Resume

• 2008

  Doctor of Philosophy

  Chemical Education (Educational Technology)

  University of Limerick

• 2004

  Physical Science (Education)

  Subjects included:\nSubject Pedagogics

  Curriculum Studies

  Studying School Organisation

  Teacher as Professional

  Education and Society in Ireland

  Organic

  Inorganic and Bioinorganic Chemistry

  Analytical

  Environmental and Physical Chemistry

  Biochemistry

  Electricity and Magnetism

  Mechanics

  Applied Optics

  Quantum Physics

  Science Maths

  Vector Analysis

  Biology and General Microbiology.

  Physics

  Chemistry

  Education

  Class Representative for all four years of undergraduate studies.

  University of Limerick

  First Class Honours

• 1998

  High School

  Senior Subjects included: English

  Mathematics

  Irish

  German

  Economics

  Chemistry

  and Physics.

  Hurling and Gaelic Football

  St. Joseph's Garbally College (Secondary School)

  Honours

• 732

  Fresno

  California

  Chemical and science education research program with interests in laboratory redesign and technology-supported learning (simulations

  virtual labs

  online platforms).\n\nOutcomes:\n-Published 3 peer-reviewed research articles (One with an undergraduate student)

  \n-Published 4 conference papers (One with an undergraduate and two with Master's Students)

  \n-Thesis Advisor to 5 successful Master's students

  \n-Presented at 24 regional/national/international conferences

  \n-Received 5 regional/national funding awards ($1

  503 total): \n-Taught 10 semesters of Science Pedagogy (75-100 students/semester)

  5 semesters of General Chemistry (125-170 students/semester)

  3 semesters of Chemistry and Society (25 students/semester)

  and 2 semesters of Laboratory Teaching Techniques to graduates (10 students).\n\nOther roles include:\n-Assistant Director of the Science and Mathematics Education Center (Sept.

  2015 - Present)\n-Faculty Adviser to the student Chemistry Club at Fresno State (Sep.

  2017 - Present)\n-Faculty Lead

  DISCOVERe Program (Sep. 2018 - Present)\n-Member of the Task Force on Student Evaluation Forms (May 2018 - Present)\n-President

  Tenure-track Faculty Organization

  Fresno State. (Sep.

  2017 - May

  2019)\n-Member

  Learning Management System Faculty Learning Community (Sep.

  2017 - Dec.

  2018)

  Assistant Professor of Chemical Education

  Fresno State

  Wellington

  New Zealand

  Provided professional development through meetings and classroom observations to 10 preservice and inservice chemistry teachers on the use of wikis to facilitate teacher collaboration (250 students).\n\nOutcomes:\n-Published 2 peer-reviewed research articles

  \n-Presented at 2 national/international conferences

  and\n-Supervised one semester of an undergraduate general chemistry laboratory class.

  Post-Doctoral Researcher and Laboratory Supervision

  Victoria University of Wellington

  Limerick

  Investigated the use of a virtual chemistry laboratory (developed by a group in the Chemistry Department at Carnegie Mellon University

  Pittsburgh) to the Irish Secondary School (High School) education system to support student inquiry (10 teachers and 125 students). \nExternal Examiner: Prof. Justin Dillon (King's College London); Internal Examiner: Dr. Orla McCormack (University of Limerick).\n\nOutcomes:\n-Published 3 peer-reviewed research articles

  \n-Presented at 5 national/international conferences

  and\n-Instructed 3 Undergraduate and 5 Higher Diploma Teacher Education semester classes with students from subject areas of business

  languages

  mathematics

  music

  science

  and technology.

  Ph.D. Research and Instructor

  University of Limerick

  El Puerto de Santa Maria

  Spain

  -Co-managed 60 monitors and teachers in a language summer camp for kids aged 6-18 (600 campers each summer).\n-Developed and refined training programs for monitor

  teacher

  and lower management positions. Also

  re-organized the camp program to improve its effectiveness.\n-Worked 15 hours/day for 6 days a week and was voted ‘staff member with the most positive attitude’ and ‘staff member who took the most initiative’.

  Head Activity Coordinator

  Activity Coordinator

  & Camp Monitor (3 summers)

  TECS Camp

• 290

  Berkeley

  California

  Designed

  tested

  and refined open-source online science projects (wise.berkeley.edu) with 25-30 teachers and over 2000 students

  and supported professional development for these teachers through classroom observations and summer workshops. Also

  collaborated with 5 international researchers/research groups from Argentina

  China

  Norway

  Taiwan

  and Turkey.\n\nOutcomes: \n-Published 2 peer-reviewed research articles

  \n-Presented at 4 national/international conferences

  \n-Co-wrote 2 successful NSF grants worth a combined $4.53 million (GRIDS; NSF #1418423; $2

  040 and PLANS; NSF #1451604; $2

  222)

  and\n-Co-led a graduate class 'Instructional Design for Educational Technologies in Science and Mathematics Education' with Prof. Marcia Linn and Dr. Michael Clancy. Also

  completed a Gender Studies class led by Prof. Linn.

  Post-Doctoral Researcher and Instructor

  UC Berkeley

  English

  Promising New Faculty 2019

  This award recognizes exemplary achievements in teaching

  research

  scholarship

  creative activities

  and/or service among all full-time

  tenure-track faculty (or Assistant Professors). A stipend of $3

  000 accompanies the award. http://fresnostate.edu/academics/provosts-awards/award-recipients.html

  Office of the Provost

  2014 UC Berkeley Postdoctoral Leadership Award

  This award is for a postdoctoral researcher who demonstrates exceptional leadership in enhancing the postdoctoral experience at UC Berkeley. The award is presented during the National Postdoc Appreciation week ($1500).

  Vice Chancellor of Research

  UC Berkeley

  Top 1% in Field: Social Science Reviews

  Top 1% in Field for Social Science Reviews 2016-2017. Joint 17th overall internationally.

  Publons

  Making an Impact Winner

  This is an opportunity for Masters or PhD students across Ireland to explain their research in layperson's terms. Based on a written submission

  5 candidates are selected to present their research at a public forum

  with the winner receiving a scholarship of €2500. (http://tinyurl.com/makinganimpact2011);

  The Irish Higher Education Authority and the Irish Independent Newspaper

  Outstanding Reviewer 2015

  This award is for recognition of professional and personal service to the Review of Educational Research (RER) journal. RER is consistently ranked number 1 by impact factor in Education and Educational Research journals (224 journals included).

  American Educational Research Association (AERA)

  Principal's Award

  This award is presented to the most well-rounded student completing their secondary school (high-school) education.

  St. Joseph's Garbally College

  Outstanding Reviewer 2016

  This award is for recognition of professional and personal service to the Review of Educational Research (RER) journal. RER is consistently ranked number 1 by impact factor in Education and Educational Research journals (224 journals included).

  American Educational Research Association (AERA)

  Irish Research Council for Science

  Engineering and Technology (IRCSET) scholarship

  This is a highly competitive scholarship (less than 10% acceptance) that supports PhD students in the science

  engineering

  and/or technology disciplines (€18

  000/year for 3 years; €54

  000 in total).

  Irish Government

  Faculty Research

  Scholarly & Creative Activity Awards 2017-2018.

  For summer research related to the Enhancing the Quality of Undergraduate Investigations in Physical Science (EQUIPS) project (Award: $5

  000)

  College of Science & Mathematics

  Fresno State

  University of Limerick Advanced Scholars Programme

  This award is presented to 20 incoming graduate students who received the highest GPAs in their undergraduate studies. First year fees are covered as part of this award.

  University of Limerick

  Ireland

  Faculty Professional Development Award 2017-2018

  2018-2019

  2019-2020

  An award of $1

  200 to support professional development opportunities for faculty (Total $3600).

  College of Science and Mathematics

  Fresno State

  European Union-Oceanic Social Sciences Inter-regional Consortium (EUOSSIC) scholarship

  This scholarship provides the opportunity for recent PhD recipients from the European Union to complete an academic exchange with a university in Australia or New Zealand (€21

  000)

  European Union

  Sentinels of Science: Social Science

  Received for Social Science reviews completed from 2015-2016.

  Publons

• NGSS Physical Science Labs for Preservice K-8 Teachers

  Prospective elementary school teachers often have limited to no opportunities to plan and conduct their own investigations during their teaching preparation. As a result

  novice teac...

  NGSS Physical Science Labs for Preservice K-8 Teachers

  Seeing the Light with Fresno State Physics

  Our monthly science lessons teaches us there's more to light than what we think.

  Seeing the Light with Fresno State

  Automated Guidance in WISE

  The Web-based Inquiry Science Environment (WISE) uses new automated scoring technologies to guide middle and high school students' science learning. Our video showcases how these technologies can ...

  Automated Guidance in WISE

  Department of Chemistry

  The Department of Chemistry represents the very best that the university has to provide. We offer four rigorous

  high quality degree programs (B.A. Chemistry...

  Fresno State Department of Chemistry

  Physics with Fresno State

  Today it's all about light and optics. Fun and educational experiments for your kids!

  Science is FUN with Fresno State

  In this week's Fresno State Physics Outreach science lesson

  we throw objects from ladders and make ice cream. It's all about the fundamentals of physics related to hot and cold matter.

  Extreme Heat and Cold Science Lesson

  The Fresno State Physics Department gives us a lesson in extreme temperatures.

  Led the Berkeley Postdoctoral Association (BPA; http://postdoc.berkeley.edu/)

  which is responsible for enhancing the academic and networking experiences of 1600 postdocs at UC Berkeley.\n\nOutcomes:\n-Developed three new programs including: \n1. PTOP (Postdoc Teaching Opportunities Program) that both trains postdocs in pedagogy and connects postdocs with teaching opportunities across the bay area. \n2. OPEN (Opportunities for Postdoc Equity Networking) to support equity

  diversity

  and inclusion for underrepresented groups in the postdoc community.\n3. Postdoc Excursions - supported postdoc networking through day trips throughout the bay area. Locations included Monterey

  Santa Cruz

  and the Lawrence Hall of Science.

  UC Berkeley Postdoctoral Association (BPA)

  Physics

  Instructional Design

  Curriculum Development

  Educational Technology

  Data Analysis

  Qualitative Research

  Curriculum Design

  Staff Development

  Teacher Training

  Research

  Higher Education

  Science Education

  Social Media

  Science

  Statistics

  E-Learning

  Teaching

  Chemistry

  Distance Learning

  University Teaching

  Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach

  Learning how to name chemical compounds is a critical feature of chemistry that many students often find challenging. Naming compounds requires both an understanding of the conventions and language of chemistry. Common strategies used to improve student understanding of chemical nomenclature include study guides and games. However

  little is known about how these strategies impact student learning of chemical nomenclature. This mixed-method study compares the effect of a new electronic chemistry game

  Topinomica

  versus an existing study guide on the learning of nomenclature in an introductory undergraduate chemistry course for a diverse student population (n = 470). Research methods include pre/post-tests

  short student surveys and instructor questionnaires

  and classroom observations. Quantitative findings indicate significant pre/post gains for both conditions

  but no significant difference between the game (n = 255) and the study guide (n = 215). Prior knowledge analysis shows a significant difference between conditions for high prior knowledge students

  with the game treatment performing better. Qualitative findings demonstrate that instructors endorse and are adopting the game and that students prefer a game to a study guide. We discuss implications of this research for future science education studies related to study guides and educational games.

  Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach

  Supporting pre-service teacher (PT) collaboration as a means of professional learning is a challenging but essential task for effective practice. However

  teacher placements or practicums in schools

  which is common practice within teacher education programmes

  can often isolate PTs from sharing their experiences with each other. Further

  the articulation of effective pedagogical practices by high-quality teachers is limited

  restricting PTs’ ability to access such professional knowledge. This study investigates how the introduction of a collaborative technology

  a wiki

  may enhance existing and new opportunities for pre-service teachers’ (PTs) to develop pedagogical content knowledge (PCK). The PTs were learning to collaboratively formulate and document their early topic-specific teaching knowledge using a pedagogical tool known as Content Representation (CoRe) design. Once scaffolded into this process

  the PTs continued and extended this collaborative work on-line through the introduction of a wiki. Data were collected for qualitative analysis through the CoRe artefacts

  a semi-structured focus group interview

  and PTs’ reflective essays about their collaborative experiences representing their teaching knowledge in CoRes through the wiki. Data analysis highlighted that while wiki use showed some potential for collaborative representation when participants were not face-to-face

  the PTs were hesitant in critiquing each other’s work. As such

  the on-line representations remained relatively static without face-to-face interaction. However

  developing artefacts on-line was favoured over established practice and the access to artefacts of their peers on the wiki enhanced PTs’ consideration for their own PCK.

  Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in science

  Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics

  especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies

  graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing. We describe the investigative activities that graphing supports including generating hypotheses or predictions

  collecting data

  analyzing or interpreting data

  and reflecting. Studies show that graphing technologies impact learning of mathematics and science topics as well as graphing itself. These technologies are especially advantageous for learning complex topics where students need to conduct investigations to interpret change over time or position such as functions

  kinematics

  and thermodynamics. Recent studies take advantage of logs of student interactions to study the design of automated guidance for graphing. We discuss the implications of these findings for instruction at the K-12 level.

  Impact of Graph Technologies in K-12 Science and Mathematics Education

  Automated Guidance for Thermodynamics Essays: Critiquing versus Revisiting

  Middle school students struggle to explain thermodynamics concepts. In this study

  to help students succeed

  we use a natural language processing program to analyse their essays explaining aspects of thermodynamics and provide guidance based on the automated score. The 346 sixth grade students were assigned to either the critique condition where they criticized an explanation or the revisit condition where they reviewed visualizations. Within each condition

  the student was assigned one of two types of tailored guidance based on the sophistication of their original essay. Both forms of guidance led to significant improvement in student understanding on the posttest. Guidance was more effective for students with low prior knowledge than for those with high prior knowledge (consistent with regression towards the mean). However

  analysis of student responses to the guidance illustrates the value of aligning guidance with prior knowledge. All students were required to revise their essay as an embedded assessment. While effective

  teachers involved in this study reported that revising is resisted by students and does not align with typical

  vocabulary-focused classroom writing activities.

  Automated Guidance for Thermodynamics Essays: Critiquing versus Revisiting

  In this study

  we explore how two different prompt types within an online computer-based\ninquiry learning environment enhance 392 7th grade students’ explanations of evolution with three teachers. In the elaborating prompt condition

  students are prompted to write explanations that support the accepted theory of evolution. In the competing prompt condition

  students are prompted to write explanations that differentiate two views of evolution associated with Darwin and Lamarck. Data sources included a pretest and posttest

  an embedded item

  observations

  logged teacher guidance

  and teacher interviews. Findings show similar pretest to posttest gains in students’ understanding of evolution for both conditions

  but this pattern was not uniform across all three teachers. For one teacher

  students who received competing theory prompts produced significantly higher gains than those who received elaborating theory prompts. A closer look at embedded student work reveals a higher degree of teacher participation (i.e.

  grading and guidance) than for the other teachers. Our findings illustrate how helping students distinguish between competing scientific claims can support learning in an inquiry unit

  but may require a higher degree of teacher participation and reinforcement. We discuss the implications of these findings for enhancing students’ scientific explanations.

  Enhancing Student Explanations of Evolution: Comparing Elaborating and Competing Theory Prompts

  Enhancing the student experiment experience: Visible scientific inquiry through a virtual chemistry laboratory

  Practical work is often noted as a core reason many students take on science in secondary schools (high schools). However

  there are inherent difficulties associated with classroom practical work that militate against scientific inquiry

  an approach espoused by many science educators. The use of interactive simulations to facilitate student inquiry has emerged as a complement to practical work. This study presents case studies of four science teachers using a virtual chemistry laboratory (VCL) with their students in an explicitly guided inquiry manner. Research tools included the use of the Inquiry Science Implementation Scale in a ‘talk-aloud’ manner

  Reformed Teaching Observation Protocol for video observations

  and teacher interviews. The findings suggest key aspects of practical work that hinder teachers in adequately supporting inquiry and highlight where a VCL can overcome many of these difficulties. The findings also indicate considerations in using the VCL in its own right.

  Enhancing the student experiment experience: Visible scientific inquiry through a virtual chemistry laboratory

  The National Science Foundation sponsored report Fostering Learning in the Networked World \n(2008) called for “a common

  open platform to support communities of developers and learners \nin ways that enable both to take advantage of advances in the learning sciences.” We review \nresearch on science inquiry learning environments (ILEs) to characterize current platforms. We \nsearched databases and 11 major science and technology journals and identified 30 distinct ILEs \ninvestigated in papers published from 2008 onwards. We use research-based inquiry principles \nto analyze ILE features that support learners

  teachers

  developers

  and researchers. We identify \nILEs that are taking advantage of learning sciences research

  building on the accomplishments of \nothers

  and creating the platforms envisioned in the report. We hope that this review will help \nteachers

  designers

  and researchers identify platforms they can customize and enhance

  rather \nthan starting anew if unnecessary. Enhancing existing platforms combines the efforts of many \nindividuals and

  thus

  strengthens the field.

  Impacts and characteristics of computer-based science inquiry learning environments for precollege students

  Many teachers have little opportunity to share and discuss their practice in the course of a\nnormal school day beyond chance meetings in the staffroom. Such a lack of opportunity can leave\nmany teachers feeling isolated. However

  online resources are continuously providing teachers with\ngreater opportunities to engage with other teachers. This research studied early-adopting New\nZealand science teachers' perceptions and integration of one such online resource

  a wiki

  for\nprofessional development. The wiki was developed to support teacher portfolios consisting of\nmediums called Content Representations (CoRes) and Pedagogical and Professional-experience\nRepertoires (PaP-eRs). Initial interviews were conducted with six teachers and were followed by case studies of three of these teachers. Data included pre/post interviews

  field notes from feedback on observations

  and teachers' use of the wiki. Findings discuss important factors organised around three themes in relation to teacher perceptions and engagement in knowledge sharing on a wiki: technology competence

  technology utility

  and technology resourcing.

  Consuming and creating: Early-adopting science teachers' perceptions and use of a wiki to support professional development

  Interest in inquiry-based science education (IBSE) often pay little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence

  is outside the sphere of teachers’ and students’ experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher-student relationships. This study

  which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE

  explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews

  student focus groups

  video-recorded lessons and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction

  such as predominant teacher monitoring on task completion over task understanding

  lack of student engagement in ownership of scientific ideas

  and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts

  highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers’ IBSE implementation.

  “Just be quiet and listen to exactly what he’s saying”: Conceptualising power relations in inquiry oriented classrooms

  When attempting to integrate any Information and Communications Technology (ICT) based resource into Post-Primary Schools (High Schools) many potential barriers must be considered. Importantly

  many of these barriers revolve around the individual teacher and hence they are an important starting point in understanding the change process in schools. This work describes attempts to integrate an ICT-based resource (a Virtual Chemistry Laboratory) into some science teachers' practice within the Irish education system. From these experiences a working framework has been developed to describe teachers' level of ICT integration into their practice and the factors underpinning this. The framework raises important questions of how teachers may be effectively supported to move between descriptions within the framework. It also highlights the need for change attempts to incorporate mixed strategies for mixed teacher stances on ICT integration.

  A framework for teachers' integration of ICT into their classroom practice

  Dermot

  Donnelly-Hermosillo

  TECS Camp

  Victoria University of Wellington

  UC Berkeley

  Astronomy Ireland

  University of Limerick

  Fresno State

  -Gave astronomy talks at 10 K-12 schools

  and also a public talk at a Science Fair. \n-Also supported the STEPS to Engineering Project in Primary Schools. This was a competition to spur kids'​ interest in engineering through K'NEX design projects.

  Education Officer (Part-time)

  Ireland

  Astronomy Ireland