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Adriana Corrales

Title: Visiting Assistant Professor

Department: Chemistry

College: College of Science

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of California, San Diego/San Diego State University, 2021
    Major: Mathematics and Science Education
    Dissertation: Exploring Chemistry Graduate Student Identity Development and the Intersection of Multiple Sub-Identities
  • MS, University of California, San Diego, 2016
    Major: Chemistry
  • BS, University of Texas at Austin, 2014
    Major: Biochemistry

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

CHEM 2380.005Organic ChemistrySpring 2023 Syllabus SPOT
CHEM 2380.215Organic ChemistrySpring 2023 Syllabus
CHEM 4900.729Special ProblemsSpring 2023
CHEM 2370.006Organic ChemistryFall 2022 Syllabus SPOT
CHEM 2370.206Organic ChemistryFall 2022 Syllabus
CHEM 4900.729Special ProblemsFall 2022
CHEM 2380.005Organic ChemistrySpring 2022 Syllabus SPOT
CHEM 2380.215Organic ChemistrySpring 2022
CHEM 2370.002Organic ChemistryFall 2021 Syllabus SPOT
CHEM 2370.212Organic ChemistryFall 2021
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Abstracts and Proceedings

  • Martinez, A., Machen, R., Ralston, K., Sullivan, T., Corrales, A., Voigt, M. (2022). Unpacking Neutrality when Responding to Microaggressions in Mathematics Classrooms. Real Undergraduate Mathematics Education Conference 2022. https://www.researchgate.net/profile/Matthew-Voigt/publication/356816626_Unpacking_Neutrality_when_Responding_to_Microaggressions_in_Mathematics_Classrooms/links/61aec6c7c11c10383697277d/Unpacking-Neutrality-when-Responding-to-Microaggressions-in-Mathematics-Classrooms.pdf

    • Conference Proceeding

  • Lau, A.C., Corrales, A., Goldberg, F., Turpen, C. (2019). A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview of the tool with sample application. Physics Education Research Conference 2019.

    • Journal Article

  • Rosa, V., Corrales, A., Cote, L. (2023). How a Learning Community Can Empower Science Educators and Disrupt Toxic Academic Norms.. https://thecuvette.pubpub.org/pub/editorial1/release/5
  • Corrales, A. (2022). Characterizing Graduate Student Identity Development in the Context of an Integrated Research and Teaching Graduate Student Training Course. Journal of Chemical Education. 99 (4) 1747-1757.
  • Lau, A., Martin, M., Corrales, A., Goldberg, F., Turpen, C. (2021). The Taxonomy of Opportunities to Learn (TxOTL): A tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings. 8 (1) 1-24. International Journal of STEM Education.
  • Corrales, A., Goldberg, F., Price, E., Turpen, C. (2020). Faculty persistence with research-based instructional strategies: a case study of participation in a faculty online learning community. 7 (1) 1-15. International Journal of STEM Education.
  • Reinholz, D., Corrales, A., Stone-Johnstone, A. (2019). The access network: Supporting the construction of social justice physics identities through student partnerships. 3 (2) 44-61. International Journal for Students As Partners.

    • Magazine/Trade Publication

  • Corrales, A., Pelaez, K., Suarez, N.A. (2020). Student Advocacy and Black Lives Matter: A vision for change. Mathematical Association of America (MAA) Focus.

Contracts, Grants and Sponsored Research

    Grant - Research

  • Atkinson, M.B. (Principal), Corrales, A. (Co-Principal), Weber, R.J. (Co-Principal), "Creating equitable Pathways to STEM graduate Education," sponsored by Alfred P. Sloan Foundation, Private, $75000 Funded. (2022 - 2023).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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