We investigate how mathematics is integrated into the undergraduate chemistry curriculum, including formal recommendations and course structures, as well as how students apply mathematics to model phenomena. This work seeks to provide resources for instructors and programs to support students with making connections between chemistry and mathematics.

We investigate how chemistry education research is conducted to advance training in education research, as well how it is positioned to support and impact the training of future chemists. This includes analyzing trends in research methods and theory use, synthesizing existing findings on topics in the field, and investigating training contexts such as course-based undergraduate research experiences.

We investigate the ethical responsibilities relevant to academia, focusing on the actions and beliefs of students, as learners and future professionals, as well as faculty, as educators and researchers. With this work, we seek to provide resources to promote ethical problem-solving, transparency, and highlight the implict assumption of ethics as part of the practice of science.