Dou, Remy
- Assistant Professor, Teaching and Learning , College of Arts, Sciences & Education

Overview
overview
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Dr. Remy Dou is an assistant professor and NSF CAREER awardee (AISL Award #1846167) with dual appointments in the Department of Teaching and Learning and the STEM Transformation Institute at Florida International University in Miami, Florida. His research focuses on science learning in non-school settings like zoos, parks, and in the home, and how those experiences shape factors related to STEM interest and identity. Currently, Dr. Dou leads a research team in identifying aspects of everyday science talk that relate to the development of children’s science interests and identity, focusing on Latine children and families. He also spends some of his time examining K-12 STEM teacher leadership in STEM education policy arenas.
Prior to his work as a researcher, Dr. Dou was selected to the Albert Einstein Distinguished Educator Fellowship through which he served two years at the National Science Foundation in the Division of Research on Learning in Formal and Informal Settings. During his fellowship years (2011-2013), he worked on projects related to student engagement in STEM, informal STEM learning, and diversity in STEM education, including working with the White House’s Office of Science and Technology Policy to develop a framework for federal STEM intervention programs.
research interests
- Informal STEM learning, STEM education, identity, Physics Education Research and Educational Statistics, science learning in non-school settings, K-12 STEM teacher leadership in STEM education policy arenas
Scholarly & Creative Works
selected publications
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Article
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2022Examining the relationship between informal science experiences and physics identity: Unrealized possibilitiesFull Text via DOI: 10.1103/PhysRevPhysEducRes.18.010107 Web of Science: 000747768700002
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2021Constructing STEM identity: An expanded structural model for STEM identity researchFull Text via DOI: 10.1002/tea.21734 Web of Science: 000714961800001
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2021Facilitating marginalized youths' identification with STEM through everyday science talk: The critical role of parental caregiversFull Text via DOI: 10.1002/sce.21688 Web of Science: 000703203800001
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2021Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity PerspectiveFull Text via DOI: 10.1187/cbe.20-12-0281 Web of Science: 000662925700003
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2020The Effects of Computer Science Stereotypes and Interest on Middle School Boys' Career IntentionsFull Text via DOI: 10.1145/3394964 Web of Science: 000575888900002
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2020The Relevance of Childhood Science Talk as a Proxy for College Students' STEM Identity at a Hispanic Serving InstitutionFull Text via DOI: 10.1007/s11165-020-09928-8 Web of Science: 000521661500001
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2019Linking engagement and performance: The social network analysis perspectiveFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.020150 Web of Science: 000502272900001
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2019Examining course syllabi: Introductory physics for life sciencesFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.020143 Web of Science: 000498894300001
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2019Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning settingFull Text via DOI: 10.1103/PhysRevPhysEducRes.15.020105 Web of Science: 000474383700006
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2019Early informal STEM experiences and STEM identity: The importance of talking scienceFull Text via DOI: 10.1002/sce.21499 Web of Science: 000467257700006
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2018Partnership for Undergraduate Life Sciences Education (PULSE)Full Text via DOI: 10.1525/abt.2018.80.1.64
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2018Understanding the development of interest and self-efficacy in active-learning undergraduate physics coursesFull Text via DOI: 10.1080/09500693.2018.1488088 Web of Science: 000444090100003
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2017Students' network integration as a predictor of persistence in introductory physics coursesFull Text via DOI: 10.1103/PhysRevPhysEducRes.13.010113 Web of Science: 000396075600001
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2016Beyond performance metrics: Examining a decrease in students' physics self-efficacy through a social networks lensFull Text via DOI: 10.1103/PhysRevPhysEducRes.12.020124 Web of Science: 000393397900001
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Book
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Book Chapter
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2020STEM teacher leadership in policy. 470-480.
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Conference
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2015Understanding centrality: Investigating student outcomes within a classroom social network. 375-378.Full Text via DOI: 10.1119/perc.2015.pr.089 Web of Science: 000375147300091
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2014Network centrality and student self-efficacy in an interactive introductory physics environment. 67-70.Full Text via DOI: 10.1119/perc.2014.pr.013 Web of Science: 000375145900015
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Note
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Other Scholarly Work
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2019Evidence-based teaching resources for undergraduate biology education. 141-141.Full Text via DOI: 10.1525/abt.2019.81.2.141 Web of Science: 000458243100011
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2017Student perceptions of the value of out-of-class interactions: Attitudes vs. Practice. 480-483.Full Text via DOI: 10.1119/perc.2017.pr.115 Web of Science: 000455293200120
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Preprint
Research
principal investigator on
Contact
full name
- Remy Dou
Identifiers
ORCID iD
- https://orcid.org/0000-0001-8419-265X (confirmed)
visualizations
publication subject areas
Citation index-derived subject areas the researcher has published in