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 to grow as independent learners.

Email Chaz

External Fundinig

  1. Emenike, M.E. (PI), Blackwell, S. (co-PI), Brown, P. (co-PI), Ptak, C. (co-PI), Ruggieri, C. (co-PI). Coordinating a Teaching Excellence Network to Engage STEM Faculty in Teaching Reform. NSF DUE Improving Undergraduate STEM Education (IUSE) #2013315, 10/1/2020-9/30/2025, $1,957,793. (project website)

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., Students’ Use and Perception of Textbooks and Online Resources in Introductory Physics. Published, 14 October 2020, Phys. Rev. Phys. Educ. Res.
    Rangan, S., Kim, P., Ruggieri, C., Whitelam, S., Bartynski, R., Growth of a Highly Ordered Kinetically Trapped Molecular Monolayer. Published - 12 December 2019, Physical Review B.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.

Rutgers Workshops

Faculty Workshops

Learning Styles (link)
Learning Objectives (link)
Developing Self-Directed and Persistent Learners (link)
Developing Education Leaders among TAs in Physics (DELTA-P) - a series of workshops to prepare first-time physics graduate teaching assistants for their teaching roles in our department.

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/Recitation Leader)

  • Analytical Physics Ia - Fall 2020
  • General Physics 203 - AY 2018-2019, AY 2019-2020
  • General Physics 204 - Spring 2019, AY 2019-2020
  • Peer Instruction Education (01:090:322) - Fall 2016, Fall 2017, Spring 2021
  • Extended Analytical Physics IA, IB - AY 2016-17, AY 2017-18

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

mnm photoMarc N. Muñiz is an Assistant Professor of Professional Practice in the Department of Chemistry and Chemical Biology. 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 on the development, assessment, and refinement of teaching and learning content for chemistry in active learning and online assessment contexts alike. He provides research and professional development support, 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 (bold indicates corresponding author)

  1. Atieh, E. L.; York, D. M.; Muñiz, M. N. Beneath the Surface: An Investigation of General Chemistry Students’ Study Skills to Predict Course Outcomes. J. Chem. Educ. Article ASAP DOI: 10.1021/acs.jchemed.0c01074
  2. Beck, J. P.; Muniz, M. N.; Crickmore, C.; Sizemore, L. Physical chemistry students’ navigation and use of models to predict and explain molecular vibration and rotation. Chem. Educ. Res. Pract. 2020, 21, 597-607. 2020, 21, 597-607.
    Schmidt-McCormack, J. A.; Muniz, M. N.; Keuter, E. C.; Shaw, S. K.; Cole, R. S. Design and implementation of instructional videos for upper-division undergraduate laboratory courses. Chem. Educ. Res. Pract. 2017, 18, 749-762. 2017, 18, 749-762.
  3. 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. 2018, 19, 767-782.
  4. 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. 2014, 15, 807-823.
  5. 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. 2014, 91, 1546-1556.
  6. 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.

Currently, Mary serves as PI on an NSF-funded grant: Coordinating a Teaching Excellence Network to Engage STEM Faculty in Teaching Reform (project website). Previously, she was PI on an NSF-funded project: Preparing STEM Leaders at Rutgers University (project website). She is an LAgent with the Learning Assistant Alliance (LAA), serves on the LA Alliance's Leadership Council (and is chair of the LC's Planning and Professional Development committee), and serves on the Faculty Advisory board for Rutgers’ Learning Assistant (LA) Program at the Learning Centers. Along with LAA colleagues, Mary published an article in the Journal of Chemical Education describing how LAs were leveraged in chemistry courses in remote instruction formats required during the beginning of the COVID-19 pandemic (https://doi.org/10.1021/acs.jchemed.0c00779); this article was included in the a special issue on on Insights Gained While Teaching Chemistry in the Time of COVID-19.

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 now teaches the Introduction to Chemistry Education course, which is available to chemistry Teaching Interns (TIs) or students pursing the Certificate in Chemistry Education (CCE) program (fall 2018, fall 2019, spring 2021, fall 2021, fall 2022). In fall 2021, she joined the instructional team for Extended General Chemistry as the recitation coordinator for the first semester course (01:160:165). She and her colleagues, Christine Altinis-Kiraz and Marc Muniz, published their course transformation framework in an article of the Journal of Chemical Education that was part of a special issue on Diversity, Equity, Inclusion, and Respect (https://doi.org/10.1021/acs.jchemed.1c00387).

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.

Email Mary | ORCID public record

Funding

External

  1. Emenike, M. E. (PI), Ruggieri, C. (co-PI), Brown, P. (co-PI), Ptak, C. (co-PI), Blackwell, S. (co-PI) "Coordinating a Teaching Excellence Network to Engage STEM Faculty in Teaching Reform" NSF DUE Improving Undergraduate STEM Education (IUSE) #2013315, 10/1/2020-9/30/2025, $1,957,793 (TEN project website)
  2. 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

  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.

Contracts

  1. Emenike, M. E., External Evaluator: 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); “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; $16,400 subcontract
  2. Emenike, M. E., External Evaluator: 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; $19,600 subcontract

Publications

* indicates undergraduate student

  1. Emenike, M., Cuthbert, T., Blackwell, S. (2022) "Investigating the epistemological development of academic peer leaders across STEM disciplines: Exploring changes over time, by gender, and by discipline," The Learning Assistant Review, 27(2), 83-129.  
  2. Bauer, C. F., Emenike, M. E., Holme, T. A. (2022) "Design of a Research-based Assessment for Children’s Attitudes and Motivation at Chemistry Outreach and Museum Events," Journal of Chemical Education, 99(8), 2821–2833, https://doi.org/10.1021/acs.jchemed.2c00191
  3. Muñiz, M. N., Altinis-Kiraz, C., Emenike, M. E. (2022), "Extending Equity, Access and Inclusion: An Evolving Multifaceted Approach to Transform a General Chemistry Course at a Large, Flagship, Research Institution" Journal of Chemical Education, 99(1), 227–238, https://doi.org/10.1021/acs.jchemed.1c00387
  4. Rukmini, E., Emenike, M. E., Hanna, A*. (2022), "Mentorship Using DEIR Principle: A Case in Developing Chemistry-Related Student Research" Journal of Chemical Education, 99(1), 219–226, https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00386
  5. Gao, R.; Lloyd, J.; Emenike, B.; Quarless, D.; Kim, Y.; Emenike, M. (2021), "Using Guiding Questions to promote Scientific Practices in Undergraduate Chemistry Laboratories" Journal of Chemical Education, 98(12), 3731–373, https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00003
  6. Govindarajoo, G., Lee, J. Y.*, Emenike, M. E. (2021), "Proof of Concept for a Thin-Layer Chromatography Digital Badge Assignment Within a Laboratory Practical Exam for a Non-Majors’ Organic Chemistry Lab" Journal of Chemical Education, 98(9), 2775−2785. https://pubs.acs.org/doi/10.1021/acs.jchemed.1c00598
  7. Emenike, M. E.; Schick, C. P.; Van Duzor, A. G.; Sabella, M. S.; Hendrickson, S. M.; Langdon, L. S. (2020), "Leveraging Undergraduate Learning Assistants to Engage Students during Remote Instruction: Strategies and Lessons Learned from Four Institutions" Journal of Chemical Education. 97(9), 2502–2511. https://doi.org/10.1021/acs.jchemed.0c00779
  8. Muller, S.; Vroman, M.; Emenike, M.; Nguyen, T. (2020), “Exploring Novice Programmers’ Homework Practices: Initial Observations of Information Seeking Behaviors,”Paper presented at the Proceedings of the 51st ACM Technical Symposium on Computer Science Education, Portland, OR, USA, 333-339. https://doi.org/10.1145/3328778.3366885
  9. 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)
  10. 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).
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. O'Donnell, M. E.; Musia, B. A.; Bretz, S. L.; Ca, D.; Danielson, N. D. (2009) “Investigating 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.

Invited Conference Presentations

  1. "From Meaningful Learning Theory to qualitative research methods: Stacey Lowery Bretz’s influence on the development and assessment of academic peer leaders at Rutgers University" M. Emenike, Spring 2022 National ACS Meeting, San Diego, CA, 3/20/2022

Professional Experiences & Service

Rutgers Courses

Rutgers Workshops

Rutgers' Faculty Workshops

Academic Peer Leader Training and Professional Development Workshops

  • Categorization Tasks in Biology, Chemistry and Physics
  • 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

Graduate Student Professional Development Workshops

  • Chemistry Teaching Assistants Pedagogical and Professional Development: Introduction to Active Learning, Cooperative Learning, and Classroom Norms
  • Chemistry Teaching Assistants Pedagogical and Professional Development: Introduction to Active & Engaging Students in Online/Remote Learning Environments
  • Teaching With Analogies (DELTA-P Workshop)

Selected Contributed Conference Presentations/Posters

* indicates undergraduate student

  1. "Investigating Peer Leaders’ Cognitive & Leadership Skills Development" S. Blackwell, M. Emenike, T. Cuthbert, 2022, 37th Annual NCLCA Conference, Reston, VA, 10/5-8/2022.
  2. “Transformation of an Extended General Chemistry Course at a Large Research Institution: Updates to an Ongoing Effort to Improve Student Outcomes and Equity,” Muniz, M.N. Emenike, M., Altinis-Kiraz, C., Mid Atlantic Regional Meeting of the American Chemical Society, 6/1/2022
  3. “Advancing Equity, Access, and Inclusion via Active Learning: A Translational Model In Gateway Chemistry Courses,” Altinis-Kiraz, C., Muniz, M., Emenike, M. Rutgers Active Learning Symposium, virtual, Rutgers, the State University of New Jersey, 5/23/2022.
  4. "Qualitatively Exploring the Experience of Academic Peer Leaders in STEM Courses" S. Ramachandran*, S. Blackwell, S. Katzen, M. Emenike, 2021 International Learning Assistant Conference, virtual, University of Colorado, Boulder, CO, 10/23/2021.
  5. "Qualitatively Exploring the Experience of Academic Peer Leaders in STEM Courses" S. Ramachandran*, S. Blackwell, S. Katzen, M. Emenike, 2021 Aresty Summer Science Program, virtual, New Brunswick, NJ, 8/5/2021. view poster
  6. "Coordinating a Teaching Excellence Network: Preliminary findings from piloting Semester Support Groups that serve as bridges to span the research-to-practice divide" M. Emenike, C. Ruggieri, P. Brown, C. Ptak, S. Blackwell, 2021 Transforming Institutions Conference, virtual, 6/9/2021, view abstract
  7. “Incorporating a Digital Badge Into a Laboratory Practical Exam for a Non-Majors’ Organic Chemistry Lab,” G. Govindarajoo, M. Emenike. 2021 Rutgers Active Learning Symposium, virtual, Rutgers, the State University of New Jersey, 5/19/2021.
  8. “The Teaching Excellence Network – A Program for Faculty Empowerment in Teaching and Learning,” C. Ptak, S. Blackwell, M. Emenike, P. Brown C. Ruggieri, 2021 Rutgers Active Learning Symposium, virtual, Rutgers, the State University of New Jersey, 5/19/2021.
  9. “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.
  10. “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.
  11. “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.
  12. “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.
  13. “Measuring Student Beliefs in an Introductory Chemistry Course at a Public State University” M. Faerovitch*, S. Blackwell, M. Emenike, 14th Annual Aresty Undergraduate Research Symposium, Rutgers, Piscataway, NJ, 4/27/2018
  14. “Using Writing Samples to Understand Peer Leaders’ Ideas about Teaching,” S. Blackwell, S. Katzen, N. Onulak, M. Emenike, Annual NJ/PA College Reading and Learning Association (CRLA) Spring 2018 Conference, Piscataway, NJ, 3/16/2018.
  15. “Investigating Changes in Academic Peer Leaders’ Skills, Practices, Attitudes, and Content Knowledge,” S. Blackwell, S. Katzen, N. Battacharya, N. Onulak, M. Emenike, National College Learning Center Association (NCLCA) National Conference San Antonio, TX, 9/30/2017
  16. “Investigating content and pedagogical knowledge development of academic peer leaders in chemistry courses,” M. Emenike, N. Battacharya, S. Katzen, N. Patel, S. Blackwell, 252nd national American Chemical Society (ACS) meeting, Washington, D.C., 8/20/2017
  17. “Introductory chemistry and physics: investigating cognitive and affective domains,” M. Emenike, S. Brahmia, M. Faerovitch*, C. Ruggieri, Transforming Research in Undergraduate STEM Education (TRUSE) Conference 2017, St. Paul, MN, 7/6/2017
  18. “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
  19. "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
  20. "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
  21. "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
  22. "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
  23. "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)
  24. “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)
  25. "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)
  26. “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)
  27. “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)
  28. “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
  29. “Measuring the effect of informal chemistry education experiences for children,” J. Reed, M. O’Donnell, C. Bauer, T. Holme, 22nd Biennial Conference on Chemistry Education (BCCE), College Park, PA, 7/30/2012
  30. “Results of a national survey of faculty familiarity with assessment terminology,” J. R. Raker, M. Emenike, K. Murphy, T. Holme, 243rd national American Chemical Society (ACS) meeting, San Diego, CA, 3/28/2012
  31. “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
  32. “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
  33. “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
  34. “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
  35. “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

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