Institution/Department/Title:  Kennesaw State University/ Chemistry and Biochemistry/ Research Associate I

Degrees & Institutions:
-Bachelor of Science, Biology (2005) University of West Georgia
-Doctor of Philosophy, Biochemistry and Molecular Biology (2012) University of Georgia

Education Career & Background:

TEACHING EXPERIENCE
Kennesaw State University, Kennesaw, GA
2014 — Co-Instructor, Chemistry 1212: General Chemistry II
2013 — Instructor, Chemistry 1211: General Chemistry I
2013 — Instructor, Chemistry 1152 Laboratory: Survey of Chemistry II

University of Georgia, Athens, GA
2012 — Instructor, Honors Biology 1108 Laboratory: Principles of Biology II
2010 — Guest Lecturer , Biochemistry 3100: Glycolysis
2009 — Guest Lecturer , Biochemistry 3100: Lipids, Membranes and Glycolysis
2008 — Guest Lecturer , Biochemistry 3100: Glycolysis and Gluconeogenesis
2008 — Instructor, Biology 1108 Laboratory: Principles of Biology II
2008 — Training, Pedagogy of Writing in the Disciplines: Teaching Student Writing
2007 — Instructor, Biology 1107 Laboratory: Principles of Biology I
2007 — Training, Graduate Teaching Assistantships: Teaching Introductory Science

The Princeton Review
2009-2010 — Instructor, MCAT Biology
2008 — Training, Hyper-learning Strategies

University of West Georgia, Carrollton, GA
2006 — Instructor, Biology 1010 Laboratory: Fundamentals in Biology

Brief Bio:
Biochemistry and Molecular Biology from the University of Georgia in 2012. He joined Dr. Rushton’s research team in the Spring of 2013. As a postdoctoral researcher, Justin works with an interdisciplinary team to research the relationships between teacher demographics and attrition from the profession. He also facilitates professional development opportunities for high school chemistry and physics teachers in online and face-to-face induction networks. His research into science teacher induction includes modeling leadership as a strategy for retaining teachers. Additional areas of interest are social network analysis and understanding professional identity in out-of-field teacher populations.

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