Belonging Through Practice in Undergraduate Science Education
My scholarship focuses on how undergraduate students can develop their belonging in science through authentic practice and identity affirmation. I am particularly interested in how interventions in different classroom environments (large-enrollment lectures, laboratories, discussions, and virtual classes) can engage with authentic practice and thus increase student belonging.
Scientific Identity and Belonging: “As a scientist…..”
I examine how language, framing, and alternative assignments influence students’ sense of scientific identity and belonging. I am particularly interested in when and how students begin to see themselves as scientists throughout their academic journey, and early interventions that may support belonging and retention
Responsible Science Communication
I study science communication as an authentic scientific practice, specifically how students communicate science to non-scientists and/or broader public audiences. I am interested in how students approach the ‘hard’ conversations of science and how they can develop tools to navigate conversations with broad audiences respectfully, scientifically, and while balancing uncertainty.
Epistemic Humility
I am interested in how students recognize the limits of their own knowledge and engage thoughtfully with scientific uncertainty. This includes how students interpret incomplete or evolving evidence, acknowledge what they do and don’t know, and how they reason about the limits of current scientific understanding.
This scholarship continues to evolve through classroom-based research, evidence-based teaching, and collaboration with students and colleagues both locally and beyond. Additional projects and updates will be shared here as this work grows. Please contact us to get involved!