Mark T. Baillie
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor
Also affiliated: Grant Medical Center (2007); Emory University (2010–2016); University of Washington (2000–2007); Department of Physics, Mathematics and Informatics (2024)
Faculty Researcher
Research Areas
Biomedical Subjects
Links
Biography and Research Information
OverviewAI-generated summary
Mark T. Baillie's research investigates pedagogical approaches and student experiences in higher education, with a particular focus on Science, Technology, Engineering, and Mathematics (STEM) fields. His work has explored the relationship between student mindsets and academic outcomes, finding that a more positive mindset is associated with better performance, especially for traditional-age students.
Baillie has also examined how students perceive instructors' mindsets and the impact of these perceptions on students' sense of academic belonging and performance in subjects like chemistry. His research extends to the equitable participation in educational programs, analyzing barriers within initiatives like the Learning Assistant Program. He has also applied structured frameworks, such as the CTeAM Key Question Matrix, to address challenges within university departments. His scholarship is supported by a significant National Science Foundation grant focused on institutional and community transformation in STEM education.
Metrics
- h-index: 7
- Publications: 14
- Citations: 159
Selected Publications
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The role of instructional policies and instructors’ demographics on students' perceptions of instructor universality beliefs in STEM (2026)
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The Role of Instructional Policies and Instructors’ Demographics on Students' Perceptions of Instructor Universality Beliefs in STEM (2026)
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Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM (2025)
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A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students (2025)
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Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades (2024)
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Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix (2023)
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Active Learning Monitoring in Classroom Using Deep Learning Frameworks (2023)
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Perceived Barriers to Equitable Participation in the Learning Assistant Program (2023)
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Deep Learning Approaches for Classroom Audio Classification Using Mel Spectrograms (2022)
Federal Grants 1 $1,999,986 total
Collaboration Network
Top Collaborators
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Perceived Barriers to Equitable Participation in the Learning Assistant Program
- Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix
- Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM
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