Molly Dingel, Ph.D. (she/her)

I believe the classroom is a community made up of students, teachers and course material. As a teacher, my role is to foster that community, creating a foundation for students to think critically and apply sociological concepts to the world around them. I use active, collaborative and integrative activities to help students connect with me, the material and each other.

My current research focuses on how people experience activism in higher education. I’m also studying how artificial intelligence is used by students in the classroom and how to ensure learning goals are met when AI tools are available. Previously, I examined the bioethical implications of emerging genetic and medical technologies.

Selected Publications

• Dingel, M., lead author, and Ayebo, A. (2024). Examining the mathematical autobiographies of undergraduate health science students. International Journal of Mathematical Education in Science and Technology, Vol. 55, No. 6, pp. 1349–1365. doi: https://www.tandfonline.com/doi/full/10.1080/0020739X.2022.2061386
• Dingel, M. and Punti, G. (2024). Increasing diversity and racial emotions on campus. Emotions and Society.  doi: https://doi.org/10.1332/26316897Y2024D000000024
• Metzger, K., lead author; Dingel, M.; and Brown. (2023). “No matter what your story is, there is a place for you in science”: Scientist Spotlight assignments positively impact students' ability to relate to scientists, especially for first-generation students and women. CBE–Life Sciences Education, Vol. 22, No. 1. Accepted 2022. https://www.lifescied.org/doi/full/10.1187/cbe.22-06-0103
• Dingel, M., lead author, and Sage, S. (2023). Habitus congruence and college student experiences in social, academic and racial domains. International Journal of Qualitative Studies in Education, Vol. 36, No. 5, pp. 918–934. doi: 10.1080/09518398.2021.1885072
• Dingel, M., lead author, and Punti, G. (2023). Building faculty-student relationships in higher education. Mentoring & Tutoring, Vol. 31, No. 1, pp. 61–82. Accepted 2022. doi: 10.1080/13611267.2023.2164976
• Ayebo, A., lead author, and Dingel, M. (2021). Exploring the relationship between mathematics attitude, gender and mathematics achievement of undergraduate health science students. International Electronic Journal of Mathematics Education, Vol. 13, No. 3, pp. 5–20.
• Punti, G., lead author, and Dingel, M. (2021). Rethinking race, ethnicity and the assessment of intercultural competence in higher education. Education Sciences, Vol. 11, Article 110. doi: https:// doi.org/10.3390/educsci11030110
• Dingel, M. J.; Ostergren, J.; and McCormick, J. (2019). “Why did I get that part of you?” Understanding addiction genetics through family history. Public Understanding of Science, Vol. 28, No. 1, pp. 53–67. doi: https://doi.org/10.1177/0963662518785350
• Dingel, M. J.; Ostergren, J.; Heaney, K.; McCormick, J.B.; and Koenig, B. A. (2017). “I don’t have to know why it snows, I just have to shovel it!”: Addiction recovery, genetic frameworks and biological citizenship. BioSocieties, Vol. 12, No. 4, pp. 568–587.
• Dingel, M. and Wei, W. (2014). Influences on peer evaluation in a group project: An exploration of leadership, demographics and course performance. Assessment and Evaluation in Higher Education, Vol. 39, No. 6, pp. 729–742. doi: 10.1080/02602938.2013.867477 

President's Award for Outstanding Service, 2017