We conduct discipline-based education research focused on biology education and STEM equity through investigations of classroom and social influences that shape student learning. We are especially interested in investigating how educators can design their courses to minimize student barriers to success, improve academic outcomes for all students, and encourage STEM persistence.
My studies combine quantitative and qualitative methods to investigate the development of self-regulated learning (SRL) skills in students enrolled in undergraduate STEM courses. As a neuroscientist and discipline-based education researcher, my research interests emphasize the intersections between neurobiological processes, psychology, and human development/learning.
My research focuses on the psychological aspects (e.g., interpretations of events based on prior experiences), and social aspects (e.g., cultural practices) that encompass learning experiences in STEM.
