About

Dr. Corin V. Gray is an Assistant Professor of Practice in the Department of Molecular and Cellular Biology at the University of Arizona. Her current work, funded by the Center for University Education Scholarship (CUES), uses a community of practice framework to study teaching team dynamics. She has published in journals such as Frontiers in Cellular and Infection Microbiology and the Scholarship of Teaching and Learning. Her research interests include transcriptomics, host-pathogen interactions, C. elegans genetic pathways implicated in health span, and psychosocial elements such as the sense of belonging within teaching teams.

Research topics

• Social Science
• Computer Science
• Sociology
• Political Science
• Social psychology
• Aesthetics
• Psychology
• Epistemology
• Cognitive psychology
• Geography

Selected publications

• Using Citizen Science to Actively Engage University First-Year Biology Students

  The American Biology Teacher · 2025-03-01 · 1 citations

  articleSenior author

  Citizen science offers a real-world opportunity for students to engage in the practice of science. We present a semester-long birdwatching project for first-year biology students with Project FeederWatch (PFW) that enables students to make meaningful contributions to a larger research project, while gaining valuable experience in data collection and analysis, hypothesis generation, and communication of results. The project consists of five components that students must complete, each with multiple sequenced assignments, with most assignments graded for satisfactory completion before progressing in the project. This mastery-based framework allows students to learn as they progress through the project, while providing a positive experience and building student confidence. Reflection responses show that students genuinely enjoy the project, gain valuable insights into experimental design and often express a desire to continue to birdwatch on their own. The project could also be adapted for upper-level biology courses with more experienced students or for high school courses with a focus on basic skills.

  PublisherDOI

• Developing Engineering Identity in an Introductory Engineering Course: A Multi-Case Analysis

  Journal of Research in Science Mathematics and Technology Education · 2021-08-13 · 6 citations

  articleOpen access1st author

  Research in engineering education has identified several factors relevant to the development of students’ identity as engineers. Here we examine the engineering identity of undergraduate engineering students after an introductory engineering course. The specific research question explored here is: "How do engineering students in an introductory engineering course interpret competence, performance, and recognition in relation to their identities as engineers?” We used a modified engineering identity framework to explore the development of engineering identity within the undergraduate engineering context through a multiple case study approach. Six students majoring in engineering participated in the study. The students had divergent perspectives on what it meant to be competent as an engineer. In all cases, students connected both competence and performance as an engineer with persistence. At this introductory stage, self-recognition as an engineering person took center stage for each student. All were able to identify themselves strongly as an engineering person. The findings add to the current understandings about the development of engineering identity, and suggest that engineering identity may be critically important in conversations about the steps faculty may take in working with students to promote increased retention of undergraduate students in engineering.

  PublisherOA PDFDOI

• Board 149: Examining Interventions to Increase Classroom Community and Relevancy in an Early Career Engineering Course

  2020-09-10 · 2 citations

  articleOpen access

  His work largely focuses on providing secondary science teachers the tools to design and implement learning experiences for their students that are effective and authentic

  PublisherOA PDFDOI

• The Challenges and Affordances of Engineering Identity as an Analytic Lens

  2020 · 4 citations

  1st authorCorresponding
  • Sociology
  • Computer Science
  • Political Science

  Prior to academia, he accumulated eight years of

  PublisherOA PDFDOI

• Engineering Identity Development within a Classroom Community.

  ProQuest LLC eBooks · 2019-01-01

  book-chapter1st authorCorresponding
  Publisher

• Board # 43 : WIP: Examining Micro-interventions to Improve Classroom Community in Introductory Engineering Classrooms

  2018-05-10 · 1 citations

  articleOpen access1st authorCorresponding

  Prior to academia, he accumulated eight years of professional experience as a practicing structural engineer and brings a practitioner's perspective

  PublisherOA PDFDOI

• Board # 145 : Reshaping Engineering Classroom Norms to Expand the Profession

  2018-05-10 · 3 citations

  articleOpen accessSenior author

  Prior to academia, he accumulated eight years of professional experience as a practicing structural engineer and brings a practitioner's perspective

  PublisherOA PDFDOI

• Evaluating the effectiveness and implementation of evidence-based treatment: A multisite hybrid design.

  American Psychologist · 2018-07-19 · 11 citations

  articleOpen access

  < .05). This first use of a hybrid design in health psychology provided support for a novel strategy that allowed providers implementation flexibility. Still, the EBT was delivered with fidelity and in addition, therapists generated novel procedures to enhance setting-specific usage of BBI and its ultimate effectiveness with patients. This research is an example of translational research spanning theory and efficacy tests to dissemination and implementation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

  PublisherDOI

• Examining interventions to increase classroom community and relevancy in an early career engineering course

  ASEE Annual Conference and Exposition, Conference Proceedings · 2018-06-23 · 1 citations

  article
  Publisher

• The Impact of Applying the First Two Steps of Polya's Four Problem-Solving Steps in an Advanced Mathematics Classroom.

  ProQuest LLC eBooks · 2018-01-01 · 1 citations

  book-chapter1st authorCorresponding
  Publisher

Frequent coauthors

• Robin Tuchscherer

  Northern Arizona University

  31 shared

• Ron Gray

  27 shared

• John Tingerthal

  Twin Cities Orthopedics

  4 shared

• Ron Gray

  4 shared

• Lind Roberts

  Saint John's Health Center

  2 shared

• Kelly L Huggins

  1 shared

• Kirk W Ditterich

  1 shared

• Jena Cooreman

  1 shared

Awards & honors

• 2024 - 2026 Center for University Education Scholarship (CUE…