Research Group
Our research team aims to transform and study classroom assessment practices to enhance equity and science learning at the secondary and undergraduate levels.
POSTDOCS
Dr. Yejun Bae, Postdoctoral Fellow
Dr. Yejun Bae’s research focuses on designing generative and inclusive learning environments. By utilizing quantitative and qualitative research methods, she has investigated the impact of generative learning environments on science teacher education, students’ perceptual development, and academic achievement gaps. Before pursuing the doctoral degree, she taught science in public schools in South Korea and the United States for twelve years. Based on her multicultural teaching experiences, she understands the value of equity and inclusive practices in science education and implements these practices in teacher education programs. Additionally, she has been actively involved in public engagement. She wrote several children’s books that introduce scientific concepts with friendly tones and drawings and volunteered for teaching science in rural areas in the Philippines and an orphanage school in Kenya. Current Position: Assistant Professor of Education, Carolina University
Dr. Terrell Morton, Preparing Future Faculty (PFF) Postdoc for Faculty Diversity, Science Education.
Dr. Morton was a member of the first MU cohort of PFF Fellows; his position rolled into a tenure-track Assistant Professor position at MU. He obtained a Ph.D. in Learning Sciences and Psychological Studies from the University of North Carolina at Chapel-Hill, a Master’s of Science in Neurobiology from the University of Miami, and a Bachelor’s of Science in Chemistry from North Carolina Agricultural and Technical State University. His research focuses on student retention and matriculation in postsecondary education, including foci on the retention and matriculation of Black women in STEM, retention of Black students, and retention of underrepresented populations. Dr. Morton’s work involves investigating the influence of identity development and expression (e.g., racial identity, gender identity, and intersectionality) on students’ perceptions, experiences, and engagements. He is trained in qualitative methodology and takes a critical perspective in his work.
Dr. Ellie (Phuong Dun T.) Nguyen, Postdoctoral Associate in Science Education.
Plant scientist with research interests in biotechnology and biochemistry assessment and college science teaching. Current Position: Assistant Professor of Biology, Oklahoma State University. Email: ellie.nguyen@okstate.edu
Dr. Dante Cisterna, Collaborating Postdoc
MU and University of Nebraska-Lincoln
Dr. Michael McBride, Collaborating Postdoc
Northwest Missouri State University
Graduate Students
Mojtaba Khajeloo: Graduate Research Assistant
Current Position: Postdoctoral Fellow at University of Nebraska – Lincoln
Joineé Taylor: Graduate (MA) Research Assistant
Current Position: PhD Student at Florida International University
Collaborating Teachers
Dr. Kemal Izci, Collaborating Professor
Former doctoral student in Science Education; interested in teachers' knowledge of assessment and assessment expertise. Has worked in two different research projects about designing innovative assessment methods and improving teachers' knowledge of classroom assessment. Contact: kemalizci@gmail.com
Dr. Julie Wisch, Math Dept Chair, ALLPS Fayetteville, AR
Shannon Burcks
Suleyman Cite
Nilay Muslu
Dissertations Advised
Bina Vanmali, PhD 2012, Science Education. Dissertation: Assessing Assessment: How Use of the Concept Inventory of Natural Selection Influences the Instructional Practices of an Experienced Biology Professor and Supplemental Instruction Leader. Current Position: Executive Director of the Texas Institute for Discovery Education in Science (TIDES) at The University of Texas at Austin, Email: Bina.Vanmali@austin.utexas.edu
Kemal Izci, PhD 2013, Science Education. Dissertation: High School Chemistry Teachers’ Knowledge, Perceptions, and Practices of Classroom Assessment. Current Position: Assistant Professor, Necmettin Erbakan University, Turkey, Email: kemalizci@gmail.com
Chris Murakami, PhD 2015, Science Education. Dissertation: Exploring Tensions, Identities, and Equitable Science Assessment Practices in Undergraduate Agroecology Education. Current Position: Assistant Professor, Chatham University, Email: C.Murakami@Chatham.edu
Nilay Muslu, PhD 2017, Science Education. Dissertation: Exploring and Conceptualizing Teacher Formative Assessment Practices and Digital Applications Within a Technology-Enhanced High School Classroom. Current Position: Research Associate, Muğla Sıtkı Koçman University, Muğla, Turkey.
Julie Birt, PhD 2018, Science Education. Dissertation in progress: Rural College Science Instruction and Assessment: Practice, Beliefs and Practical Principles.
Shannon Burcks, PhD 2018, Science Education. Dissertation in progress: The Nature of Formative Assessment in a Non-majors Online College Biological Science Course using a Socio-Materiality Framework.
Mojtaba Khajeloo, PhD 2021, Science Education. Dissertation in progress: Investigating students' system thinking skills through the lens of causal reasoning in complex systems.
