ANGELA KELLY
Professor
Physics and Astronomy
angela.kelly@stonybrook.edu | (631)-632-8168, Physics A-141B | (631)-632-7075, Life Sciences 001
Research Group Website | Curriculum Vitae. (Last updated: 2024 Aug 29)

Biography
Angela Kelly is a Professor of Physics and Science Education, and the Associate Director of the Institute
for STEM Education at Stony Brook University. Her roles include teaching and advising students in the
Ph.D. Program in Science Education, directing the M.A.T. Physics Program, and teaching undergraduate
physics. She completed her Ph.D. in Science Education (2006) at Teachers College, Columbia University,
New York. She is the recipient of the SUNY Chancellor’s Award for Excellence in Teaching (2015-2016);
the Provost’s Faculty Recognition Award for Excellence in Scholarship and Research from Lehman
College, City University of New York (2010); and the Outstanding Teaching Award from Teachers College,
Columbia University (2006). She joined Stony Brook in 2011.

Research Statement
My research is focused on equity in precollege and university physical science and engineering
education, reformed teaching practices in undergraduate science, sociocognitive influences on STEM
access and participation, and quantum information science and technology (QIST) education. Recent
innovative work in precollege QIST teaching and learning, in collaboration with Tzu-Chieh Wei and
Dominik Schneble, has involved over 200 high school students and 70 teachers in outreach programs at
Stony Brook and New York Hall of Science. This ongoing work is designed to strengthen QIST workforce
development by engaging students early in the STEM academic pipeline.

MAT Physics
I serve as the Director of Stony Brook’s MAT (Master of Arts in Teaching) Program in Physics, which
consistently ranks as one of the top producers of physics teachers in the United States. In 2023, Stony
Brook was the recipient of PhysTEC’s 5+ Award in recognition of its nine physics teacher graduates,
which placed us in the top five U.S. institutions.

Current NSF-Funded Projects
Dr. Kelly currently serves as PI or co-PI on $2M in National Science Foundation (NSF) funded initiatives
to promote equity in precollege QIST outreach and undergraduate physics laboratory learning.

NSF DRL 2148467  QuEST: Quantum Education for Students and Teachers (2022-26). QuEST
advances quantum education, physical science literacy, and the diversity of the STEM pipeline through
quantum science and quantum computing learning opportunities for precollege students (grades 8-12)
and secondary science teachers in New York City and Long Island. This project is relevant to the
Department’s mission to advance knowledge in quantum education, particularly in terms of impacts on
traditionally underserved populations.

NSF DRL-2414742  International Year of Quantum (IYQ) Educational Conferences (2024-25). This
partnership between Stony Brook University and Brookhaven National Laboratory (BNL) will advance
physical science literacy and diversify the STEM pipeline by disseminating critical information regarding
QIST access, teaching, and learning for K-12 school district leaders, teachers, and students. IYQ
Conferences are planned for Spring 2025 to coincide with the upcoming International Year of Quantum.
This innovative approach to K-12 quantum education will be a replicable model for grass-roots efforts to
implement quantum learning and reform state-level STEM curricula to reflect QIST advancements in
research and practice.

NSF DUE-2142587  Teaching and Learning in Online Laboratories in Physics (2023-25). This project
aims to serve the national interest by improving teaching and learning in online laboratory environments
in college physics courses. During the COVID-19 pandemic, many colleges and universities were forced
to move traditionally face-to-face classes and labs to online formats. Because many typical lab
experiences involve hands-on interaction with equipment, as well as demonstrations and close
supervision by instructors, it is challenging to create online variations that teach the same concepts and
skills and that meet individual students' needs. It is important for educators to understand whether remote
lab experiences are equitable, rigorous, comprehensive, and responsive to students' individual learning
and social needs.