Dennis Lee

Bio

Research Scientist, Staff Advocate

Dennis Lee is a Research Scientist and joined the BSCS Science Learning team in 2020. He is interested in how biology students know what they know and why they believe it. Dennis holds a BAs from the University of Wisconsin-Madison in Zoology and Bacteriology, a MS from the University of Wisconsin-Madison in Bacteriology, and a PhD from Clemson University in Engineering and Science Education.

In his free time, he likes to unwind by playing a round of disc golf, playing violin with his family, and pushing wargame miniatures around a table while rolling dice and making pew-pew noises.

Selected Publications

Lee, D. M., Kennedy, C., & Benson, L. C. (In Preparation). Students’ epistemic practices during argumentation in a course-based undergraduate research experience.

Lee, D. M., Weindling, M., Syed, A., & Donovan, B. M. (In Preparation). Treatment Effect Heterogeneity and its Implications for Reducing Belief in Genetic Essentialism Through Genetics Instruction.

Faber, C. J., Kajfez, R. L., Lee, D. M., Benson, L. C., Kennedy, M. S., & Creamer, E. G. (2022). A grounded theory model of the dynamics of undergraduate engineering students’ researcher identity and epistemic thinking. Journal of Research in Science Teaching, 59(4), 529–560. https://doi.org/10.1002/tea.21736.

Kajfez, R., Lee, D., Ehlert, K., Faber, C., Benson, L., & Kennedy, M. (2021). A Mixed Method Approach to Understanding Researcher Identity. Studies in Engineering Education, 2(1), 1–15. https://doi.org/10.21061/see.24.

Lee, D., Wright, M., Faber, C., Kennedy, C., & Dittrich-Reed, D. (2021). Participation in Biology Education Research Influences Students’ Epistemic Development. CBE—Life Sciences Education, 20(4), ar58. https://doi.org/10.1187/cbe.20-11-0255.

Donovan, B. M., Weindling, M., & Lee, D. M. (2020). From Basic to Humane Genomics Literacy. Science & Education, 1479–1511.

Faber, C. J., Kajfez, R. L., McAlister, A. M., Ehlert, K. M., Lee, D. M., Kennedy, M. S., & Benson, L. C. (2020). Undergraduate engineering students’ perceptions of research and researchers. Journal of Engineering Education, 109, 780–800.