Education
Bachelor of Science, Microbiology, Washington State University (1988)
Master of Arts, Genetics and Cell Biology, Washington State University (1992)
Ph.D., Science Education, Oregon State University (2010)
Professional Experience
Distinguished Visiting Professor, U.S. Air Force Academy, 2024 – present
Associate/Assistant Professor, Georgia Southern University, 2017-present
Assistant Professor, University of Northern Colorado, 2013-2017
Research Assistant Professor/Lecturer, University of Nebraska Lincoln, 2012-2013
Post-doctoral Research Associate, University of Nebraska Lincoln, 2010-2012
Instructor, Washington State University, 1997-2006
Research Technician, Washington State University, 1988-1997
Honors & Awards
University Awards of Excellence – Teaching, Georgia Southern University, 2021
Kathryn Grube Unsung Hero Faculty Award, Georgia Southern University, 2019
American Society for Microbiology Conference for Undergraduate Educators Early Career Research Award, 2015
Finalist, Doctoral Dissertation Award, National Association for Research in Science Teaching, 2011
Research and Scholarly Interests
Teaching and Learning in Course-based Research Experiences
Publications
DeChenne-Peters, S.E., Scheuermann, N., Parente, A., Zhang, J. (2024). Innovate and Empower: The Malate Dehydrogenase Course-based Undergraduate Research Experiences and Community of Practice. Essays in Biochemistry, Accepted
DeChenne-Peters, S.E., Rakus, J. G., Parente, A.D., Mans, T.L, Eddy, R., Galport, N., Koletar, C., Provost, J.J., Bell, J.E, & Bell, J. K. (2023). Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC). PLOS ONE, 18(3): e0282170. DOI: 10.1371/journal.pone.0282170
DeChenne-Peters, S.E., & Scheuermann, N. (2022). Faculty Experiences during the Implementation of an Introductory Biology Course-based Undergraduate Research Experience (CURE). CBE-Life Science Education, 21(4):ar70, DOI:10.1187/cbe.21-06-0154.
DeChenne-Peters, S.E., Sargent, E., Mateer, S., Machingura, M., Zettler, J., Ness, T., DeMars, G., Cannon, S., & BrofftBaily, J. (2022). Comparison of Student Outcomes in a Course-based Undergraduate Research Experience: Face-to-face, Hybrid, and Online Delivery of a Biology Laboratory, International Journal for the Scholarship of Teaching and Learning, 16(1):5, DOI: 10.20429/ijsotl.2022.160105.
Nugent, G., Kunz, G., Houston, J., Wu, C., Patwardhan, I., Lee, S., DeChenne-Peters, S.E., & Luo, L. (2018): The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School, Journal of Science Teacher Education, 29(8): 760-784, DOI: 10.1080/1046560X.2018.1514193
Stains, M., Harshman, J., Barder, M.K. Chasteen, R.C., DeChenne-Peters, S.E., Eagan, M.K., Esson, J.M., Knight, J.K., Laski, F.A., Levis-Fitzgerald, M., Lee, C.J., Lo, S.M., McDonnell, L.M., McKay, T.A., Michelotti, N., Palmer, M.S., Plank, K.M., Rodela, T.M., Sanders, E.R., Schimpf, N.G., Schulte, P.M., Smith, M., Stetzer, M., Stewart, J., Van Valkenburgh, B., Vinson, E., Weir, L.K., Wendel, P.J., Wheeler, L.B., & Young, A.M. (2018). Anatomy of STEM Teaching in American Universities: A Snapshot from a Large-Scale Observation Study. Science, 359 (6383): 1468-1470, DOI:10.1126/science.aap8892
Lee, S.C., Nugent, G., Kunz, G.M., Houston, J., & DeChenne-Peters, S.E., (2018). Case Study: Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools, Journal of Science Teacher Education, DOI: 10.1080/1046560X.2018.1432226
Cleveland, L.M., Olimpo, J.T., & DeChenne-Peters, S.E. (2017). Investigating the Relationship between Instructors’ Use of Active Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments. CBE-Life Sciences Education. 16(2), DOI: 10.1187/cbe.16-06-0181
Olimpo, J., Fisher, G., & DeChenne-Peters, S.E. (2016). Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course. CBE-Life Sciences Education, 15(4), DOI:10.1187/cbe.15-11-0228
Fisher, G.R. & DeChenne, S.E. (2015). Presenting Clicker Questions with an Open versus Closed Format. Journal of Biology and Microbiology Education, Dec. 2015, 254-255. DOI: 10.1128/jmbe.v16i2.951
DeChenne, S.E., Koziol, N., Needham, M., & Enochs, L. (2015). Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants. CBE-Life Sciences Education, 14(3), 1-14, DOI:10.1187/cbe.14-09-0153
DeChenne, S.E., Carew, J., & Stains, M. (2014). Published Freshman Laboratory Exercises as Indicators of Level of Awareness and Adoption of Instructional Practices Grounded in Discipline-Based Education Research. Journal of College Science Teaching, 43(6), 60-70.
DeChenne, S. E., Enochs, L., & Needham, M. (2012). Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants Teaching Self-Efficacy. Journal of the Scholarship of Teaching and Learning, 12(4), 102-123.
DeChenne, S. E., Anderson, S. M., Lesseig, K. R., Li, S. L., Staus, N. L., Barthel, C. (2012). Towards a Measure of Graduate Student Teaching Professional Development. Journal of Effective Teaching, 12(1), 4-19.
Kang, N.K., DeChenne, S.E., & Smith, G. (2012). Inquiry learning of high school students through a problem-based environmental health science curriculum. School Science and Mathematics, 112(3), 171-178.