Researchers

Stephen "Skip" Carter helped establish many major initiatives at Rutgers, including two professional and continuing education units concentrating on IT, green technology, engineering, innovation and entrepreneurship. More recently, Mr. Carter established Rutgers first "Makerspace", an open lab innovation center offering specialized resources such as 3d printers, laser cutters, and co working space.

Dr. Chaudhary is the Director of Research Education at Rutgers University Cancer Institute. Her research interests are in evaluation of student learning, behavioral/career outcomes of educational programs that promote STEM career choice by underserved students and evaluating interventions that promote research or research related career choice.

Her academic appointment is an Adjunct Assistant Professor of Surgery at the Divison of Surgical Oncology at Robert Wood Johnson Medical School.

Dr. Chinn's research teams are currently working on two interconnected lines of research. In the first line of research (the Epistemic Education project), they are exploring new approaches to conceptualizing and investigating epistemic cognition. The goal is then to develop instructional methods that help students reason more effectively in authentic situations such as reasoning about information found on the Internet. The second project is the PRACCIS project (Promoting Reasoning and Conceptual Change In Science), an ongoing collaboration with Ravit Golan Dunca. In this project, they are investigating scaffolds that promote growth in reasoning in middle school science classes. They have developed curricula that are aligned with the Next Generation Science Standards and that promote conceptual change and model-based reasoning in the life sciences.

Dr. Cleary is an expert in self-regulated learning (SRL) theory, assessment, and intervention. He has developed a multi-dimensional SRL assessment system and has conducted SRL research in athletic, academic, and medical education fields for over the past decade. Dr. Cleary has published close to 40 peer-reviewed journal articles, book chapters, and books related to self-regulated learning (SRL), serving as the lead or sole author on the majority of publications. He is a co-editor of an SRL book, Applications of Self-Regulated Learning across Diverse Disciplines: A Tribute To Barry J. Zimmerman (Information Age Publishing, 2013), and the sole editor of a book, Self-Regulated Learning Interventions with At-Risk Youth: Enhancing Adaptability, Performance, and Well-Being (APA Press, in press). Dr. Cleary has received several grant awards over the past few years to support his research initiatives, with his most recent award coming from the Spencer Foundation.

Dr. Cozzens is a Research Professor/Associate Director for Education at DIMACS. Her research interests include Discrete Mathematical Modeling, Graph Theory, Game Theory, Mathematical Psychology, Network Vulnerability, Operations Research, Technology, Mathematics and Science Education.

Stephanie Cronenberg (PhD, University of Illinois at Urbana-Champaign, 2016) is an assistant professor of music at the Mason Gross School of the Arts of Rutgers, The State University of New Jersey. She teaches courses in music education with a specialization in general music education. Her research interests include middle level curriculum and pedagogy, general music, arts integration, and music teacher life history. She specializes in narrative and mixed methods research methods.

Frederick Curry is a dance artist and educator whose scholarship focuses on movement analysis, dance pedagogy, and somatic movement education. He has been on faculty at the Laban/Bartenieff Institute of Movement Studies, the Dance Education Laboratory at the 92nd Street Y, and NYU Steinhardt in New York City, and has served on the National Dance Education Organization (NDEO) Board of Directors. Curry also serves as assistant editor for NDEO's Dance Education in Practice journal.

As a Laban/Bartenieff specialist, Curry has led workshops and presented at conferences internationally including in Belgium, Canada, Denmark, France, South Korea, the United Kingdom, and throughout the US.

Dr. Duncan's research interests focus on thinking and learning in science. She is specifically interested in the role of domain-specific knowledge in the development of scientific literacy. In her dissertation work she studied student cognition in genetics, and the ways in which understanding of students' reasoning can inform the design of more effective learning environments.

During her doctoral studies she also did extensive work on the role of technology in science learning and the development of design guidelines for software scaffolds.

Currently she is studying pre-service teachers' understandings of the nature of science, and the development of these understandings during the course of their preparation program. In particular, she examines the ways in which teachers' knowledge of biology informs their understandings of the nature of science more generally.

Mary Emenike is an Assistant Professor of Professional Practice in the School of Arts and Sciences and the Department of Chemistry and Chemical Biology. She earned her Ph.D. in chemistry education research (CER) from Miami University in Oxford, OH, and her B.S. degree in chemistry from Nazareth College in Rochester, NY.

Mary serves as the Director of the TRIAD Coalition within SAS’s Office of STEM Education. She collaborates with faculty members to transform courses, evaluate course transformations, and assess student learning in chemistry and other STEM courses. Mary is part of the leadership team for Rutgers’ Active Learning Community and serves on SAS’s Assessment Committee.

Mary is PI on an NSF-funded project: Preparing STEM Leaders at Rutgers University (project website).

Eugenia Etkina is a physics educator (a former high school physics teacher) who directs the physics teacher preparation program and works in the field of Physics Education Research (PER). The physics teacher preparation program prepares is one of the largest in the US and is unique in a way it trains teachers. Eugenia's research focuses on physics, student reasoning, epistemology, language, and representations. In her teaching Eugenia believes that every student can learn physics and she models interactive inquiry-based physics instruction in multiple physics teaching methods courses that are a part of the program. She advises doctoral students both in the GSE and in the Department of Physics and Astronomy.