My lab has worked to understand some of the underlying molecular and cellular events in rare pediatric diseases. I have also actively pursued pedagogical research in my undergraduate classrooms in order to understand how service-learning contributes to students’ science identity. Success and persistence in STEM careers are influenced by science identity. I have measured the effects of service-learning projects in my upper-level classes using mixed-methods approaches. This work contributes to the understanding of how educators might retain more students in STEM fields and more effectively integrate science identity in their curriculum.

Gubbels JA, Vitiello SP.  2018 Creating and teaching science lessons in K-12 schools increases undergraduate students’ science identity. Journal of Microbiology and Biology Education 19(3): 19.3.96.