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Mark Connolly
Wisconsin Center for Education Research
University of Wisconsin-Madison
Mark Connolly is Associate Research Scientist with the Wisconsin Center for Education Research at the University of Wisconsin–Madison. He has served as principal investigator for two five-year studies of postsecondary STEM education: the Longitudinal Study of Future STEM Scholars (2008-2015) and Talking about Leaving, Revisited (2012-2017). Since 2002, he has been a member of the research and evaluation team for the Center for the Integration of Research, Teaching, and Learning (CIRTL). He has worked as an evaluator-researcher since 1999 on STEM faculty development studies funded by the U.S. Department of Education, National Science Foundation, National Institutes of Health, and Howard Hughes Medical Institute. He received his Ph.D. in higher education from Indiana University at Bloomington in 2005. His areas of research and change include postsecondary teaching and learning, graduate education, academic careers, and educational reform in science, technology, engineering, and mathematics (STEM).
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My Interest in ASCN: Mark Connolly part of Accelerating Systemic Change Network:x Member Profiles
Profile page for Mark Connolly, an Associate Research Scientist at the University of Wisconsin–Madison, detailing his involvement in NSF-funded systemic change initiatives in undergraduate STEM education, his research on organizational change theories, and his contributions to and interests in the Accelerating Systemic Change Network (ASCN).
My Interest in ASCN: Mark Connolly part of Accelerating Systemic Change Network:Events:Conferences and Meetings:Workshop: July 2016:Participant Profiles
Personal profile page of Mark Connolly, an education researcher from the University of Wisconsin–Madison, detailing his involvement in NSF-funded systemic change initiatives in undergraduate STEM education, his contributions to the Accelerating Systemic Change Network (ASCN), and his research on institutional transformation, teaching development programs, and STEM faculty persistence.