Overall, my commitment to promote the persistence and retention of all students in STEM guides and informs my work. A portion of my current research addresses the academic and social experiences of diverse university students taking introductory physics courses and how those experiences shape factors related to their career decision-making, like interest, identity, anxiety, and self-efficacy. Yet, student experiences are not my only focus. I have spent some time investigating faculty change with regard to course design and curriculum adoption, particularly in introductory physics contexts. As an instructor, I also contribute to the preparation of pre-service STEM teachers, as well as mentor students seeking research experiences in STEM education fields.
My collaborative interests lie in the affective dimension of student or instructor experiences in both formal and informal learning environments. I am particularly interested in work that contributes to our understanding of STEM career decision-making, retention, and persistence. I am also deeply interested in and familiar with a variety of statistical and analytical tools, including social network analysis, structural equation modeling, hierarchical linear modeling, and longitudinal analysis of network data.
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