Diane Codding is a Postdoctoral Fellow at Northwestern University, where she collaborates with the Research Team of the NSF IUSE Inclusive STEM Teaching Project and the NSF INCLUDES Aspire Alliance. Her research focuses on addressing issues of equity, diversity, inclusion, and justice (DEIJ) in K-12 and higher education, with a specific focus on DEIJ in STEM education, antiracist praxis, and culturally responsive pedagogy. 

Selected Projects:

• Inclusive Graduate Programs

• Inclusive Learning and Teaching in Undergraduate STEM Instruction

Selected Publications:

• Mouza, C., Codding, D., & Pollock, L. (2022). Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education. Computers & Education, 186.

• Bell, N. S., & Codding, D. (2021). Equity scenario response scale: Understanding teacher candidates’ preparation of their sociopolitical identity. Urban Education. 

• Codding, D., Mouza, C., Rolón-Dow, R., and Pollock, L. (2019). Positionality and belonging: Analyzing an informally situated and culturally responsive computer science program. Proceedings of 8th Annual Conference on Maker Education, New York City, NY, USA: FabLearn 2019.

• Codding, D., Alkhateeb, B., Mouza, C., & Pollock, L. (2021). From professional development to pedagogy: Examining how computer science teachers conceptualize and apply culturally responsive pedagogy. Journal of Technology and Teacher Education, 29(4), 497-532.

Diana Sachmpazidi is a postdoctoral research associate at the University of Maryland, College Park. Diana received her Ph.D. in Science Education/Physics at Western Michigan University in 2021. Her primary research focuses on departmental cultural change, graduate education, and undergraduate student learning.

Selected Projects:

• Inclusive Graduate Programs

• Empirical Document Evidence of Departmental Culture Change within APS Initiatives

Selected Publications:

• Sachmpazidi, D. (2023). Research on Equity in physics graduate education in The International handbook of Physics Education Research: Special Topics, edited by M.F. Tasar and P.R.L. Heron (AIP Publishing, Melville, New York, 2023) pp. 4-1-4-10.

• Sachmpazidi, D., Olmstead, A., Thompson, A. N., Henderson, C., & Beach, A. (2021). Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration. International Journal of STEM Education, 8(1), 1-23.

• Sachmpazidi, D., & Henderson, C. (2021). Departmental support structures for physics graduate students: Development and psychometric evaluation of a self-report instrument. Physical Review Physics Education Research, 17(1), 010123.

• Sachmpazidi, D., Bautista, M., Chajecki, Z., Mendoza, C., & Henderson, C. (2021). Integrating numerical modeling into an introductory physics laboratory. American Journal of Physics, 89(7), 713-720.

• Sachmpazidi, D. (2021). Investigating the Relationship between Departmental Support Structures, Self-Efficacy and Intention to Persist: An Examination of Students’ Experience in 19 Physics Graduate Programs across the United States. Western Michigan University.

Su is currently on the staff at the Wisconsin Center for Education Research at the University of Wisconsin -Madison. Su previously held positions at Northwestern University working with student-athletes and undergraduates who are novices to research, facilitating discussions for STEM Circuits, advising the Association for Undergraduate Women in STEM, facilitating sessions on bystander intervention, while helping students to understand and unpack the hidden curriculum of how to navigate R1 universities. From 2016-2021, she pioneered the use of inclusive and equity-focused peer mentorship to implement the CIMER Entering Research, Entering Mentoring, and Mentoring Up curricula to improve undergraduate research outcomes by creating a multi-tiered program to help students build self-efficacy, skills, and knowledge that aid them in discovering their interests and pursuing advanced research opportunities. Many students from that program have gone on to win DAAD-RISE, NSF GRFP, Goldwater, NIH IRTA, and Marshall Scholarships/Fellowships. Alumni from this program have continued the work at their respective institutions all around the world. Evangeline has also worked in industry at Imbibe and Impossible Objects, the latter of which included co-invention of a Method and Apparatus for Automated Composite-Based Additive Manufacturing (patent 10,046,552 granted August 14, 2018). She earned a Ph.D. in physical chemistry for a novel UV Raman spectro-microscopy instrument for probing tribological interfaces and a M.S. in chemistry for inorganic synthesis of catalytic materials from Northwestern University. 

Selected Projects:

• Inclusive Graduate Programs

• Aspire Alliance - works toward increasing the diversity of STEM faculty across the nation.

Tabanli earned her Ph.D. in Computer Science at Missouri University of Science & Technology (Missouri S&T). She is currently an Assistant Teaching Professor of Mathematics at Rutgers University – New Brunswick. Her scholarship focuses on designing student-centered, evidence-based instructional strategies to improve student learning experiences and a sense of belonging in math classrooms. She recently developed an instructional framework grounded on research in cognitive science and Social Emotional Learning (SEL). Dr. Tabanli has more than 20 years of experience in the K-20 education domain and has diverse hands-on experiences in designing and implementing inclusive, research-based, engaging learning practices. She is a fellow of the Rutgers Chancellor Teaching Fellowship program to develop pedagogical innovations for personalized pathways aimed at improving student learning outcomes.  

Selected Projects

• Using Social Network Analysis to Understand the Impact of Communities on Engineering Majors

Selected Papers

• Kerrigan, J., Cochran, G., Tabanli, S., Charnley, M., & Mulvey, S. (2022). Post-covid changes to assessment practices: A case study of undergraduate stem recitations. Journal of Educational Technology Systems, 51(2), 192-201.

• Tabanli, S. (2023). Fostering Active Learning and Metacognitive Skills in a Cognitive-Science-based Math Course. International Journal of Teaching and Learning in Higher Education, 35(2), 209-218.

Jenna Tempkin recently graduated from Lafayette College with a Bachelor of Arts in physics. She worked with Dr. Cochran on the "Investigating Student Experiences in Physics Bridge Programs" during the 2022 Rutgers University REU, as well as during the 22-23 academic year. Jenna is interested in pursuing a career in STEM outreach and public engagement, teaching, and pursuing a higher degree in a related field in the future.

Selected Projects:

• Community Cultural Wealth 

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