.C., 9/12/2019.
  4. “Utilizing concept maps as assessment instruments for content and pedagogical knowledge development of Learning Assistants and academic peer leaders in STEM disciplines,” M. Emenike, N. Vega-Cotto, S. Katzen, A. Ciafullo, N. Onulak, N. Battacharya, S. Blackwell, 2018 International Learning Assistant Conference, Boulder, CO, 10/3/2018.
  5. “Investigating chemistry and STEM academic peer leaders' professional development related to content knowledge, pedagogical knowledge, and communication and leadership skills,” M. Emenike, S. Katzen, N. Patel, S. Blackwell, 252nd national American Chemical Society (ACS) meeting, Philadelphia, PA, 8/22/2016
  6. "Rutgers’ Learning Assistant Program: Learning Center and Faculty Partnerships," M. Emenike, S. Katzen, S. Blackwell, Annual NJ/PA College Reading and Learning Association (CRLA) Spring 2016 Conference, Newtown, PA, 3/18/2016
  7. "Rutgers’ Learning Assistant Program: Learning Center and Faculty Partnerships," M. Emenike, S. Katzen, S. Blackwell, Annual NJ/PA CRLA Spring 2016 Conference, Newtown, PA, 3/18/2016
  8. "Measuring Peer Leaders’ Beliefs about Teaching and Learning," S. Katzen, Y. Sun, N. Patel, M. Emenike, S. Blackwell, Annual NJ/PA CRLA Spring 2016 Conference, Newtown, PA, 3/18/2016
  9. "Peer Leadership Positions’ Effects on Leadership and Communication Practices: Preliminary Results,” S. Blackwell, S. Katzen, N. Patel, Y. Sun, M. Emenike, Annual NJ/PA CRLA Spring 2016 Conference, Newtown, PA, 3/18/2016
  10. "Lessons from Three Semesters of a Physics for Humanities Course," D. Iyer, M. Emenike, 2016 winter American Association of Physics Teachers (AAPT), New Orleans, LA, 1/11/2016 (view abstract #PST1B06, pg 63)
  11. “Investigating how the components of peer leadership programs influence the development of academic peer leaders' content and pedagogical knowledge and leadership and communication skills,” M. Emenike, S. Blackwell, S. Katzen, 7th International Learning Assistant Workshop, Boulder, CO, 10/4/2015 (view poster)
  12. "LA Program Expansion at Rutgers (2014-2015): astronomy, philosophy, chemical engineering courses, and a course transformation in a physics course for engineers," M. Emenike, 6th International LA Workshop, Boulder, CO, 11/2/2014 (view poster)
  13. “Learning Outcomes in a ‘Physics for Humanities Course’,” D. Iyer, M. Emenike, 2014 summer AAPT, Minneapolis, MN, 7/29/2014 (view abstract #DG04, pg 97)
  14. “Learning Outcomes in an Experimental Course,” D. Iyer, M. Emenike, S. Knapen, M. Manhart, A. Bhatia, 2013 summer AAPT meeting, Portland, OR, 7/17/2013 (view abstract #GI07, pg 134)
  15. “Validity and application of a pre/post survey assessing children's attitudes and motivation at informal chemistry outreach events,” C. Bauer, M. Emenike, J. Reed, J. Raker, T. Holme, 244th national ACS meeting, Philadelphia, PA, 8/19/2012
  16. “Chemistry Concepts in Elementary and Middle School Science,” M. E. Emenike, S. Li, S. L. Bretz, Invited, CSU/ISI Collaborative Symposium to Promote Science Education, California State University, Fullerton, CA, 2/28/2012 (http://physics.fullerton.edu/department/highlights/305-sissimaryamysymposium)
  17. “Measuring student learning in analytical chemistry: content map development and exam item complexity analysis,” M. E. Emenike, L. Kendhammer, C. F. Bauer, K. Murphy, T. A. Holme, 42nd regional ACS meeting: Central Region, Indianapolis, IN, 6/8/2011
  18. “Exploring the connections between children's ideas about the word ‘chemical’ and their understanding of chemical and physical change,” M. O’Donnell, S. L. Bretz, 239th national ACS meeting, San Francisco, CA, 3/25/2010
  19. “Cognitive and affective learning in general chemistry: The case of POGIL recitations for weaker math students,” A. R. Brandriet, K. J. Linenberger, M. O'Donnell, S. L. Bretz, 239th national ACS meeting, San Francisco, CA, 3/24/2010
  20. “Improving retention in general chemistry: POGIL recitations for weaker math students,” S. L. Bretz and M. O’Donnell, 237th national ACS meeting, Salt Lake City, UT, 3/24/2009

Undergraduate Research Students

  • June Lee (2019 - present)
  • Robert (Bobby) Puhak (summer 2019)
  • Alexis Cirino (2018 - present)
  • Gianna Schwarz (2018 - 2019)
  • Laila Brahmia (2018 - 2019)
  • Misha Faerovitch (spring 2017 - summer 2018)
  • Mollie Bradley (summer 2018)
  • Hamzah Almadani (summer 2018)
  • Samyak Gupta (spring/summer 2018)
  • Shiv Rattan (spring 2018)
  • Ashley Woolfork (fall 2015)

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