Congratulations to Ingrid Kalemi, who on Thursday, July 23, 2026, successfully defended her dissertation proposal.
The title of Ingrid's dissertation is, "RETHINKING SUCCESS IN INTRODUCTORY CHEMISTRY: COMMUNITY COLLEGE STUDENTS' PERSPECTIVES AND EXPERIENCES."
The abstract of this study follows:
Overview of Problem: Community colleges serve as a primary entry point into higher education for millions of students, with introductory chemistry functioning as a critical gateway course that shapes persistence in STEM and health-related pathways. Despite its importance, success in introductory chemistry is primarily defined through institutional metrics such as grades, exam performance, and course completion. These measures fail to capture how students experience learning, navigate contextual challenges, and interpret their own success.
Research Purpose: The purpose of this qualitative study is to understand how community college students who have successfully completed introductory chemistry interpret their experiences of success and the academic, curricular, and contextual conditions that shaped those experiences. Guided by Yosso's (2005) Community Cultural Wealth framework, the study examines success through an asset-based lens that recognizes the cultural strengths and resources students draw upon while navigating a gateway STEM course.
Research Design: interpretive methodology with qualitative methods
Sample: Fifteen students currently enrolled in public two-year community colleges in the United States who have completed a credit-bearing introductory chemistry course and are pursuing a STEM or health-related major.
Data Collection: One 60-minute semi-structured interview conducted via Zoom with each participant.
Dissertation Committee Chair:
Dr. Susan V. Iverson
Dissertation Committee Members:
Dr. Darlene D. Gandolfi
Dr. Holly Craider
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement. 
