Logo for the Pazos Group featuring a stylized teal silhouette of a human head facing right, with a yellow science beaker resting at the base and an orange atomic structure emerging from the flask inside the head. Dark blue arc text at the top reads "PAZOS GROUP" and along the bottom reads "CHEMICAL EDUCATION RESEARCH | METACOGNITION | AUTHENTIC LABS
Logo for the Pazos Group featuring a stylized teal silhouette of a human head facing right, with a yellow science beaker resting at the base and an orange atomic structure emerging from the flask inside the head. Dark blue arc text at the top reads "PAZOS GROUP" and along the bottom reads "CHEMICAL EDUCATION RESEARCH | METACOGNITION | AUTHENTIC LABS

Core Methodological Approach

To capture a holistic view of student and instructor development, this longitudinal study integrates:

  • Quantitative Metrics: Pre/post evaluations using the validated Meaningful Learning in the Laboratory Instrument (MLLI) alongside hands-on practical skills assessments.

  • Qualitative Insights: Embedded course reflection prompts and semi-structured interviews with undergraduate students, Teaching Assistants (TAs), and upper-division instructors.

  • Longitudinal Tracking: Anonymized tracking of student performance into upper-division courses to identify key predictors of long-term academic success.

Graduate TA Professional Development

High-impact educational transformation relies heavily on the instructors in the room. Beyond empirical laboratory research, I direct efforts focused on training and mentoring Graduate Student Teaching Assistants (TAs).

My work in TA training focuses on:

  • Evidence-Based Pedagogy: Equipping TAs with actionable strategies to facilitate inquiry-driven learning and facilitate meaningful reflection in lab settings.

  • Observational & Reflective Feedback: Helping TAs refine their classroom management, questioning techniques, and assessment strategies.

  • Bridging Research and Practice: Utilizing findings from Chemistry Education Research (CER) to directly inform TA training workshops, ensuring our instructional team is prepared to support higher-order cognitive development.

Broader Impacts & Future Directions

Ultimately, my goal is to establish scalable, evidence-based blueprints for STEM instruction that can be adapted across higher education. By centering metacognition and supporting the instructors who teach these courses, this research aims to:

  • Enhance Equity & Retention: Support retention in STEM majors—particularly for historically underrepresented groups—by making implicit scientific thinking explicit.

  • Prepare the Workforce: Graduate scientists who possess not only technical proficiency, but also the critical thinking, adaptability, and self-assessment skills essential for research, industry, and healthcare.

Interested in joining the group?

Undergraduate Students

If you are a UCSB student we'll post an add via the Undergraduate Research Directory when there is an open position. If you are not a UCSB student please reach out to me directly.