Scroll down to see all
Hannah E. Jardine
I completed my MA in Curriculum and Instruction with a focus on Science Education at the University of Maryland and began the PhD program in Teaching and Learning Policy and Leadership (TLPL) in Fall 2016. I have a BS in Biochemistry and a minor in Spanish Language and Culture, also from the University of Maryland. Go Terps! Before graduate school, I taught high school chemistry for three years at Parkdale High School in Prince George’s County, Maryland. As a doctoral student at the University of Maryland, I have served as a teaching assistant and an instructor for pre-service teacher education courses and I have supervised pre-service teachers in their student teaching internships. While I pursued my MA, I worked for the Integrated Life Sciences (ILS) living learning program and in that role I conducted ongoing program assessment by collecting and analyzing qualitative and quantitative data, performed administrative tasks, and coordinated the program’s one credit introductory course. I have also helped to develop and lead seminars to support undergraduate teaching assistants for biology and organic chemistry courses. My broad research interests are the development and outcomes of student-centered instruction in undergraduate science courses, the use and preparation of undergraduate teaching assistants to support course reform, undergraduate faculty professional development, and practice based teacher education. I want both my research and practice to influence the development of more engaging, effective, and equitable teaching in undergraduate science.
I completed my MA in Curriculum and Instruction with a focus on Science Education at the University of Maryland and began the PhD program in Teaching and Learning Policy and Leadership (TLPL) in Fall 2016. I have a BS in Biochemistry and a minor in Spanish Language and Culture, also from the University of Maryland. Go Terps! Before graduate school, I taught high school chemistry for three years at Parkdale High School in Prince George’s County, Maryland. As a doctoral student at the University of Maryland, I have served as a teaching assistant and an instructor for pre-service teacher education courses and I have supervised pre-service teachers in their student teaching internships. While I pursued my MA, I worked for the Integrated Life Sciences (ILS) living learning program and in that role I conducted ongoing program assessment by collecting and analyzing qualitative and quantitative data, performed administrative tasks, and coordinated the program’s one credit introductory course. I have also helped to develop and lead seminars to support undergraduate teaching assistants for biology and organic chemistry courses. My broad research interests are the development and outcomes of student-centered instruction in undergraduate science courses, the use and preparation of undergraduate teaching assistants to support course reform, undergraduate faculty professional development, and practice based teacher education. I want both my research and practice to influence the development of more engaging, effective, and equitable teaching in undergraduate science.
Alexander K. Chumbley (Kammerer)
I have a B.S. in chemistry and a minor in Engineering from The Ohio State University. I started graduate school at University of Maryland in Fall 2016. Before attending graduate school, I taught middle school biology and high school chemistry for three years in Nashville, TN. My research interests involve studying secondary science pre-service teachers (PSTs) in practice-based teacher education. I am interested in the development of the PSTs’ beliefs about science, teaching, and teaching science; in addition, I am interested in how these beliefs interact with their teaching practice. Ultimately I want my research to inform teacher preparation programs and the ways in which they support PSTs.
I have a B.S. in chemistry and a minor in Engineering from The Ohio State University. I started graduate school at University of Maryland in Fall 2016. Before attending graduate school, I taught middle school biology and high school chemistry for three years in Nashville, TN. My research interests involve studying secondary science pre-service teachers (PSTs) in practice-based teacher education. I am interested in the development of the PSTs’ beliefs about science, teaching, and teaching science; in addition, I am interested in how these beliefs interact with their teaching practice. Ultimately I want my research to inform teacher preparation programs and the ways in which they support PSTs.
Jennifer Elisabeth Mesiner
I am a doctoral student at the University of Maryland. I have a B.S. in Social Science Education and a minor in Psychology from the Florida State University. I began my teaching career as a middle school civics teacher in a high-needs school in rural Florida. I continued my career as a 6th Grade science teacher at Florida State University Schools, a developmental research school in Tallahassee, FL, where I assisted in various research initiatives. While teaching, I simultaneously earned my M.S. in Science Education from FSU. I was recognized as a Student Spotlight in March 2016, representing the College of Education and FSUS. My research interests focus on middle school instruction and responsive teaching strategies. Ultimately I would like to work for a school district helping teachers provide the best instruction possible to their students.
I am a doctoral student at the University of Maryland. I have a B.S. in Social Science Education and a minor in Psychology from the Florida State University. I began my teaching career as a middle school civics teacher in a high-needs school in rural Florida. I continued my career as a 6th Grade science teacher at Florida State University Schools, a developmental research school in Tallahassee, FL, where I assisted in various research initiatives. While teaching, I simultaneously earned my M.S. in Science Education from FSU. I was recognized as a Student Spotlight in March 2016, representing the College of Education and FSUS. My research interests focus on middle school instruction and responsive teaching strategies. Ultimately I would like to work for a school district helping teachers provide the best instruction possible to their students.
Raevathi Ramadorai
I earned my B.S. from the University of Maryland in Physiology/Neurobiology with a minor in Spanish Language & Culture, and am now pursuing an M.A. in Science Education. Throughout my undergraduate career, I tied together my interests in science and education in various ways. I was a tutor and teaching assistant for science and math courses, lead several research methodology courses as a student in the Gemstone program (a 4-year, multidisciplinary undergraduate research program), and was a mentor in informal science education experiences in the summer. I currently work full-time at the Society for Science & the Public, a non-profit located in Washington, D.C. whose mission is to promote science, research, and science education to the public. At The Society, I help organize national and international science competitions for middle and high school students, as well as work with our outreach programs to help encourage students to get involved in science and research, and give them and their teachers the resources to do so. I am interested in how informal education and experiential learning can shape a student’s interest in science and STEM. I am particularly interested in how to increase underrepresented minority representation in science and STEM, through increased access to informal learning experiences and retention programming at the undergraduate level.
I earned my B.S. from the University of Maryland in Physiology/Neurobiology with a minor in Spanish Language & Culture, and am now pursuing an M.A. in Science Education. Throughout my undergraduate career, I tied together my interests in science and education in various ways. I was a tutor and teaching assistant for science and math courses, lead several research methodology courses as a student in the Gemstone program (a 4-year, multidisciplinary undergraduate research program), and was a mentor in informal science education experiences in the summer. I currently work full-time at the Society for Science & the Public, a non-profit located in Washington, D.C. whose mission is to promote science, research, and science education to the public. At The Society, I help organize national and international science competitions for middle and high school students, as well as work with our outreach programs to help encourage students to get involved in science and research, and give them and their teachers the resources to do so. I am interested in how informal education and experiential learning can shape a student’s interest in science and STEM. I am particularly interested in how to increase underrepresented minority representation in science and STEM, through increased access to informal learning experiences and retention programming at the undergraduate level.