Faculty Profile

Adriana Corrales

Title
Visiting Assistant Professor
Department
Chemistry
College
College of Science

    

Education

PhD, University of California, San Diego/San Diego State University, 2021.
Major: Mathematics and Science Education
Dissertation Title: 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*

CHEM 2380.005, Organic Chemistry, Spring 2023 Syllabus
CHEM 2380.215, Organic Chemistry, Spring 2023 Syllabus
CHEM 4900.729, Special Problems, Spring 2023

* 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 2370.006, Organic Chemistry, Fall 2022 Syllabus SPOT
CHEM 2370.206, Organic Chemistry, Fall 2022 Syllabus
CHEM 4900.729, Special Problems, Fall 2022
CHEM 2380.005, Organic Chemistry, Spring 2022 Syllabus SPOT
CHEM 2380.215, Organic Chemistry, Spring 2022
CHEM 2370.002, Organic Chemistry, Fall 2021 Syllabus SPOT
CHEM 2370.212, Organic Chemistry, Fall 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 Publications

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
Ralph, V. R., States, N. E., Corrales, A., Nguyen, Y., Atkinson, M. B. (2022). Relevance and Equity: Should Stoichiometry be the Cornerstone of Introductory Chemistry Courses?. Chemistry Education Research and Practice. 23(3), 662-685.
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.

Awarded Grants

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. (December 2022December 2023).
,
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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