Jacinta Mutambuki, Ph.D.
Edward Bartlett Professor of Pedagogy in Chemistry
453 Physical Sciences II
- B.E.D (Science): Chemistry (Major), Mathematics (Minor), 2006, University of Nairobi, Nairobi, Kenya
- M.S. Chemistry (Chemical Education), 2010, Western Michigan University
- Ph.D. Science Education/Chemistry, 2014, The Mallinson Institute for Science Education, Western Michigan University
- STEM Education Postdoctoral Fellow, 2014-2018, Washington University in St. Louis
- Evidence-Based Instructional Classroom Practices and Assessment
- Integrating Course-Based Research Experiences into the Chemistry Laboratory Curricula and Assessment
- Faculty and Future faculty, and Teacher Professional Development on Evidence-Based instruction and Inclusive Teaching Practices
- Developing Assessment Tools to Measure Effective Instruction in College STEM Classrooms
High attrition in science, technology, engineering, and mathematics (STEM) disciplines continues to be a national concern. Many reports have projected a significant shortage of qualified workforce in STEM fields beyond 2018. Factors attributed to the attrition include, but not limited to: a lack of interest in undergraduate STEM disciplines, use of verification styles and rote memorization, and internalization of stereotype threats. To address this concern, Mutambuki’s research group is interested in 1) integrating authentic research-based learning experiences into the undergraduate chemistry laboratory courses; 2) developing teaching-development (TD) programs for STEM faculty, future faculty, and K-12 teachers on evidence-based and inclusive teaching practices and assessing the impact on student learning outcomes; and 3) developing observation protocols for assessing evidence-based instruction and inclusive teaching practices in college STEM classrooms.