WWU’s Dr. Lauren Dudley Publishes New Research on Student Success in Chemistry

Western Washington University’s SMATE and Chemistry communities are celebrating a new scholarly publication by Dr. Lauren Dudley, whose latest research explores how student success is perceived and supported in post-secondary chemistry courses.

Dr. Dudley’s article, “Perceptions of Student Success in Post-Secondary Chemistry Courses,” was recently published in the American Journal of Qualitative Research. The study examines how educators and students define and recognize success in chemistry classrooms, moving beyond traditional metrics like grades to include confidence, persistence, and identity in STEM. Drawing on qualitative data, Dudley highlights how student self-efficacy, misconceptions about chemistry, and classroom culture shape academic outcomes. The research offers actionable insights for instructors seeking to create more inclusive and effective chemistry learning environments, emphasizing the importance of culturally responsive teaching and supportive curricular practices.

Dr. Dudley brings a rich interdisciplinary background to her scholarship and teaching. She earned her undergraduate degree in chemistry, with a minor in philosophy, from Chapman University, followed by a master’s degree in organic chemistry from the University of California, Irvine. She returned to Chapman University to complete her PhD in science education, with an emphasis in cultural and curricular studies. Her 2023 dissertation, Relationship Between Chemistry Misconceptions and Self-Efficacy in Higher Education Organic Chemistry, was completed just one week before she began her role at Western.

Before joining WWU in spring 2023, Dudley had been teaching since 2012. She began her career at Chapman University while also working as a water treatment chemist for Southern California Edison, specializing in natural gas combined-cycle water systems. In 2014, she transitioned fully to academia, teaching at Chapman and California State University, Fullerton, where she developed a strong commitment to student-centered and equity-focused science education.

At WWU, Dudley teaches across both SMATE and the Chemistry Department. Her courses have included SCED 480/490 in SMATE, organic chemistry (CHEM 351), instrumental analysis lab (CHEM 436), inorganic chemistry labs (CHEM 464/465), and Honors 350 seminars such as History of Equity in STEM and STEMinist Discourse: Exploring Gender, Identity, and Innovation in Science. Her work consistently centers on expanding access, equity, and belonging in STEM fields.

Dudley has greatly contributed to both the SMATE program and the Chemistry Department in the years she's been here and has quickly become a valued member of the university’s teaching and research community.

This latest publication marks an important contribution to the scholarship of teaching and learning in chemistry and reflects Dr. Dudley’s ongoing commitment to understanding and improving student experiences in STEM education.