Dr. Zahra Hazari :: email@example.com :: (864) 656-4317 :: Web Page
Zahra is an associate professor in the Department of Engineering & Science Education. Her work focuses on reforming pedagogy in physics education in an effort to improve critical educational outcomes for under-represented groups in physics, especially females. To this end, physics identity and agential frameworks have proven particularly helpful in explaining gender differences in persistence and are providing critical insight into understanding how to inspire and engage students in their physics studies.
Dr. Geoff Potvin :: firstname.lastname@example.org :: (864) 656-4320
Geoff is an assistant professor in the Department of Engineering & Science Education and the Department of Mathematical Sciences. His work focuses on how gender and race-related biases influence physics culture and their impact on the recruitment and retention of a diverse body of career physicists, the development of physics-related identity within graduate research communities, the intersection between affect and cognition in physics education, and the long-term impacts of graduate education on research scientists.
Dr. Robynne Lock :: email@example.com
Robynne is a postdoctoral researcher in the Department of Engineering and Science Education. She completed a PhD in Physics at the University of Colorado in Boulder in 2011. Her work focuses on the development of physics identity in high school students and how this impacts career choices.
Dr. Florin Lung :: firstname.lastname@example.org
Florin earned a PhD in Physics from Clemson in 2011. Previously, he completed a double major in Mathematics and Physics at University of Oradea, Romania in 1996. He then taught high school physics and completed a degree in Psychology in 2000. Following that, he worked as educational psychologist, until 2005, when he moved to the US. His current work focuses on the formative influences of group interactions and cultural experiences upon the ways individuals adapt to the educational and scientific environments.
Allison Godwin :: email@example.com
Allison is a PhD student in Engineering and Science Education at Clemson. She completed a BS in Chemical and Biomolecular Engineering in 2011. Her research is focused on how and why females become interested in engineering careers and the particular role that sustainability topics and pedagogy play in helping females become more interested in engineering.
Tyler Scott :: firstname.lastname@example.org
Tyler is a PhD student in Engineering and Science Education at Clemson. He completed an MS in physics from Clemson’s Department of Physics & Astronomy prior to commencing his PhD in physics education. His work focuses on examining how interdisciplinary thinking and school culture impact students’ engagement in STEM and, in particular, their physics identity development.
Carrie Beattie :: email@example.com
Carrie earned a Bachelor’s degree in physics from Clemson and is currently a Woodrow Wilson Fellow at University of Michigan. Her work includes developing a Physics Identity Measurement Instrument and case studies of high school physics teachers who were successful at promoting the physics identity development of their students, particularly through explicit and implicit forms of recognition.
Dr. Cheryl Parzel Cass :: firstname.lastname@example.org
Cheryl is the Director of Undergraduate Programs and a teaching assistant professor in the Department of Materials Science and Engineering at North Carolina State University. She completed a PhD in bioengineering from Clemson in 2010 after which she served as a postdoctoral research associate in the Department of Engineering and Science Education. Cheryl’s work focuses on the intersection among science identity, math identity, engineering preconceptions, and engineering career choice in the key decision-making years during the transition from high school to college.
Dr. Jennifer Cribbs :: email@example.com
Jennifer is an assistant professor in the School of Teacher Education at Western Kentucky University. She completed a PhD in Curriculum and Instruction from Clemson in 2012. She has a BS in Chemical Engineering from Florida Institute of Technology and an MAT in Secondary Mathematics Education. Her research is focused on mathematics identity, persistence toward STEM careers, and the influence of teachers’ instructional practices on students’ mathematics identity and persistence.
Anna Kiefte :: firstname.lastname@example.org
Anna is an Instructor in the Department of Physics at Acadia University in Nova Scotia, Canada. Her primary teaching interests are in general and introductory physics at the college and university level, but she has also taught courses in physics, math, computer science, and astronomy at the secondary and post-secondary levels. She is collaborating with Geoff on work related to conceptual understanding of physics and physics identity development in undergraduate students.
Dr. Leidy Klotz :: email@example.com :: (864) 656-3326
Leidy is an assistant professor in the Department of Civil Engineering at Clemson. He is working with the PER group to study the impact of incorporating sustainability topics in physics classes on the career interests of female students. More information on his research can be found at: http://essoresearch.org/
Dr. Charity Watson :: firstname.lastname@example.org
Charity is a visiting assistant professor in the Department of Mathematical Sciences at Clemson University. She completed a PhD in Engineering and Science Education (Mathematics Education) and an MS and BS in Mathematics. Her research focus is on traditionally under-represented racial minorities in mathematics and how their experiences and backgrounds affect their performance and persistence in the field.
Mark Harmon :: email@example.com
Mark is a graduate student in mathematics at the University of Chicago. He completed a BS in Mathematics from Clemson in 2012. He has worked with Geoff to study the experiences of students in graduate physical science programs and his work has been presented at the NARST Annual International Conference.
Kylie Paige :: firstname.lastname@example.org
Kylie is a mathematics teacher in South Carolina. She completed a dual major in mathematics and education from Clemson in 2012. Her work with Geoff has focused on issues related to the career satisfaction of professional physicists and chemists and on the development of a Physics Identity Measurement Instrument.