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Jeremy is a rising senior who is enrolled in the accelerated B.S/ M.A.T program in chemistry. His interest in teaching started in the beginning of his sophomore year at Stony Brook, when he chose to become a teaching assistant for CHE 130, General Chemistry. Since then, he has accumulated 2 years of tutoring experience at the undergraduate level, and has acted as a teaching assistant for an additional 3 classes. Through these experiences, his interest in the science and practice behind teaching grew, leading him to the Rushton Research Group where he researches trends in STEM teacher demographics.


1. Collaborative Research: Assessing the Longitudinal Impact of Noyce Awards on the Subject Matter Knowledge of Beginning STEM Teachers in the US: A Comparative Study

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