Mark T. Baillie Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor
faculty
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Biography and Research Information
OverviewAI-generated summary
Mark T. Baillie's research focuses on understanding and improving student experiences and outcomes in higher education, particularly within STEM fields. His work investigates the impact of instructor and student mindsets on academic performance and sense of belonging. Baillie also examines perceived barriers to equitable participation in educational programs, such as the Learning Assistant program, and explores how student-centered instructional policies affect perceptions of universality beliefs, noting potential biases in these perceptions.
He is a principal investigator on a significant NSF IUSE grant totaling $1,999,986, aimed at Upholding Active Learning Reform in STEM. This grant supports institutional and community transformation efforts in higher education science education. Baillie collaborates with researchers at the University of Arkansas at Little Rock, including Ronia N. Kattoum, Ibraheem Abbood, and C. P. Dwyer, with whom he has co-authored multiple publications.
Baillie's scholarly contributions are reflected in a h-index of 7, with over 13 publications and 152 citations. He maintains an active lab website to disseminate his research findings and engage with the academic community.
Metrics
- h-index: 7
- Publications: 13
- Citations: 154
Selected Publications
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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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Perceived Barriers to Equitable Participation in the Learning Assistant Program (2023)
Federal Grants 1 $1,999,986 total
Collaboration Network
Top Collaborators
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades
- 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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