Welcome Natalie Wentzel to the Burrows Group! 🎉

We're thrilled to introduce Natalie, an ambitious undergraduate from Monmouth University diving into the world of Chemistry with us. With a keen interest in Biology, Natalie brings a fresh perspective to our lab, eager to explore the intersection of these disciplines.

Her journey with Dr. Burrows promises exciting discoveries as she delves into various learning methodologies, both in and out of the lab. Natalie's dedication to understanding Chemistry's nuances reflects her passion for environmental biology, hinting at a promising future in the field.

Join us in extending a warm welcome to Natalie as she embarks on this enriching research journey with us. Here's to new beginnings and endless possibilities! 🌟

Rachel Shines at Honors Thesis Event with Self-Determination Theory Research

We are thrilled to share the exciting news that our talented group member, Rachel, showcased her remarkable research on self-determination theory in the flipped classroom at the recent honors thesis event. Rachel's presentation captivated the audience and demonstrated her expertise in this critical area of education research.

Highlighting Self-Determination Theory:

Rachel's research delved into the application of self-determination theory within the context of the flipped classroom model. Her investigation sought to understand how autonomy, competence, and relatedness influence student motivation and engagement in this innovative learning environment.

Impressive Presentation:

At the honors thesis event, Rachel eloquently presented her findings, shedding light on the significance of self-determination theory in shaping student experiences and outcomes in the flipped classroom. Her thorough analysis and insightful conclusions left a lasting impression on all who attended.

Contributing to Education Research:

Rachel's work not only contributes to our understanding of effective teaching practices but also has practical implications for educators seeking to optimize student learning experiences. By exploring the interplay between motivation and instructional design, Rachel's research paves the way for enhanced pedagogical strategies.

Celebrating Rachel's Success:

We are immensely proud of Rachel's achievements and the impact of her research in the field of education. Her dedication, intellect, and passion for advancing learning methodologies are an inspiration to us all.

Please join us in congratulating Rachel on her outstanding presentation at the honors thesis event. We look forward to witnessing the continued growth and success of her research endeavors.

Rachel Present's at the Undergraduate Research Conference

At the recent Undergraduate Research Conference, Rachel Ludwick, a promising undergraduate researcher, presented her study on the flipped classroom. Her research investigated the flipped classroom model, where students engage with learning materials before class and use class time for interactive and practical exercises. This method aims to enhance student autonomy and engagement, central to Self-Determination Theory.

Rachel’s findings indicated that students in flipped classrooms experienced increased intrinsic motivation and academic performance. Through her presentation, she effectively used visuals and statistics to argue for the potential of flipped classrooms to fulfill students' psychological needs, thereby enhancing their learning experience.

Her work not only adds significant insights to educational psychology but also sparks discussions on improving teaching strategies. Rachel’s research promises to influence future educational methods and highlights her role as a leader in academic innovation.

Congratulations to Rachel for her exemplary performance and for proudly representing our university at the conference!

Contributing to Diversity, Equity, and Inclusion: A Call to Review at Butler University

I am excited to share a recent invitation that I received, extending the opportunity to serve as an external reviewer for the Department of Chemistry & Biochemistry at Butler University. This invitation aligns with the department's commitment to diversity, equity, and inclusion (DEI), and it is both an honor and an important responsibility.

A Focus on DEI:

The Department at Butler University is taking a proactive approach to incorporate DEI-related topics into its review process. In recognition of my expertise and research background, they have specifically requested my insight into DEI-related issues within the department. The focus will encompass aspects such as curriculum, pedagogical approaches, and support systems for students and faculty.

Again I am happy to serve in this capacity to helping foster DEI in chemistry curriculums.

Ana Navigating Oral Exams Trends

Meet Ana, our newest member, diving headfirst into the intriguing world of oral exams. With a hunger for understanding assessment dynamics, Ana embarked on a literature review journey to uncover insights and spark new inquiries.

Ana's journey began with an in-depth exploration of existing research, delving into diverse perspectives on oral examinations. From evaluating comprehension to dissecting communication skills, she immersed herself in the wealth of knowledge available.

Her findings will illuminate emerging trends, from technological integrations to innovative assessment formats, hinting at a dynamic future for oral exams. Armed with this knowledge, Ana now stands poised to contribute to this evolving field, ready to delve deeper into empirical investigations.

📢 New Paper Alert!

We're thrilled to announce the publication of our latest research paper titled "Beyond Intentions: Understanding the Gap between Safety Education and Student Behaviors" in the esteemed Journal of Chemical Education.

In this groundbreaking study, we delve into the crucial realm of safety education in undergraduate chemistry curricula. Titled "Beyond Intentions," our paper explores the intricate relationship between safety education and the actual behaviors exhibited by students in laboratory settings.

Here's a sneak peek into our findings: Despite the recognized importance of safety skills in laboratory environments, there exists a significant gap between the principles taught in safety education and the real-world behaviors of students. Our research sheds light on this disparity, uncovering insights into students' cognitive engagement, behaviors, questions, and concerns surrounding lab safety.

By comprehensively examining the safety mindset and culture among students, we aim to pave the way for future interventions and initiatives that bridge this critical gap. Our findings underscore the urgency of meaningful engagement and active learning in safety education to enhance students' safety awareness and ability to apply safe practices effectively.

We invite you to delve into the full paper in the Journal of Chemical Education to explore the nuances of our research and join us in the pursuit of safer laboratory environments for all. Together, let's catalyze positive change in chemical safety education!

Read the paper here: https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00620

#ChemicalSafety #EducationResearch #SafetyAwareness #StudentBehaviors #JournalPublication

Second Term in ACS Div Chem Ed research committee

I'm delighted to share that I've received an invitation to serve a second term on the Chemical Education Research Committee from the Division of Chemical Education. This three-year commitment, starting January 1, 2024, is both an honor and an opportunity to contribute to the Division's excellence.

Congrats to Dr. Monica Nyansa

We would like to congratulate Monica on receiving her hood today at her graduation Ceremony from Michigan Tech. Job Well Done. You can also look forward to two publications coming out in the near future from Dr. Burrows and Monica!

Empowering Diversity in STEM: Ariana's Honors Thesis Capstone Project

We are excited to share a remarkable achievement within our community that reflects the commitment and passion of one of our outstanding members, Ariana. She has successfully completed her honors thesis capstone project, and her work is poised to make a significant impact on addressing the challenges faced by underrepresented students in STEM programs.

Ariana's Mission: Aiming for Equity in STEM Education

In her groundbreaking project, Ariana delved into the complex issue of the "leaky pipeline" phenomenon experienced by underrepresented students in STEM programs at the university level. Her project focuses on unraveling the reasons behind the disproportionate attrition rates among students of color despite their initial interest in STEM fields. Ariana explains,

"My project is about examining the reasons that lead underrepresented students to leave STEM programs of study at the university level of education. There are a lot of overlapping and intersecting issues that are occurring that lead to this 'leaky pipeline' for STEM students of color, despite there being no real difference in initial STEM interest amongst admitted undergraduates."

Creating Change: The Equity Training Module

Ariana's dedication to inclusivity and diversity in STEM is evident in her creation of an equity training module. This module aims to address the systemic challenges that hinder the progression of underrepresented students in STEM fields. By understanding the multifaceted issues that contribute to the "leaky pipeline," Ariana's training module seeks to bridge the gaps and create a more supportive and inclusive environment for students from diverse ethnic and racial backgrounds.

Reflecting on the importance of her project, Ariana states,

"As a Puerto Rican woman pursuing healthcare, I think it is so incredibly important to pursue any avenue that will support students of different ethnic and racial backgrounds as they journey through their undergraduate and graduate STEM degrees. I believe it is important to include these students especially because it will allow for more ideas and innovation in workforces that will benefit everybody."

Ariana's honors thesis capstone project is a testament to her dedication, intelligence, and passion for creating positive change in the STEM landscape. We, as a research group, are immensely proud of her accomplishments and the impact her work is poised to have on fostering diversity and equity in STEM education.

Join us in celebrating Ariana's success and recognizing the importance of her research in shaping a more inclusive future for STEM. Her commitment to breaking down barriers and empowering underrepresented students is an inspiration to us all.

Warmest congratulations, Ariana, on this remarkable achievement!

Rachel Soto's Journey from research to optometry school

We are thrilled to share some incredible news that has recently lit up our Chem Ed Research Group with pride and excitement. Our esteemed member, Rachel Soto, has not only been accepted into the prestigious Pennsylvania College of Optometry but has also been awarded the highly esteemed Presidential Scholarship. This scholarship not only recognizes Rachel's academic prowess but also speaks volumes about her dedication to the field of healthcare.

In her own words, Rachel expressed her excitement:

"I am very excited to be accepted into Pennsylvania College of Optometry with the Presidential Scholarship! I will take all I've learned here at Monmouth with my research and health studies to apply to my future as a healthcare professional."

Rachel's journey with our research group has been nothing short of exceptional. As a dedicated member of our community, she has actively contributed to our endeavors, particularly in the realm of cognitive load in the flipped classroom.:

Rachel's experiences in our lab, where she delved into the intricate dynamics of cognitive load in the flipped classroom, have undoubtedly played a crucial role in shaping her perspective as a future healthcare professional. Her work not only showcased her intellectual prowess but also highlighted her commitment to understanding the nuanced interplay between teaching methodologies and cognitive engagement.

By examining cognitive load in the context of the flipped classroom, Rachel contributed valuable insights that have the potential to influence educational practices and enhance the learning experience for students. Her dedication to advancing knowledge in this field mirrors the core values of our research group, and we are immensely proud to see her accomplishments extend beyond the lab and into the realm of healthcare education.

As Rachel embarks on this new chapter of her academic journey, we want to extend our heartfelt congratulations to her. We have no doubt that she will carry the spirit of our research group into her future endeavors, making a meaningful impact in the field of optometry.

Please join us in celebrating Rachel's success, and we wish her the very best in all her future endeavors. Her accomplishments are a source of inspiration for us all, and we look forward to witnessing the great things she will undoubtedly achieve in the world of healthcare.

Rachel accepted into optometry school!

We are overjoyed to announce the remarkable achievement of one of our outstanding research students, Rachel L, who has earned acceptance into the Indiana University School of Optometry in Bloomington, Indiana. Rachel's journey is a shining example of dedication, passion, and the transformative power of research in shaping academic and professional pursuits.

During her time with us, Rachel actively engaged in research projects, making meaningful contributions to our academic community. Notably, she played a pivotal role in a groundbreaking study that investigated the effectiveness of the flipped chemistry general chemistry course. Rachel's dedication to this project went beyond the classroom as she meticulously analyzed student interviews to gain insights into the impact of innovative teaching methodologies on learning outcomes.

Her research experience has undoubtedly been a crucial factor in preparing Rachel for the challenges and opportunities she will encounter in optometry school. Through her work on the flipped chemistry course, Rachel developed analytical skills, honed her ability to draw meaningful conclusions from data, and gained a deep understanding of the intricate relationship between education and student success.

In her own words, Rachel shared her excitement for the journey ahead:

"I'm so excited to learn all about the visual system and patient care! I decided that I wanted to pursue optometry during my freshman year at Monmouth, so it's incredible to see this dream coming true. I can't wait to see what the next four years hold."

Rachel's success is a testament not only to her academic achievements but also to her commitment to excellence in research. We are confident that the skills and knowledge she has acquired through her research endeavors will serve her well as she embarks on her optometric education.

As Rachel transitions to optometry school, we celebrate her accomplishments and express our gratitude for the impact she has made on our research community. Her inquisitive mind, analytical prowess, and dedication to advancing knowledge have left an indelible mark on our institution.

To Rachel, we extend our warmest congratulations and best wishes on this well-deserved achievement.

Congratulations, Rachel! Your achievements are an inspiration to us all.

Dr. Monica Nyansa Defends and Passes!

It is with immense pride and joy that we announce the successful Ph.D. defense of our esteemed colleague, Dr. Monica Nyansa. Monica has been under the mentorship and guidance of Dr. Burrows, and her dedication to advancing chemistry safety education has left an mark on our collective efforts.

A Journey of Mentorship and Collaboration:

As Monica's mentor, it has been a privilege to witness her growth and dedication throughout her Ph.D. journey. Together, we have collaborated on impactful research projects, and her passion for enhancing safety education in the field of chemistry has been both inspiring and infectious.

Advancing Chemistry Safety Education:

Monica's Ph.D. project focused on advancing chemistry safety education, a critical aspect often underestimated in academic research. Her work has contributed significantly to our understanding of safety protocols, risk assessment, and the implementation of best practices in laboratory settings.

Ph.D. Defense: A Culmination of Excellence:

Monica recently defended her Ph.D. thesis with exceptional poise and depth of knowledge. Her defense was a testament to the rigor and passion she poured into her research. It is a moment of great joy for all of us to witness Monica transition from a dedicated Ph.D. student to Dr. Monica Nyansa.

Celebrating Dr. Monica Nyansa:

As we celebrate this significant milestone in Monica's academic journey, we also celebrate the impact her work will have on the future of chemistry safety education. Dr. Nyansa's achievements exemplify the spirit of our research community, emphasizing the importance of rigorous scholarship and a commitment to making a positive impact.

Nikita gives Invited talk at Clemson University

We're thrilled to share the exciting news that Nikita Burrows recently delivered a compelling talk at Clemson University's ESED Fall 2023 Seminar Series. Her presentation, "Visualizing Knowledge: Understanding STEM Student Knowledge with Concept Mapping," offered valuable insights into the power of concept mapping in STEM education.

Key Highlights:

Insights into Student Learning: Nikita explored how concept mapping reveals the intricate structure of STEM student knowledge, providing educators with valuable insights to tailor instructional strategies.

Enhancing Teaching Practices: The talk emphasized practical applications, showcasing how concept mapping can improve teaching practices, engage students, and deepen understanding of STEM concepts.

Promoting Cross-Disciplinary Conversations: Nikita's seminar sparked cross-disciplinary discussions, inviting participants to consider adaptable applications of concept mapping across various STEM disciplines.

Rachel Awarded the Biochemistry Award at Monmouth University

Congratulations to Rachel for receiving the Biochemistry Award at Monmouth University for the year 2023! This is a tremendous accomplishment and a testament to her hard work and dedication to the field of chemistry and her research in chemistry education

Rachel has been working closely on exploring the flipped classroom model through the lens of self-determination theory. Despite being very involved in research, Rachel has also been studying away for her chemistry courses so much so that she has won the prestigious biochemistry award.

Overall, Rachel's hard work have earned her this prestigious award. We are also excited to see the impact that her research will have on our understanding of the flipped classroom, and we congratulate her on this well-deserved recognition.

Former Group Member Andrew Petrou Matched with Brown University for Residency

We're excited to share the news of Andrew, a past Burrows group research student, who recently completed medical school at Quinnipac School of Medicine and has been matched with Brown University for a residency program starting on June 19th.

Completing medical school and matching with Brown University for a residency program is a remarkable accomplishment. It's a testament to Andrew's hard work, perseverance, and dedication to the medical field.

We congratulate Andrew on his achievement and wish him the very best as he prepares for the residency program. We're confident that he'll continue to make a significant impact in the medical profession, and we're proud to have played a part in his journey.

In conclusion, we celebrate Andrew's success and encourage all our students to work hard, stay determined, and never give up on their dreams.

Literature Review Presentations

Our group members each presented on a paper that related to the research they are currently working on. Here are some of them presenting.

Dr. Burrows presented at BCCE 2022

Dr. Burrows recently attended and presented at the 2022 BCCE held at Purdue University. At the conference, Dr. Burrows facilitated the Bird of a Feather (BoAF) session with Ginger Shultz and Sam Pazicni entitled, “Leading, Managing, and Mentoring Chemistry Education Research Groups”

Here is a summary of that session: Given the growing footprint of chemistry education research in academic chemistry departments, research groups focusing on chemistry education are becoming more common. In order to support current and future faculty in leading chemistry education research groups, this birds of a feather session will prompt participants to share thoughts and strategies related to (but certainly not excluding) fostering and monitoring chemistry education research skills, inclusive mentoring, and project management.

Dr. Burrows also gave an Oral presentation her lab’s current ongoing research on the flipped classroom pre-lecture videos entitled, “Student perceptions of flipped classroom pre-lecture videos.”

7 tips for being a PI at a PUI

A few days ago, I got an email asking me, “what has it been like getting started doing research with undergraduate students at your institution?”.

Sorry let me introduce myself first. Hi, my name is Nikita Burrows, and I am a first-gen PI at a PUI with no post-doc. Finding balance and transitioning into this role was challenging, and it took a while, but I finally found my balance. So here are my first 7 tips for being a PI at a PUI with only undergraduate students.

1. The turnaround is faster with undergrads vs. graduate students. I can’t stress this enough. Generally, you only have them for one to two years. Three years if you are lucky, and they started early doing research. I found that you have to set a clear boundary of expectations for them. In order for them to do research with you, they have to commit to at least three full semesters of research with you. I found that setting that expectation sorts out those doing it to fulfill a requirement or have it on their CV vs. those who genuinely want the research experience. It might be tempting to have a high quantity of students over quality (and trust me, I’ve been there), but I promise you that it is worth it.

2. Regarding the number of undergraduate students, I found that I can only work well with 2 to 4 students in any semester. Anything over four students is too much for me. Of course, this is subjective to you, but I think two students is a good start. You do not have a post-doc to rely on to train students. Instead, you will have to do all training in addition to teaching and service. Imagine training 6 students every semester!

3. For projects, having one solid focus for all my research students to work on was the best thing for me. Because you will be teaching and doing service activities, I think starting with one solid focus is the best start for you as well. Now when I say one focus, you can have multiple projects in that focus. For example, my work focused on the undergraduate laboratory, but I had various projects inside it. But you don’t want to start doing lab studies, mindset studies, and concept inventory while also looking at digital badges. It’s too much to keep up with. As you evolve, those things will come, but it will be too much to give each research student one separate focus. This separate focus works for graduate students but not for research with undergraduates at a PUI

4. Because undergrads are generally new to research and probably never encountered any educational research skills, I had to find a research skill I could teach in one semester or less. I decided to go with teaching them interview skills because I was very familiar with it, and after a few practice runs, I could move students straight into data collection. It is tempting to have undergrads go through the literature review process and how to develop research questions, etc. But I have found that it requires a lot of one-on-one time, which I didn’t have a ton of because of the new courses, service work, and writing.

5. Getting your undergrad access to Grammarly will be a time-saver for you regarding the student-contributed writing portions of the manuscript. It will allow them to check how bad their writing is before you have to say anything at all. So when you meet with them to discuss their report, it’s on the content, not the bad grammar.

6. Because the turnover for undergrads is more frequent than for graduate students, I found that making a training module for the research skill I want to teach them saves so much time.

7. On a similar note, all my research students have to go through CITI training. So I made a document with instructions on which CITI training modules to complete, how to get your results and how to send them to me after they are complete. So basically, if you can make a resource document to which you can send your undergrad students, then definitely do it.

That’s it for my first seven tips for being  PI at a PUI. Of course, these are just my thoughts, but I found these to work well for me. Please add your own tips down below because I’m always looking for new ways to be a better PI at a PUI.

Rachel Soto continues data collection into the summer

Rachel Soto, one of our up and coming group members, is continuing to collect data for our flipped classroom study. So far Rachel has conducted 16 total interviews. WOW what a good job Rachel!!

Rachel has also found some interesting themes….

In some preliminary data analysis, Rachel has noted a few themes starting to emerge regarding students perceptions of unsuccess in the flipped classroom and how the flipped classroom compares to traditional lecture. Well done Rachel! You can find her on instagram: https://www.instagram.com/rachel.demi/

Rachel says with research and interviewing, “I feel I have become comfortable with speaking to new people and gained an interest in other’s learning/studying strategies.”

The data that Rachel is collecting and analyzing will be presented at this upcoming BCCE!

Attended #MICER22

The Burrows Lab just attended their very first MICER conference. While they did not present it was a wonderful experience to engage with the chemistry education community.