Publications in Print

Updated October, 2021


  • Dou, R. & Cian, H. (2021). Constructing “STEM identity”: An expanded structural model for STEM identity research. Journal of Research in Science Teaching.
  • Cian, H., Dou, R., Castro, S., Palma-D’Souza, E.b & Martinez, A. (2021). Facilitating marginalized youths’ identification with STEM through everyday science talk: The critical role of parental caregivers. Science Education. 1 – 31.
  • Dou, R., Cian, H., & Espinosa-Suarez, V. (2021). Undergraduate STEM majors on and off the Pre-Med/Health track: A STEM identity perspective. CBE-Life Sciences Education, 20, 1-12.
  • Dou, R. & Cian, H. (2020). Creating Pathways for Equity in STEM Through Family Engagement: Highlighting the Experiences of Hispanic/Latine Youths. Connected Science Learning, 2(4).
  • Dou, R., Bhutta, K., Ross, M., Kramer, L., & Thamotharan, V. (2020). The effects of computer science stereotypes and interest on middle school boys’ career intentions. ACM Transactions on Computing Education.
  • Dou, R., & Cian, H. (2020). The Relevance of Childhood Science Talk as a Proxy for College Students’ STEM Identity at a Hispanic Serving Institution. Research in Science Education, 50, 1–13.
  • Williams, E.A., Zwolak, J., Dou, R., & Brewe, E. (2019). Engagement, integration, involvement: Supporting academic performance and developing a classroom social network. Physical Review Physics Education Research, 15(2), 020150.
  • Dou, R., Teodorescu, R., Madsen, A., Redish, E., & Reeves, M. (2019). Examining course syllabi: Introductory physics for life sciences. Physical Review Physics Education Research, 15(2), 020143.
  • Dou, R.& Zwolak, J.P. (2019). Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting.Physical Review Physics Education Research, 15(2), 020105.
  • Dou, R., Hazari, Z., Dabney, K., Gerhard, S., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103:623-637.
  • Dou, R., Brewe, E., Potvin, G., Zwolak, J.P., & Hazari, Z. (2018). Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses. International Journal of Science Education, 40(13),1587-1605.
  • Zwolak, J.P., Dou, R., & Brewe, E. (2018). Student perceptions of the value of out-of-class interactions: Attitudes vs. practice. In Proceedings of the 2017 Physics Education Research Conference (pp 480-483). Cincinnati, OH.
  • Brewe, E., Dou, R., & Shand, R. (2018).Costs of success: Financial implications of implementation of active learning in introductory physics courses for students and administrators. Physical Review Physics Education Research, 14(1), 010109.
  • Zwolak, J. P., Dou, R., Williams, E. A., & Brewe, E. (2017). Students’ network integration as a predictor of persistence in introductory physics courses. Physical Review Physics Education Research, 13(1), 1–14.
  • Featured in Editor’s Choice in Science: “The Physics of Social Butterflies” 356, 6335 (2017)
  • Dou, R., Brewe, E., Zwolak, J. P., Potvin, G., Williams, E. A., & Kramer, L. H. (2016). Beyond performance metrics: Examining a decrease in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, 12(2), 020124.
  • Dou, R.(2016). Traversing STEM: Creating pathways for social justice in the United States. In 2016 SFERC: Fifteenth Annual South Florida Education Research Conference(pp. 30–38). Miami, Florida: Florida International University.
  • Williams, E., Brewe, E., Zwolak, J., & Dou, R. (2015). Understanding centrality: Investigating student outcomes within a classroom social network. In Proceedings of the 2015 Physics Education Research Conference(pp. 1–4). College Park, MD.
  • Dou, R., & Brewe, E. (2014). Network centrality and student self-efficacy in an interactive introductory physics environment. In P. V. Engelhardt, A. D. Churukian, & D. J. Jones. (Eds.), 2014 PERC Proceedings(pp. 67–70). Minneapolis, MN. doi:10.1119/
  • Jose, S. & Dou, R. (October, 2014). Fostering partnerships between local educators and national STEM programs. The Florida Science Teacher, 16 – 19.
  • Dou, R. & Gibbs, K. (2013). Engaging all students in the pursuit of STEM careers. School Science Review, 95(351), 106-112.
  • Dou, R. (August, 2013). Change is coming: the impact of the next generation science standards. SEEN Magazine.(15.2). Retrieved from
  • Dou, R., Hogan, D., Kossover, M., Spuck, T., & Young, S. (August 2013). Defusing Diffusion. The American Biology Teacher, 75(6), 391-395.
  • Dou, R. (2013). Editorial: Encouraging Authentic Learning Experiences. The Journal of Experimental Secondary Science, 2(4),
  • Dou, R. (2012). Places to Go, People to See: Informal Science Education in Florida. The Florida Science Teacher.
  • Dou, R. (2012). Remy Dou Reporting.The Florida Science Teacher,29(1).


  • Hite, R., Vieyra, R., Milbourne, J., Dou, R., Spuck, T., & Smith, J.F. (In press). STEM Teacher Leadership in Policy. In C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.), Handbook of research on STEM education (pp. XX-XX). London, UK: Routledge/Taylor & Francis.
  • Spuck, T., Rust, T., Jenkins, L., & Dou, R. (Eds.). (2018). Best Practices in STEM Education: Innovative Approaches from Einstein Fellow Alumni (2nd ed.). New York, NY: Peter Lang Publishing.
  • Dou, R. (2014). Alternative Reality: Gamifying Your Classroom. In Einstein Fellows Best Practices in STEM Education. New York: Peter Lang Publishing.[i]
  • Dou, R., & Rust, T. (2014). Integrating Informal STEM Learning into Your Curriculum. In Einstein Fellows Best Practices in STEM Education. New York: Peter Lang Publishing.[i]

[i] Reprinted in Spanish [2017]