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Dr. Bridget G. Trogden

Bridget TrogdenAdjunct Professor, Dean of Undergraduate Education and Academic Student Services


B.A., Chemistry, 2000 – Transylvania University
Ph.D., Chemistry, 2005 – University of Illinois

Research and Teaching Interests:

As a researcher, I study pedagogical interventions and institutional transformations that lead to improved student learning in STEM courses, gateway courses, and the undergraduate curriculum.

  • I study how high-impact educational practices such as undergraduate research, service-learning, internships, global learning, and the like contribute to holistic student development and how we can improve equity and inclusion by embedding these practices in the curriculum.
  • I study and implement changes in undergraduate and graduate education to promote interdisciplinary research questions to address global challenges and wicked problems.
  • I use, study, and disseminate transparent methods for learner-focused assignment design.
  • I lead national efforts to improve the role of faculty of all disciplines in nonpartisan democratic and voter engagement.
  • I have published on the use of the flipped classroom and the impacts of intentionally metacognitive activities with students.

I enjoy leading workshops and institutional strategic planning sessions toward these topics with the aim of continuous improvement in higher education.

During my faculty career, I have taught an array of courses in the chemistry and biochemistry discipline, in Honors curricula, and in the liberal arts first-year seminar and composition. I teach classes for the Department of Engineering & Science Education to prepare future STEM professors and change agents for careers in higher education.

What I Want You to Know About Me As a Teacher:

I have a holistic view of formal education, believing that it is a means for you to learn not only content and skills, but also encounter truths about yourself as an individual and a member of society. I believe in the value of relationships, seeking to cultivate trust between you and me and between you and your fellow learners. I try to provide educational activities for you that are interesting and that give you different diverse ways to demonstrate your learning and progress. I take care to regularly provide specific and targeted feedback to you on your learning - through comments, questions, alternate ideas to pursue, corrections, and affirmations. For me to give you good feedback on your learning, you have to put in the work. In a graded course, typically you will have at least one small assignment due each week (formative) along with larger assignments 4-5 times per term that help you to synthesize your knowledge (summative). If I am on your doctoral committee, I will take the time to engage with your thoughts and ideas through written feedback and individual meetings on your progress. I joke that my hashtag is #DrTrogdenDontDoBusyWork, so I will not ask you to engage in learning activities that are not meaningful or that I do not take seriously enough to grade with my full attention and in a timely manner. I strive to be patient and understanding with you in all of our interactions within and outside of the classroom, and I hope to be a mentor – and sometimes even a friend - to you as long as our relationship lasts.

Selected Publications:

Radford, Kate; Trogden, Bridget G. "Better Together: Partnering Student Affairs and Academic Affairs in Advancing Nonpartisan College Student Voter Engagement Efforts." Forbes, Civic Nation. June 28, 2022. Direct link to article

Trogden, Bridget G.; Kennedy, Cazembe; Biyani, Nathan K. "Mapping and Making Meaning from Undergraduate Student Engagement in High-Impact Educational Practices." Innovative Higher Education. June 2022. 47(3). Direct link to article

Trogden, Bridget G.; Murphy, Christopher G.  "All Science Are Science Students." Liberal Education. Fall 2021. 107(4). pp. 5-6. Direct link to article

Trogden, Bridget G. “Using Your Sphere of Influence to Impact Culturally Responsive Assessment.” Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). 2021. Direct link to article

Anderson, Kyle David; Jackson, Moryah; Trogden, Bridget G. “Looking Back, Moving Forward. Intercultural Communication Must Be Part of All Learning.” Liberal Education. Winter 2021. 107(1). pp. 32-39. Direct link to article

Trogden, Bridget G. "Making the Case: The Role of Faculty in Student Voter Engagement." Forbes, CivicNation, Oct 8, 2020. Direct link to article

Trogden, Bridget G. “The Role of Faculty in Student Democratic and Voter Engagement.” AACU Liberal Education Blog, Oct 9, 2020. Direct link to article

Trogden, Bridget G.; Mazer, Joseph P. “From Cornerstone to Capstone: Perspectives on Improving Student Communication Skills through Intentional Curricular Alignment.” In R. Singiser, G. Crawford, K. Kloepper, J. Meyers (Eds.), Communication in Chemistry. ACS Symposium Series. 2019. DOI: 10.1021/bk-2019-1327.ch003

Trogden, Bridget G.; Royal, Jennifer Ellis. “Using Exam Wrappers in Chemistry and Mathematics Coursework to Encourage Student Metacognition.” Journal on Excellence in College Teaching. 2019, 30(3). Abstract link via ERIC.

**Stephan, Abigail T.; Whisler, Laurel; Stephan, Elizabeth Anne; Trogden, Bridget G. “Using Exam Wrappers in a Self-Directed First-Year Learning Strategies Course.” Proceedings of the American Society for Engineering Education, Orlando, FL. 2019. Abstract link via ASEE

Trogden, Bridget G.; Gratz, Amy E.; Timms, Geoffrey P. "Learning through Two Lenses: An Analysis of Chemistry Students’ Information Literacy Skills.” In Integrating Information Literacy Into the Chemistry Curriculum.  ACS Symposium Series.  2016. DOI: 10.1021/bk-2016-1232.ch010

Trogden, Bridget G.  “Reclaiming face time: How an organic chemistry flipped classroom provided access to increased guided engagement.”  J. Chem. Educ., 2015, 92(9). and ConfChem.  May/June 2014.  DOI: 10.1021/ed500914w

Trogden, Bridget G.  “The view from a flipped classroom: Improved student success and subject mastery in organic chemistry.”  in Implementation and Critical Assessment of the Flipped Classroom Experience.  IGI Global, Hershey, PA.  2014.

*Corcoran, K. Blake; Rood, Brian E.; Trogden, Bridget G.  “Chemical remediation of nickel (II) waste: A green chemistry laboratory experiment for general chemistry students.”  J. Chem. Educ. 2011, 88, 192.  (Note: This experiment is also utilized in The Official ACT Prep Guide 2016-2017. Wiley, San Francisco, CA. 2016.)

Trogden, Bridget G.; Kim, Sung Hoon; *Lee, Shuyi; Katzenellenbogen, John A.  “Tethered indoles as functionalizable ligands for the estrogen receptor.”  Bioorg. and Med. Chem. Lett. 2009, 19(2). 

Ying, Bai-Ping; Trogden, Bridget G.; Kohlman, Daniel T.; Liang, Sidney X.; Xu, Yao-Chang.  Oxidative C-C bond-forming reaction of electron-rich alkylbenzyl ether with trimethylvinyloxysilane.”    Org. Lett. 2004, 6(10).

* denotes undergraduate student co-author/co-presenter

** denotes graduate student co-author/co-presenter

Selected Honors and Awards:

  • Standout Faculty, ALL IN Campus Democracy Challenge (2021)
  • Award Winner for Pre-Symposium Ideas Competition, National Academies of Science, Engineering, and Medicine (2020). With David E. Vaughn. 
  • Outstanding Research Award, Lilly Conference on College and University Teaching & Learning (2015)
  • Innovations in Teaching Award, Mercer University (2015)
  • Georgia Governor’s Teaching Fellow, Institute for Higher Education at the University of Georgia (2013-2014)
  • Travel Award for Outstanding Undergraduate Faculty, Division of Organic Chemistry, American Chemical Society (2009 & 2013)
  • Sigma Xi Scientific Research Society (2010)
  • The Honor Society of Phi Kappa Phi (2010)