Research Overview
My research centers on students' community interactions and educational context as they learn Science, Technology, Engineering, and Mathematics (STEM). I explore these aspects in students from kindergarten through graduate school with the goal of improving interest, ability, and access for under-represented students in STEM. Within this agenda, my current projects explore the scientific content, mathematics, and communication skills necessary for entry and success in the photonics and optics workforce. Other projects center on the role of a community-based STEM program on improving health and access to science education in rural Kenya, examining elementary students' social interactions as they learn to program with new technologies, and the ways in which graduate students in chemistry learn to network and collaborate across cultures through research visits to China. Below, you will find summaries of these and other research projects. Please contact me if you would like to learn more and check out the POWER research group.
Transitions and Research Across INterfaceS (TRAINS)
Collaborators: Chris Vaca (Physics, Rio Hondo College), Peter Chung (Physics, University of Southern California), Alex Bowie Laughrey (Physics, High Point University)
A diverse physics workforce benefits society and the economy; yet, physics graduates do not reflect an inclusive community. Over 18% of the American population identifies as non-white Hispanic, though American Institute of Physics data show that only 9% of physics bachelor degrees were awarded to Hispanic students as of 2018. Community colleges are more representative of community demographics with 27% of students identifying as Hispanic and over 200 colleges federally recognized as Hispanic-Serving Institutions (HSIs), but community colleges do not serve as many physics majors compared to baccalaureate-granting institutions. The TRAINS project supports physics URM transfer students in navigating cultural interfaces and the transition from a community college to a baccalaureate-granting institution.
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A diverse physics workforce benefits society and the economy; yet, physics graduates do not reflect an inclusive community. Over 18% of the American population identifies as non-white Hispanic, though American Institute of Physics data show that only 9% of physics bachelor degrees were awarded to Hispanic students as of 2018. Community colleges are more representative of community demographics with 27% of students identifying as Hispanic and over 200 colleges federally recognized as Hispanic-Serving Institutions (HSIs), but community colleges do not serve as many physics majors compared to baccalaureate-granting institutions. The TRAINS project supports physics URM transfer students in navigating cultural interfaces and the transition from a community college to a baccalaureate-granting institution.
Learn More!
POWERCollaborators: Ben Zwickl (Physics, RIT), Kelly Martin (Communication, RIT), Kirk Winans (Graduate student, RIT), Zack, Erik, Brianna, Nick, Brandon, Abby, Jessica, Alexandria, and Kingston (Undergraduate researchers)
The Photonics and Optics Workforce Education Research (POWER) Group at Rochester Institute of Technology is leading a NY State workforce needs assessment in the field of optics and photonics. We are an interdisciplinary team of education researchers that develops insights through interviews and surveys with professional engineers and scientists in industry and academia. We are exploring how a variety of competencies (technical skills, problem solving, communication, etc.) are used and trained for in optics and photonics. For higher education, we hope this research informs the ways that courses integrate the actual skills used in industry. For companies, this study provides a mechanism to communicate their changing workforce needs with institutions of higher education. We hope this research facilitates discussion across students, higher education, and employers to strengthen preparation toward optics and photonics careers. This project is funded through a National Science Foundation Education & Human Resources Core Research (ECR) grant DGE-1432578. Learn More! |
PIPELINECollaborators: Crystal Bailey (American Physical Society), Linda Barton (RIT), Michael Kotlarchyk (RIT), Benjamin Zwickl (RIT), Douglas Arion (Carthage), William Briscoe (George Washington), Wouter Deconinck (William and Mary), Douglas Petkie (Wright State), Bahram Roughani (Loyola), Kathryn Svinarich (Kettering), Randy Tagg (University of Colorado, Denver)
The NSF IUSE project "Collaborative Research: The PIPELINE Network" strives to develop a strategies for integrating innovation and entrepreneurship opportunities into physics departments across the US. My role as a co-PI focuses on understanding student and faculty perceptions of innovation and entrepreneurship in physics, developing workshops for career preparation, and conducting research on department and institutional change strategies. Learn More! |
AIM Photonics: AIM Academy
Integrated photonic wafer made by the RIT Integrated Photonics Group (https://aimphotonics.academy/)
Collaborators: Ben Zwickl (Physics, RIT), Stefan Preble (Engineering, RIT), Paul Thomas (Engineering, RIT), Kim Kimerling (MIT), Yashu Kauffman (MIT), Ofelia Aguirre (UCSB), and Lubi Lenaburg (UCSB)
To meet the needs of the emerging integrated electronic and photonics industry, AIM Academy is conducting workforce needs assessments and curriculum development. Since this intersecting area is new, AIM Academy is also developing essential courses and teaching packages to complement existing programs of study at colleges and universities as well as continuing education and training for those in industry. My role is to conduct interviews with leaders in the integrated photonics industry in NY state, collaborate with partners in CA and MA to determine national patterns of job growth and development, and use study findings and education practices to inform curriculum planning efforts at RIT. Learn More! |
Past Projects
Kenya Health Club
Collaborators: Danielle Harlow (Science education advisor, UCSB), Participating community leaders, students, and teachers
We developed an after-school health club in a small village in Kenya to teach students to be community leaders in health, science, and engineering. Research focuses on learning opportunities, behavior changes that students initiated outside of the health club, and factors that influenced the initiation of these changes. The findings from this study will provide a model for developing and implementing similar community-based curricula as well as understand the potential roles that science and engineering education can play in sustainable international development. |
Next Generation Physics and Everyday Thinking (NextGenPET)
Collaborators: Danielle Harlow (Science education advisor, UCSB), Mariah Law (Graduate student, UCSB), Fred Goldberg (San Diego State University), Stephen Robinson (Tennessee Technological University), Julie Andrew, Michael McKean, and other developers from PET and EiE.
We are creating an undergraduate physical science curriculum that aligns with the Next Generation Science Standards. Research explores effective strategies for integrating teaching about learning activities and how students learn to use evidence in thinking about conceptual change. |
Research Abroad Experiences
Collaborators: Lubi Lenaburg (Program evaluation, CSEP), Julie Bianchini (Science education, UCSB), Susannah Scott (Chemistry, UCSB), Ellie Sciaky (Graduate student, UCSB)
We are evaluating and conducting research on research abroad programs in China. We have explored these programs for the motivation, benefits, and challenges of doing research abroad from students' experiences. We are also using interviews and surveys to better understand how students use research abroad experiences to initiate and foster international scientific collaborations. |
Girls' Access to Science Education
Collaborators: Danielle Harlow (Science education advisor, UCSB), Prof. Mama Foupouagnigni (Math education advisor, University of Yaounde I, Meghna Soni (Graduate Student, UCSB)
We are analyzing ethnographic and survey data to explore access to science and mathematics education for girls in Cameroon, West Africa. We have used a mixed methods approach including factor analysis, textbook analysis, and ethnography. We hope that understanding the experiences and perspectives of students in Cameroon will provide a cultural comparison for gatekeepers girls face in pursuing studies in science and mathematics. |
Laboratory Writing Assessment
Collaborators: Lubi Lenaburg (Program evaluation, CSEP), Susannah Scott (Chemistry, UCSB), Mike Gordon (Chemical Engineering, UCSB), Mariah Law (Graduate Student, UCSB)
We are evaluating and conducting research on undergraduates' chemical engineering lab reports. We are searching for patterns in inclusion of content, writing mechanics, interpretation of evidence, error analysis, and feedback from TAs and professors to help improve writing instruction and assessment. |
Technology and LearningCollaborators: Danielle Harlow (Science education advisor, UCSB), Participating teachers
We are working with local elementary schools to integrate One Laptop per Child's XO computers into the curriculum. We are exploring how students use programming platforms, like Turtle Art (logo) and Scratch, on these computers to share ideas. In the future, we hope to explore the use of similar technologies to connect students with classrooms in developing countries. |