1. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
RESEARCH IN SCIENCE EDUCATION
S C I E N C E L I T E R A C Y F O R T H E G L O B A L C O M M U N I T Y V I A
I N C R E A S I N G R E P R E S E N TAT I O N O F M I N O R I T Y W O M E N I N S T E M
My current research agenda highlights two of my academic passions. The first of my
interests is a continuation of research in educational pedagogies involving the use of real
world cases to increase the science literacy of minorities in K-12 education. This research
examines how problem based learning and case based learning interventions in K-12
education has led to quality scientific information flowing into communities with limited
scientific literacy. The second of my interests include the addition and retention of minority
women in STEM disciplines. My second interest encompasses studying the factors that
promote division, isolation, and segregation of minority women within the STEM disciplines
with a specific emphasis on mathematics readiness.
I. Problem Based Learning (PBL) and Investigative Case Based Learning (ICBL)
Pedagogies as Methods to Aid in the Reversing of Science Illiteracy
The effect of science illiteracy on society’s ability to combat issues like alternative
energy, global warming, and health disparities triggered by obesity and poor nutrition is a
problem that is plaguing our society in ways that we can only imagine. The National Science
Teachers Association (NSTA) has been adamant about their position on science literacy. For
the NSTA, it is imperative that citizens are able to make informed decisions based on
science and technology (Roberts, 2007). While NSTA advocates that K-16 science and
technology instruction be provided within context of personal and societal issues, this
message is not relayed quite often in the K-12 curriculum, frameworks, instructional designs,
or in the classroom itself. The National Science Education Standards for the USA state that
“science should be taught regarding personal and social perspectives” as well as “science
and technology” (NRC, 1996).
Most classrooms do not allow technology to be a part of the science curriculum, which
is frustrating being that these generations of students are growing up in the information age.
While traditional ways of learning are still relevant, we have far surpassed the point in
society where this is the norm or should be the norm. Learning is dynamic and fluent with
sparks of each discipline infused into one another. Reading comprehension has declined

2. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
significantly which definitely means that science literacy is doing the same. On the 2011
National Assessment of Educational Progress, an exam administered every two years,
average scores for 4th and 8th grade reading remained stagnant or barely improved. Only
34 % of students were rated reading "proficient." National 12th-grade reading scores were
lower in 2009 than they were in 1992.
There should be more ways to incorporate reading, writing, history, technology,
business principles and current events into the science classroom. I have found ways to do
so through the original design of a WebQuest on The Atomic Theory (Holmes, 2004) but did
find that there are certainly some difficulties in infusing all subjects, science, inquiry, and
technology. The biggest lack was in the technology part. I am certain that problem based
learning (PBL) and/or investigative cased based learning (ICBL) is the proper pedagogies to
implement in the science classroom that will allow students to engage in scientific issues
plaguing the world around them.
Because science is infused into several disciplines outside of the science classroom,
people do not understand the impact that they have on global issues that plague society.
These issues are not relevant because we do not make them relevant. It is easier to be
ignorant or to think that science is too hard. However, it builds a world of people who lack
the critical thinking skills to solve the biggest problems that will make their quality of life
lower than the previous generations. This is also problematic because it leaves the solutions
to the world’s problems in the hands of a small percentage of citizens. This also
relinquishes the future to exclude most of the population which can be detrimental. Using
PBL and ICBL in the science classroom will ensure that this detrimental scenario is less likely
to become a reality.
Furthermore, computational methodology is a part of technology that is needed to be
infused into the science classrooms. It allows for scientific studies to be conducted in a way
that students can see as tangible. By creating codes that define the answers that would
otherwise be laborious and tedious, students can learn how interestingly dynamic science
can be. Spelman College is moving towards educating more non-STEM majors about
computational subject matter through soliciting faculty members who may be interested in
online course development research projects in introductory statistics or computer science.
Having just returned from a Quantitative Biology Workshop at Massachusetts Institute of

3. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
Technology (MIT), I am more in tuned with how much of a difference computational thinking
can have on students as I went with 3 Spelman students. Though they had limited
experience with computer programming, the magnitude of growth that was exhibited by
them showed me how exposure to even the smallest bit of computational modeling can be a
move in a positive direction for both research and coursework.
Morris Lab Student Involvement
In 2014, junior student chemistry major, Chanel Stallings attended the ABRCMS
conference and presented research entitled, “Science in the Future: An Innovative Approach
to a Paperless Organic Chemistry Lecture Class”. This collaborative research initiative
between me, Chanel, and Dr. Nripendra Bose explores how taking a technological approach
to lecture can be more interactive and challenging for students. Various applications on
iPads and smart phones as well as on Android tablets and laptops can be adapted to
incorporate lessons whereby the instructor and student can interact with one another by
sharing the same screen. Research to quantitate the data derived from a paperless course
versus a traditional course in Organic chemistry is still being carried out in the Morris
research lab in collaboration with Dr. Bose. In addition, sophomore chemistry students
Kayla Dean and Phoenix Williams are also working on portions of this project. Kayla has
been integral in writing the literature review for the paper that is soon to be published on
the subject. Chanel is compiling and analyzing data from a survey of STEM students
regarding cell phone technology and its usefulness in Organic Chemistry.
Figure 1. Preliminary data show students’ feelings about cell phone technology. When asked whether cell
phones should be used in science classes as a teaching aid, 67% of students responded yes. Amongst those
surveyed, 59% have science applications on their personal cell phones.

4. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
Future Studies
The students in my lab, Chanel Stallings, Kayla Dean and Phoenix Williams are all working
with me to write PBL and ICBL cases that center around the usage of computational
methodology to quantitate data in various models of medical, pharmaceutical and
nutraceutical research. In addition, we are working to understand how using social media
in the classroom aids students in being better Organic Chemistry students.
References
Anderson, L. R., & Holmes, M. L. (2008). Signed with a kiss. Retrieved February 25, 2008
from Emory University, CASES Online Web site:
http://www.cse.emory.edu/cases/casedisplay.cfm?case_id=1663
Cole, C. D., & Holmes, M. L., Byrd, K. D., & Woodall, J. L. (2008). Jamila's secret. Retrieved
February 22, 2008 from Emory University, CASES Online Web site:
http://www.cse.emory.edu/cases/casedisplay.cfm?case_id=204
Dubose-Arnold, T., & Reuven, D., Holmes, M. L., & Brown, T. R. (2008). Thanks, Ms.
Donally!. Retrieved February 25, 2008 from Emory University, CASES Online Web site:
http://www.cse.emory.edu/cases/casedisplay.cfm?case_id=233
Holmes, M. “Difficulties Implementing a Web Based PBL: Insight into Atomic Theory taught
via a WebQuest.” Proceedings from Pleasure By Learning Problem Based Learning
Conference, June 13-19, 2004, Cancun, Mexico.
Holmes, M. L. (2008). The apparition that helped teach atomic structure. Retrieved May 04,
2009 from Emory University, CASES Online Web site:
http://www.cse.emory.edu/cases/casedisplay.cfm?case_id=2573
Jacobs, P. and Houchins, J., (2012) Building a Project Methodology to Provide Authentic and
Appropriate Experiences in Computational Science for Middle and High School
Students. Journal of Computational Science Education, 3 (1): 11-18.
National Research Council. 1996. National science education standards. Washington, DC:
National Academy Press.
Roberts, D. A. 2007. Scientific literacy/science literacy. In Handbook of research on science
education, eds. S. Abell and N. G. Lederman, 729-780. Mahwah, NJ: Lawrence
Erlabaum Associates.

5. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
II. MATHEMATICS ABILITY PROPORTIONAL TO THE
RETENTION OF WOMEN IN STEM DISCIPLINES
While STEM subject areas are yearning for minority women to make lifelong careers of
them, most minority women who desire to have a career in STEM never move forward in that
direction. It is well known that a solid mathematics background will allow for greater
opportunities; however, minority women are filtered out of the pursuing of those subjects as
early as elementary school (Halpern, 2007). Therefore, this study aims to determine the
effects of rigorous and continuous mathematics education in K-12 education on the retention
of women in STEM (both post-secondary and professional/graduate school). This work is
important because there has been a National push to improve the scientific education and
literacy of all Americans (Roberts, 2007). However, the need is greatest amongst women,
primarily minority women (Women and Girls in Science, Technology, Engineering and Math,
2011). It is my intention to understand the fears and reluctances of minority women to
enter STEM disciplines and the origins of that hesitance. In addition, I hypothesize that the
early intervention in the area of mathematics problem-solving), will increase the ability of
minority women to refocus their long-term goals on careers in STEM.
I have had the distinct privilege of working in the K-12 classroom as a science
instructor. During this time, I also worked in classrooms that were predominantly filled with
students of African, Latino, and Asian descent. Unless the female student had parents who
pushed her in the areas of science and math, most >90%, including the strongest female
science students were not willing to major in any STEM discipline in their post-secondary
education. Furthermore, they began to choose courses that were less rigorous in STEM
during their 9th
-12th
grade years. The normal course sequence for graduation meant taking 4
science courses. Therefore, if a student was planning on majoring in any STEM discipline,
we advised that they take Biology, Chemistry, Physics, and either an AP science course like
Physics, Chemistry or Biology. Students who are not planning on majoring in STEM usually
take Biology, Physical Science, Chemistry, and then either Earth Science or Environmental
Science. Most minority female students that I taught disproportionately took the latter
sequences of courses even though they were at the top of their Biology, Physical Science,
and/or Chemistry classes. I have always had the need to build a rapport with my students,
so I have always asked them what their career goals were. When top science students would

6. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
state that they were going to college but majoring in Sociology or Criminal Justice, it
puzzled me. When I probed them for their reasoning for that choice, the most likely
response was because they weren’t good in math.
Research has shown that girls are just as proficient in mathematics as boys. However,
the triggering of negative gender stereotypes creates problems for girls and women on tests
of math and spatial reasoning (Wigfield, 2006). Girls perceive STEM careers as male
oriented. In a study done in 2000 on eighth graders, two times as many boys show an
interest in STEM careers but by then girls’ interest in math and science had eroded
(Commission on the Advancement of Women and Minorities in Science, Engineering, and
Technology Development, 2000). This is unfortunately the case even when the math ability
of females is higher than in males.
My research aims to determine the major factors from K-12 education that contribute
to the extinction of women in the STEM disciplines in post-secondary education. I propose
that a strong mathematics foundation will help young minority women develop a repertoire
of analytical and problem solving skills necessary to compete on a global level in the areas of
science, technology, engineering and mathematics.

7. Dr. Muhsinah L. Morris Education Research Group, Spelman College, Job Code TF0609,
Assistant Professor of Chemistry (Biochemistry)
She who learns, teaches. ~African Proverb
References
Commission on the Advancement of Women and Minorities in Science, Engineering, and
Technology Development (2000, September). Land of plenty: Diversity as America’s
competitive edge in science, engineering and technology. Arlington, VA: National
Science Foundation. Retrieved April 29, 2013 from
http://www.nsf.gov/pubs/2000/cawmset0409/cawmset_0409.pdf
Halpern, D., Aronson, J., Reimer, N., Simpkins, S., Star, J., and Wentzel, K. (2007).
Encouraging Girls in Math and Science (NCER 2007-2003). Washington, DC: National
Center for Education Research, Institute of Education Sciences, U.S. Department of
Education. Retrieved from http://ncer.ed.gov.
Roberts, D. A. 2007. Scientific literacy/science literacy. In Handbook of research on science
education, eds. S. Abell and N. G. Lederman, 729-780. Mahwah, NJ: Lawrence
Erlabaum Associates.
Wigfield, A., Eccles, J.S., Schiefele, U., Roser, R.W., and Davis-Kean, P. (2006).
Development of achievement motivation. In W. Damon and R. M. Lerner (Series Eds.)
and N. Eisenberg (Vol. Ed.), Handbook of child psychology, Vol 3: Social, emotional,
and personality development (6th ed). New York: Wiley.
Women and Girls in Science, Technology, Engineering, and Math (STEM), Executive Office of
the President, www.whitehouse.gov/ostp November 30, 2011 Retrieved April 29,
2013.