Angela Kelly

Address: 

092 Life Sciences BuildingStony Brook University
Stony Brook, NY 11794-5233

Phone Number: 
(631) 632-9750
Education: 

Ph.D. Columbia University
M.Ed. Teachers College, Columbia University
M.A. Teachers College, Columbia University
B.A. La Salle University

Research: 

Physics education, equity in physics, urban science education, science teacher retention, STEM educational technology, engineering recruitment and retention, physics pedagogical content knowledge  

Teaching: 

CSM 620: Science Teacher Education
CSM 630: Research Seminar in Science Education
PHY 121: Physics for Life Science I (Studio)
PHY 122: Physics for Life Sciences II (Studio)
PHY 125: Classical Physics A for Physical Sciences & Engineering
PHY 131: Classical Physics I (Studio)
PHY 132: Classical Physics II (Studio)

Professional interest: 

Recent work has focused on physics access and equity, with attention directed towards physics availability for urban children in grades 7-12. Additional studies have examined science teacher retention in urban schools, educational technology in physics, and recruitment and retention in undergraduate engineering. Currently, projects are focusing on designing and implementing a new studio physics model for introductory calculus-based physics.

Grants and Initiatives: 

Dr. Kelly has served as Principal Investigator or Co-Principal Investigator on grants from the National Science Foundation's Broadening Participation in Engineering [NSF 7686640], Noyce [NSF 1035314], the SUNY/New York Academy of Sciences STEM Mentoring Initiative [NSF 1223303], and S-STEM Scholarship Programs [NSF 0849783]; National Grid; New York Campus Compact (Americorps); Stony Brook’s Parents Fund for Excellence; Stony Brook TALENT; PSE&G; and the SUNY Innovative Instructional Technology Program. She has been awarded more than $2.7 million in external funding as PI or Co-PI while at Stony Brook.

Awards and Service: 

Dr. Kelly's major awards include the SUNY Chancellor’s Award for Excellence in Teaching (2015-16); the Outstanding Teacher Award from Teachers College, Columbia University (2006), and the Provost’s Faculty Recognition Award for Excellence in Scholarship & Research from Lehman College, CUNY (2010). She also serves on the advisory boards of several projects at the New York Botanical Garden, the New York Hall of Science, and APLU’s Science and Mathematics Teacher Imperative. She has served as a reviewer for the Journal of Research in Science Teaching, Physical Review Special Topics: Physics Education Research, Psychology of Women Quarterly, Journal of Education for Students Placed at Risk, and Journal of Science Education and Technology.

Collaborations: 

Dr. Kelly collaborates with faculty from the Department of Physics & Astronomy and the College of Engineering & Applied Sciences. She also designs and teaches physics, chemistry, and engineering outreach programs for secondary students through the Institute for STEM Education and the Bronx Institute.

Doctoral Students

McHugh, Luisa. (2016). The integration of mathematics in middle school science: Student and teacher impacts related to science achievement and attitudes towards integration. (Unpublished doctoral dissertation). Stony Brook University, Stony Brook, NY.

Gatz, Jennifer. (2017). Middle school girls' science motivation and performance: Cognitive effects of an out-of-school time program with nutrition and fitness components. (Unpublished doctoral dissertation). Stony Brook University, Stony Brook, NY.>

Sasway, Hope. (2017). Factors that influence community college students' interest in science coursework. (Unpublished doctoral dissertation). Stony Brook University, Stony Brook, NY.

Hantz, Catherine. (anticipated defense, 2017). Historical development of secondary Earth science education in New York State.

Mintz, Jessica. (anticipated defense, 2017) Science teacher evaluation systems: Teacher and administrator perspectives.

Nehmeh, Ghada. (anticipated defense, 2017). Participation of underrepresented students in physics study and careers.

O’Brien, Stephanie. (anticipated defense, 2017). Topic specific pedagogical content knowledge and chemistry teacher preparation in electrochemistry.

Wortel-London, Stephanie B. (anticipated defense, 2017). STEM mentoring and student achievement in an informal science education program.

Cohen, Richard. Community college STEM achievement and impacts on student graduation and transfer.

Gearns, Richard. Role of school counseling in STEM preparation of high needs students.

Heal, Kimberly. Secondary science teacher professional development in engineering design.

Sherwood, Kristin. Recruitment and retention of women in undergraduate engineering.

Slagus, Lauren M. Impacts of Urban Advantage professional development on secondary science teachers.

Publications: 

Bugallo, M., & Kelly, A. M. (2017). Engineering outreach: Yesterday, today, and tomorrow. IEEE Signal Processing Magazine, 34(3), 69-100.

Kelly, A. M. (2017, January). A sociocognitive perspective of women’s participation in physics: Improving accessibility throughout the pipeline. Bulletin of the American Physical Society, 62(1). Available from https://meetings.aps.org/Meeting/APR17/Session/M8.1.

McHugh, L.,** Kelly, A. M., & Burghardt, M. D. (in press, 2017). Teaching and learning thermal energy concepts in a middle school mathematics-infused science curriculum. Science Scope, 41(1).

Kelly, A. M. (2016). A social cognitive perspective of gender disparities in undergraduate physics. Physical Review Physics Education Research, 12(2), 020116. Available from https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.020116.

Gatz, J.,** Kelly, A. M. (2016, May). Effects of aerobic exercise on cognition and science achievement in middle school girls. Medicine and Science in Sports and Exercise, 48(5S), 1050.

Bugallo, M., & Kelly, A. M. (2015). An outreach afterschool program to introduce high school students to electrical engineering. International Conference on Acoustics, Speech, and Signal Processing (pp. 5540-5544), Brisbane, Australia. Available from http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=7179031

Bugallo, M., Kelly, A. M., & Ha, M. (2015). Research on impacts of a university-based electrical and computer engineering summer program for high school students. International Journal of Engineering Education, 31(5), 1419-1427.

Gatz, J.,** Kelly, A. M., Nehm, R., & Ha, M. (2015, May). Middle school girls’ science attitudes and performance: Cognitive effects of extracurricular participation in aerobic training. Medicine and Science in Sports and Exercise, 48(5S), 735.

Issapour, M.,** & Kelly, A. M. (2015). How student gender, SAT scores and interest in science relates to their performance in introductory coursework in engineering technology.Integrated STEM Education Conference (ISEC), 2015 IEEE 5th (pp. 221-224), Princeton, NJ. Available from http://ieeexplore.ieee.org/xpl/articleDetails.jsp?arnumber=7119928.    

Kelly, A. M., Charles, T.,** Ha, M., & Sheppard, K. (2015). A case study of a school district assessment system and its correlation with student performance in physical sciences. In P.V. Engelhardt, A.D. Churukian, & D.L. Jones (Eds.), 2014 American Institute of Physics Conference Proceedings Series: Vol. 1070. Physics Education Research Conference (pp. 127-130). Melville, NY: American Institute of Physics. Available from http://www.compadre.org/per/items/detail.cfm?ID=13465.   

Kelly, A. M., Gningue, S. M., & Qian, G. (2015). First-year urban mathematics and science teachers: Classroom challenges and reflective solutions. Education and Urban Society, 47(2), 132-159.

Bugallo, M., & Kelly, A. M. (2014). Electrical and computer engineering outreach at Stony Brook University. The Pulse of Long Island IEEE Newsletter, 61(4), 8-9. Available from http://www.ieee.li/pulse/pulse_2014_04.pdf.

Bugallo, M., & Kelly, A. M. (2014). A pre-college recruitment strategy for electrical and computer engineering study. Integrated STEM Education Conference (ISEC), 2014 IEEE 4th (pp. 1-4), Princeton, NJ.

Kelly, A. M. (2013). Physics teachers’ perspectives on factors that affect urban physics participation and accessibility. Physical Review Physics Education Research, 9(1), 010122. Available from http://link.aps.org/doi/10.1103/PhysRevSTPER.9.010122