About

Mary J Koroly is an Associate Professor in the Department of Biochemistry and Molecular Biology within the College of Medicine at the University of Florida. She has been serving as the Director of the UF Center for Precollegiate Education and Training since 1995, connecting research faculty and students from across campus with precollege teachers and students in Florida through various research-aligned programs. Her research education and outreach efforts focus on broader impacts, facilitating engagement between university research and precollegiate education. She is involved in research education initiatives that aim to enhance science outreach and training, contributing to the development of future scientists and educators.

Research topics

• Computer Science
• Psychology
• Medical education
• World Wide Web
• Developmental psychology
• Medicine
• Applied psychology

Selected publications

• Board 265: Engaging Students in Exploring Computer Hardware Fundamentals Using FPGA Board Games

  2024-02-07 · 1 citations

  article

  Abstract Electronic devices have become indispensable in everyone's life and so the computer hardware industry is demanding skilled professionals to design and physically implement devices to satisfy the market. However, misconceptions surrounding manufacturing jobs and the increasing initiatives to motivate students with engineering majors to focus on software-related topics such as artificial intelligence and blockchain are hindering students' interest in hardware computing. Our project, funded by the NSF's Improving Undergraduate STEM Education (IUSE) program, addresses the need to engage more students in explorations (and, eventually, design) of computer hardware by developing a set of games played on an easy-to-use hardware platform to understand and implement the fundamental concepts that are essential to modern computing systems (Figure 1). To encourage flexible and broad adoption, the games are conceived as standalone units within a curriculum design that leverages equitable pedagogical practices, experiential learning, and inquiry-based learning to cultivate engineering identity and persistence using situational interest and self-efficacy theories. We aim to offer the curriculum as an elective undergraduate course for all engineering majors at two US institutions and also research and evaluate the feasibility of implementing it as a summer program with high school students. Each module in the curriculum is divided into 5 phases: activation of prior knowledge, mini-lesson, gameplay, student-led work time, and debriefing. The games support collaboration rather than competition, and each lesson is tagged with equity spotlights, including Universal Design for Learning (UDL) and Culturally Sustaining Pedagogies (CSP) principles. Finally, informed by the Technological Pedagogical Content Knowledge (TPACK) framework, each lesson includes a teacher implementation guide and teacher educative materials to facilitate implementation (Figure 2). We have tested the first two games in the curriculum for usability and feasibility with a group of high school students. The topics of these games include binary arithmetic and Boolean logic gates. Participants were challenged to solve tasks using the hardware tools at their disposal. This usability and feasibility testing study provided us with important design and implementation implications.

  PublisherDOI

• Development of a Virtual Summer Youth Program in Climate Change Resiliency

  The Journal of STEM Outreach · 2021 · 1 citations

  Senior authorCorresponding
  • Computer Science
  • Psychology
  • Medical education

  Climate change is a timely topic and offers an overarching theme that can include a variety of STEM disciplines and technologies. In response to the pandemic, we developed and implemented an online science-based summer youth program in Climate Change Resiliency (CCR) for 11th and 12th graders in July 2020. Two sessions differing in content level and delivery were offered. The first session (S1) provided students with an introduction to the issues and scientific fields related to CCR. The second session (S2) explored CCR issues in more depth and utilized specific case studies to deliver content. Optional online informational and social activities were also offered including: UF admissions and financial aid panels; UF student life panels, climate change organization panels, and virtual game nights and socials. Overall program satisfaction was positive, with 97 percent of S1 and 81 percent of S2 participants reporting they were somewhat or extremely satisfied with the CCR program. Approximately 83 and 85 percent of S1 and S2, respectively thought the program’s approach to teaching and learning was very or extremely effective. Future recommendations to improve the program include increasing synchronous face-to-face instruction time and participant-led learning opportunities.

  PublisherOA PDFDOI

• Development and Outcomes from a Translational Science Curriculum from Pre-Collegiate Students

  The Journal of STEM Outreach · 2019-01-24

  articleOpen accessSenior author

  Translational science is the cornerstone of biomedicine that transfers laboratory and clinical research to the hospital bedside in various forms of therapeutic interventions. This scientific branch influences public health decisions, the economy, and ongoing research endeavors. The purpose of this study was to develop a youth-friendly Translational Science course that introduced students to translational science concepts, then examine course outcomes and effects on career choices. The seminar course involved 18-contact hours with 20 high-school juniors (n=10 / Summer 2016 & Summer 2017). The curriculum encompassed the fundamentals of the five translational science phases as well as how to understand scientific readings and conduct efficient research database searches. A concluding student-presentation on a topic of the student’s choosing ensured each student had a sufficient understanding of translational science, use of PubMed for original research articles, and demonstrated the student’s ability to apply the concepts individually. Analysis of end-of-course and follow-up surveys showed that the majority of students understood the material, felt the course met their expectations and influenced long-term professional goals. These data suggest that exposing students earlier in their career (pre-collegiate) to the importance and structure of translational science could have long-term benefits towards influencing career choices in STEM.

  PublisherOA PDFDOI

• Science Teacher Motivations for Repeat Attendance at University Outreach Center Professional Development Programs

  The Journal of STEM Outreach · 2018-01-30 · 1 citations

  articleOpen accessSenior author

  This multiple case study analysis investigated the perceptions of four science teachers who were repeat at¬tendees at professional development programs coordinated by a university center. Adult learning theory provided a lens to view the motivated participants of the study and each of the five assumptions were present. Semi-structured interviews were analyzed using the constant comparative method to allow themes to emerge. Findings revealed three themes: 1) these science teachers perceive dual identities as both an educator and a scientist; 2) relationships built during an immersive content program allow the development of trust between these science teachers and university program coordinators which facilitates continued participation; and 3) as professionals dedicated to their craft, these science teachers pursue content-rich professional development opportunities for their personal and professional enrichment despite contextual constraints. These three themes illustrate that repeat attendance at professional development programs coordinated by the same university cen¬ter supports teacher professional learning and personal development and growth. The findings from this study were used to modify an existing post-program survey to capture the range of experiences of additional program participants.

  PublisherOA PDFDOI

• Bench to Bedside: The Effectiveness of a Professional Development Program Focused on Biomedical Sciences and Action Research.

  PubMed · 2017-01-01 · 1 citations

  articleSenior author

  A three-year, National Institutes of Health-funded residential project at a southeastern research university immersed 83 secondary science teachers in a summer institute called "Bench to Bedside." Teachers were provided with knowledge, skills, experiences, and incentives to improve their science teaching and increase their awareness of scientific processes, technologies, and careers by examining the translational medicine continuum of basic to clinical research. This was done with the help of medical school researchers, clinical personnel, biotechnology entrepreneurs, program mentors, and prior year participants. A critical component of the institute was the preparation and implementation of an action research project that reflected teachers' newly acquired knowledge and skills. Action research proposals were critiqued by project team members and feedback provided prior to action research implementation in schools during the following year. Teachers shared their action research with colleagues and project team at a symposium and online as a critical step in networking the teachers. Results of a mixed methods program evaluation strategy indicate that the program produced significant gains in teachers' confidence to explain advanced biosciences topics, development of action research skills, and formation of a statewide biosciences network of key stakeholders. Constraints of time, variation in teacher content and action research background, technology availability, and school-related variables, among others, are discussed.

  Publisher

• UF Center for Precollegiate Education and Training: University Partnerships for K‐12 Research and Education

  The FASEB Journal · 2015-04-01

  articleSenior author

  The Center for Precollegiate Education and Training (UF CPET) promotes and supports the use of the facilities and faculty of the research university in the preparation and enhancement of science and technology teaching at the secondary education level. As the University of Florida “umbrella” for the articulation and transfer of science and technology to public school and community college teachers, students and the public‐at‐large, UF CPET combines many outreach activities, providing access to university faculty and research disciplines, and fostering life‐long relationships between researchers, teachers and students. UF CPET science education programs enable individualized and team‐centered direct, and ultimately pervasive, public dissemination of research and knowledge through enhanced teaching. The center offers an array of programs for secondary science students, including (but not limited to) the Student Science Training Program, a seven week residential research program for selected rising juniors and seniors who are considering medicine, math, computer, science, or engineering careers; the Junior Science, Engineering and Humanities Symposium, a three day conference including research poster sessions and the Student STEM Research Speaker Competition; Science Quest, a one week immersion program for rising 10th grade students in various science disciplines to stimulate interest and appreciation for the range of college and career opportunities available in science

  PublisherDOI

• UF Center for Precollegiate Education and Training: University Partnerships for Teacher Professional Development

  The FASEB Journal · 2015-04-01

  articleSenior author

  The University of Florida Center for Precollegiate Education and Training (UF CPET) promotes the use of university resources for the preparation and enhancement of STEM teaching in secondary schools. UF CPET offers an array of teacher professional development programs, the two largest being the NIH SEPA‐funded Biomedical Explorations: Bench to Bedside. This innovative program integrates experiences from a summer institute into classroom action. Teachers work with science and education researchers to develop lessons and laboratory exercises that convey these content‐based principles in the context of career choices. During the school year, research proposals, resources, formal presentations, review of classroom outcomes and incentives for ongoing professional development provide continuing support to incorporate scientific processes, real‐world skills and enthusiasm for bioscience careers into classrooms. Continued support from UF CPET encourages science teachers' personal enrichment and professional advancement in biotechnology education and empowers them as agents of change in their classrooms and communities. Our newest program, the Summer Research Experience (SRE), a teacher‐scientist partnership model in which teacher fellows spend three weeks in an intensive residential research program. The primary outcome of this partnership program has been the development of our Biomedical Curriculum Series, comprised of thematic modules which are hands‐on and inquiry‐based, stress collaborative learning and biotechnology applications, as well as nature of science components and 21st century skills.

  PublisherDOI

• Translating Current Science into Materials for High School via a Scientist–Teacher Partnership

  Journal of Science Teacher Education · 2013-11-29 · 24 citations

  articleSenior authorCorresponding

  Scientist-teacher partnerships are a unique form of professional development that can assist teachers in translating current science into classroom instruction by involving them in meaningful collaborations with university researchers. However, few reported models aim to directly alter science teachers’ practices by supporting them in the development of curriculum materials. This article reports on a multiple case study of seven high school science teachers who attended an ongoing scientist–teacher partnership professional development program at a major Southeastern research university. Our interest was to understand the capacity of this professional development program for supporting teachers in the transfer of personal learning experiences with advanced science content and skills into curriculum materials for high school students. Findings indicate that, regardless of their ultimate success constructing curriculum materials, all cases considered the research grounded professional development supports beneficial to their professional growth with the exception of collective participation. Additionally, the cases also described how supports such as professional recognition and transferability served as affordances to the process of constructing these materials. However, teachers identified multiple constraints, including personal learning barriers, their classroom context, and the cost associated with implementing some of their curriculum ideas. Results have direct implications for future research and the purposeful design of professional development experiences through scientist-teacher partnerships.

  PublisherDOI

• Incorporating Biotechnology in the High School Classroom: Professional Development for Biology Teachers

  The FASEB Journal · 2013-04-01

  articleSenior author

  Advancements in the biological sciences are increasingly dependent upon biotechnology. Although teachers and administrators support the inclusion of biotechnology in the classroom to prepare students for future careers, lack of school funding and minimal teacher exposure to current biotechnology skills have hindered incorporation. The purpose of this project was to develop professional development (PD) sessions for six life science teachers at one high school, utilizing biotechnology equipment and skills developed during programs offered by UF CPET. During the 2011/12 school year, four PD sessions were delivered during regularly scheduled Professional Learning Community (PLC) time. The activities included pipetting, gel electrophoresis, blood typing, and ELISA. School‐based equipment lockers were developed and contained all required equipment and curriculum materials needed for each activity, modeled after the UF CPET locker program. Lockers were available for check out by the teachers, and classroom assistance was available as needed. Evaluations from teachers indicated that they felt more comfortable incorporating biotechnology into their curriculum. Four teachers utilized the pipetting lab and gel electrophoresis lockers, three used the blood typing locker and one used the ELISA locker. For the current year, a fifth PD session and locker are planned to cover microarrays. Sources of research support included ASBMB and UF CPET.

  PublisherDOI

• UF CPET: Professional Development for Secondary Science Teachers

  The FASEB Journal · 2013-04-01

  articleSenior author

  The University of Florida Center for Precollegiate Education and Training (UF CPET) promotes the use of university resources for the preparation and enhancement of STEM teaching in secondary schools. UF CPET offers an array of teacher professional development programs, the two largest being the NIH SEPA‐funded Biomedical Explorations: Bench to Bedside and the HHMI‐funded ICORE: Emerging Pathogens. These innovative programs integrate experiences from a summer institute into classroom action. During the institute, an experimental sequence in basic and applied science illustrates scientific content, pedagogical methods, and conceptual/technological interrelationships. Teachers work with science and education researchers to develop lessons and laboratory exercises that convey these content‐based principles in the context of career choices. During the school year, research proposals, resources, formal presentations, review of classroom outcomes and incentives for ongoing professional development provide continuing support to incorporate scientific processes, real‐world skills and enthusiasm for bioscience careers into classrooms. Continued support from UF CPET encourages science teachers’ personal enrichment and professional advancement in biotechnology education and empowers them as agents of change in their classrooms and communities. Sources of research support include UF, NIH, and HHMI.

  PublisherDOI

Recent grants

• NIH Grant R25OD016551

  NIH · $523k · 2017

Frequent coauthors

• A K C Li

  University College London

  20 shared

• M. Eeftinck Schattenkerk

  Deventer Ziekenhuis

  9 shared

• Ronald A. Malt

  9 shared

• Julie Bokor

  6 shared

• Michael Young

  6 shared

• B. Chir

  Brigham and Women's Hospital

  4 shared

• Arthur K.C. Li

  4 shared

• H. Paul Ehrlich

  Penn State Milton S. Hershey Medical Center

  4 shared

Education

• post-doctoral fellow, Biochemistry, Cell Biology, College of Medicine

  University of Minnesota

  1970

• Ph.D., Biochemistry

  Bryn Mawr College

  1969

• BA, Biology

  Rosemont College

  1964