Who We Are
Dean 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
Who We Are
Mary Emenike, PhD
Mary 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
- 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)
- 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)
- 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.
- 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
- 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
* indicates undergraduate student
- 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.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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)
- 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).
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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)
- 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
- "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' 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
- "Investigating Peer Leaders’ Cognitive & Leadership Skills Development" S. Blackwell, M. Emenike, T. Cuthbert, 2022, 37th Annual NCLCA Conference, Reston, VA, 10/5-8/2022.
- “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
- “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.
- "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.
- "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
- "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
- “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.
- “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.
- “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.
- “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.
- “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.
- “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.
- “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
- “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.
- “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
- “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
- “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
- “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
- "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
- "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
- "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
- "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
- "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)
- “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)
- "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)
- “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)
- “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)
- “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
- “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
- “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
- “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
- “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
- “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
- “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
- “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