Partner Institution Coordinator: Dr. Candice J. Foley
Candice J. Foley
Education: PhD in Inorganic Chemistry from Stony Brook University
With over 25 years of experience in both the research and teaching communities on Long Island, Dr. Candice J. Foley endeavors to bring her perspectives of each of these realms to her STEM students at Suffolk County Community College. As the Principal Investigator for Suffolk County Community College’s NSF S STEM I & II scholarship grant programs, Dr. Foley serves as the STEM Coordinator for all SCCC NSF STEM Scholars on three campuses. Dr. Foley received her Ph.D. in inorganic chemistry from Stony Brook University and a BS in chemistry from the University of South Carolina.
Dr. Foley has also served on national grant projects involving curricular reform for chemistry education. She has implemented Process Oriented Guided Inquiry Learning (POGIL) towards undergraduate chemistry education and has collaborated in numerous grant initiatives utilizing this innovative educational pedagogy. Her experiences at both the State University of New York at Stony Brook and Suffolk County Community College, and the close collaboration and geographic location between the two, has enabled her to focus upon the adaptation and implementation of these innovations in classroom learning through technology based software for the community college application. She has also served as a senior collaborator on the NSF Course, Curriculum, and Laboratory Initiative Grant (with SBU and Coastal Carolina University) entitled "Process oriented Guided-Inquiry Learning: In-Context" and has delivered workshops at national meetings on curricular innovation and reform as well as inter-programmatic collaboration for the advancement of STEM education. Dr. Foley is a delegate to the Empire State STEM Education Initiative, the Long Island Regional STEM Hub, the STEM Diversity Roundtable and annual Summit, and has also most recently served as the Interim College Associate Dean for Curriculum Development.
Why I chose to join IRACDA NY-CAPS
Since nearly 50% of university students begin their education at community colleges, undergraduate research experiences must become commonplace at community colleges. Community college students from traditionally underrepresented groups in STEM fields are more likely to pursue advanced STEM studies if they have undergraduate research experiences. There is a strong correlation between undergraduate research opportunities and persistence in science-related programs and careers. The collaborative nature of this IRACDA CAPS program's goals for all participants: the teaching mentors, the IRACDA fellows and our community college research intern scholars, will result in transformative research experiences that will enhance the community college STEM scholars’ academic experience and success. Through this partnership of diverse institutions all participants will benefit as will the scientific community by increasing the number of talented and well-qualified students in the STEM pipeline who will be prepared for the highest quality jobs of today and the future.
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