RESEARCH INTERESTS
- Chemistry Education
- Forensic Science Education
Research in the Legron-Rodriguez group investigates student learning in chemistry and forensic science. Current projects involve student perceptions of learning environments, student identity, sense of belonging, and Universal Design for Learning.
Areas of Research
Dr. Tamra Legron-Rodriguez’s research centers on fostering inclusive and student-centered learning environments in chemistry and forensic science education. Her work explores the impact of pedagogical strategies—such as Team-Based Learning, flipped classrooms, and Universal Design for Learning—on student engagement, performance, and sense of belonging, particularly in large-enrollment and STEM gateway courses.
She is the Principal Investigator of the $2M NSF-funded S-STEM CHAMPS project (Creating Holistic Advising and Mentoring to Advance Student Success in Physical Sciences), which supports STEM students through integrated mentoring and advising frameworks.
Dr. Legron-Rodriguez’s commitment to student success has been recognized with multiple awards, including the NACADA Southeast Region Excellence in Advising Award and the UCF Excellence in Faculty Academic Advising Award. Her collaborative research has been published in leading journals such as the Journal of Chemical Education, Chemistry Education Research and Practice, and College Teaching.
Syllabi
Publications
- Torres, Z‡; Senespleda, C‡; Muller, K‡; Lemma, A†; Legron-Rodriguez, T. A Qualitative Exploration of Belonging and Underlying Concerns in Large Enrollment General Chemistry Courses. Journal of Chemical Education. Published online 13 Sept 2025. https://doi.org/10.1021/acs.jchemed.5c00408
- Lemma, A†; Legron-Rodriguez, T. No Such Things as Sodium and Chlorine Atoms: A Debate with Copilot. Journal of Chemical Education. Published online 25 Aug 2025. https://pubs.acs.org/doi/10.1021/acs.jchemed.5c00602
- Donnelly, J; Marcano-Maldonado, P ‡; Legron-Rodriguez, T. Indicators of Team Function in a Large-Enrollment Team-Based Learning General Chemistry Course. Journal of the Scholarship of Teaching and Learning.
- Bechard, C*; Castillo, A‡; Legron-Rodriguez, T; Lapeyrouse, N. A Comparative Study of Self-Confidence and Future Outlook among Forensic Science Students. Journal of Forensic Science Education. 2025, 7.
- Sharman, L‡; Chee-Awai, A‡; Legron-Rodriguez, T. Exploring Student Perceptions of Engagement and Learning in a Flipped Forensic Chemistry Course. Journal of Chemical Education. 2025, 102, 2600-2608. https://doi.org/10.1021/acs.jchemed.5c00129
- Lemma, A†; Torres, Z‡; Senespleda, C‡; Muller, K‡; Legron-Rodriguez, T. Sense of Belonging in Large Enrollment General Chemistry Course: Change Over a Semester, Gender and Ethnic Group Differences. Chemistry Education Research and Practice. 2025, 26, 748-760. https://doi.org/10.1039/D5RP00031A
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Lemma, A†; Goberville, L‡; Marcano Maldonado, P‡; Donnelly, J; Legron-Rodriguez, T. Team-Based Learning in a Senior-Level Forensic Chemistry Course: Team Gains, Contribution to Individual Achievement, and Students’ Feelings. College Teaching. Published online 17 Jan 2025. https://doi.org/10.1080/87567555.2025.2450709
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Legron-Rodriguez, Tamra. “Chapter 13: Generative Learning Strategies and Pre-lecture Assignments in a Flipped Chemistry Classroom.” Teaching Chemistry with Forensic Science. ACS Publication, 2019, 233-241.
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Scanlon, E; Legron-Rodriguez, T; Schreffler, J*; Ibadlit, E‡; Vasquez, E; Chini, J. Postsecondary Chemistry Curricula and Universal Design for Learning: Planning for Variations in Learners’ Abilities, Needs, and Interests. Chemistry Education Research and Practice. 2018, 19, 1216-1239.
- Saitta, E; Legron-Rodriguez, T; Bowdon, M. An Inquiry into the Water Around Us. Science. 341 (2013) 971-972.
- Albo, R; Legron, T; Gittings, M‡.; Elie, M; Holland Saitta, E; Sigman, M; Geiger, C; Clausen, C. Degradation of Triacetone Triperoxide using Mechanically Alloyed Mg/Pd. Propellants, Explosives, Pyrotechnics. 2009, 35 (2), 100-104.
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