Associate Professor of Cellular Biology Meigs Distinguished Teaching Professor Biography Dr. Julie Dangremond Stanton is an Associate Professor of Cellular Biology and a Meigs Distinguished Teaching Professor at the University of Georgia (UGA). As an undergraduate biology major at Truman State University, she had the opportunity to work as a teaching assistant alongside professors who were dedicated to helping their students learn. Dr. Stanton’s love of teaching led her to pursue a Ph.D. in Cellular Biology at UGA, where she benefited from several teaching opportunities including the Center for Teaching and Learning's Future Faculty Fellows Program. After graduate school, she taught for two years as a Visiting Assistant Professor of Biology at Whitman College, a liberal arts college in Washington state. Dr. Stanton then completed her postdoctoral research studies in molecular biology at Washington State University (WSU), later becoming a Clinical Assistant Professor of Molecular Biosciences. At WSU, Dr. Stanton focused on teaching undergraduate biology courses (including Introductory Biology, Genetics, Molecular Biology, and a research-based course for first-year students) and mentoring undergraduates in cell and molecular biology research. While at WSU, Dr. Stanton’s passion for helping students learn led her to transition into biology education research. She returned to UGA as a tenure-track faculty member to learn from nationally recognized experts in the field. At UGA, Dr. Stanton loves teaching undergraduate and graduate Cell Biology courses. Her lab investigates (1) metacognitive development in biology undergraduates, (2) the strengths and assets of Black science majors, and (3) the self-advocacy experiences of students with learning disabilities in STEM. She considers it an honor to collaborate with talented undergraduate, graduate, and postdoctoral researchers on projects aimed at helping students learn and persist in science majors. Photo taken by Pamela Dangremond Betz Research Programs: Biological Education Research Lab office: 209 Cedar Street, Building B Research Interests: Current Research Projects My research program is broadly focused on mechanisms to enhance learning and persistence of undergraduate science majors. In my primary research area, I investigate the metacognitive development of undergraduate biology students. Through foundational research, I aim to understand how undergraduates develop metacognition so that I can help students build metacognitive skills early in their college careers. In addition to metacognition, I investigate the strengths and assets Black students bring to their science majors in collaboration with Dr. Darris Means. I also studied the self-advocacy experiences of students with learning disabilities (SLD) in STEM in collaboration with Dr. Mariel Pfeifer. Through these studies, I aim to promote the persistence of Black students and SLD in science, technology, engineering, and mathematics (STEM). Current Research Funding Spencer Foundation Pilot Vision Grant (2023) "Examining, Disrupting, and Transforming Inequitable Postsecondary Science Degree Trajectories for Rural Students using Participatory Action Research" Darris Means (PI), Jori Hall (co-PI), and Julie Dangremond Stanton (co-PI) NSF Faculty Early Career Development Program (CAREER) Award Grant (2020-2026) “CAREER: Characterizing the development of metacognitive skills in life science undergraduates and how they use metacognition to learn independently and collaboratively” Julie Dangremond Stanton (PI) NSF Improving Undergraduate STEM Education (IUSE) Grant, (2018-2023) “Identifying the Community Cultural Wealth of Successful Black Science Students through Participatory Action Research” Julie Dangremond Stanton (PI) and Darris Means (Co-PI) Selected Publications Recent Papers Julie Stanton's Google Scholar Page Stanton, Julie Dangremond, Halmo, Stephanie M., Carter, Rayna J., Yamini, Kira A., & Deborah Ososanya, (2024). Opportunities for guiding development: insights from first-year life science majors’ use of metacognition. Journal of Microbiology and Biology Education, e00053-24. Halmo, S. M., Yamini, K. A., & Julie Dangremond Stanton (2024). Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving. CBE—Life Sciences Education, 23(2), ar13. Breeden, R. L., Means, D., Beckham, M. A., Rose, H. S., Walls, C. M., Idehen, O., Marshall, B. & Julie Dangremond Stanton (2023). "Black Women, White Coats: Black Women Undergraduate Students’ Persistence to Pursue Healthcare Careers." Journal of Women and Minorities in Science and Engineering. 29(4): 55-78. Pfeifer, Mariel A., Cordero, Julio J., & Julie Dangremond Stanton (2023). "What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities". CBE—Life Sciences Education, 22(1), ar2. This paper was selected by the Editors-In-Chief as a featured paper of this issue Click here to read a Franklin College article on this paper, which was also featured in UGA Columns Click here to read a blog on this paper, which was the focus of an invited research seminar at MIT Means, Darris R., Stanton, Julie Dangremond, Mekonnen, Birook, Oni, Omowunmi, Breeden, Roshaunda L., Babatola, Oluwadamilola, Beckham, Morgan & Brandon Marshall, B. (2022). "A Deeper Calling: The Aspirations and Persistence of Black Undergraduate Students in Science at a Predominantly White Institution." The Review of Higher Education, 46(2), 151-180. Halmo, Stephanie M., Emily K. Bremers, Sammantha Fuller, & Julie Dangremond Stanton (2022). “Oh, that makes sense”: Social Metacognition in Small-Group Problem Solving". CBE—Life Sciences Education, 21(3), ar58. Click here to read a UGA Today article on this paper Stanton, Julie Dangremond, Means, Darris R., Babatola, Oluwadamilola, Osondu, Chimezie, Oni, Omowunmi, & Mekonnen, Birook. (2022). "Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed". CBE—Life Sciences Education, 21(1), ar3. Click here to read a Franklin College article on this paper. Click here to listen to a Teaching for Student Success podcast about this paper. This paper was selected by the Editors-In-Chief as a featured paper of this issue. This paper was selected by the Editorial Board for annotation as an exemplary education research paper. Click here to read an article about the annotation. Click here to read the annotation. Stanton, Julie Dangremond, Amanda Sebesta, John Dunlosky (2021). “Fostering Metacognition to Support Student Learning and Performance”. CBE—Life Sciences Education, 20(2), fe3. This paper accompanies an invited evidence-based teaching guide for instructors who want to help students use metacognition. Click here to explore the guide. Click here to read an American Society for Cell Biology blog post on this project. Pfeifer, Mariel A., Eve M. Reiter, Julio J. Cordero, Julie Dangremond Stanton. (2021). “Inside and out: Factors that support and hinder the self-advocacy of undergraduates with ADHD and/or specific learning disabilities in STEM”, CBE—Life Sciences Education. 20(2), ar17. This paper was selected by the Editors-In-Chief as a featured paper of this issue. This paper was featured in an Online with LSE session. Click here to view the video recording. Pfeifer, Mariel A., Eve M. Reiter, McKenna Hendrickson, Julie Dangremond Stanton (2020). “Speaking up: A model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities”, International Journal of STEM Education. 7(1), 1-21. Click here to read an invited BMC blog on this study. Pfeifer, Mariel, Julie Dangremond Stanton (2020). "Necessary and Sufficient? Solving the Mystery of the Mitochondrial Pyruvate Transporter". CourseSource. https://doi.org/10.24918/cs.2020.11 Stanton, Julie Dangremond, Kathryn Morris Dye, Me’Shae Johnson (2019). "Knowledge of learning makes a difference: a comparison of metacognition in introductory and senior-level biology students", CBE—Life Sciences Education. 18, (2), ar24. Osueke, Bethany, Birook Mekonnen, Julie Dangremond Stanton (2018). “How undergraduate science students use learning objectives to study”, Journal of Microbiology & Biology Education. 19(2). Stanton, Julie Dangremond, Kathryn Morris Dye (2017). "Protein Localization in Cells", CourseSource. https://doi.org/10.24918/cs.2017.19 Dye, Kathryn Morris, Julie Dangremond Stanton* (2017). "Metacognition in upper-division biology students: awareness does not always lead to control", CBE—Life Sciences Education. 16,(2), ar31. This paper was selected by the Editor-In-Chief as a featured paper of this issue. Stanton, Julie Dangremond, Xyanthe N. Neider, Isaura J. Gallegos, Nicole C. Clark (2015). “Differences in metacognitive regulation in introductory biology students: when prompts are not enough". CBE—Life Sciences Education. 14,(2), 1-12. This paper was selected by the Editorial Board for the 2015 Highlights Issue of CBE–Life Sciences Education, American Society of Cell Biology (2015) Other Information Of Note: Selected Research Honors Regents’ Scholarship of Teaching & Learning Award, University System of Georgia (2020) UGA Today Article NSF Faculty Early Career Development (CAREER) Award (2020) UGA Today Article Selected Teaching Honors Meigs Distinguished Teaching Professor, UGA (2024-present) UGA Today Article Invited Member of the Teaching Academy, UGA (2022) UGA Today Article Russell Award for Excellence in Undergraduate Teaching, UGA (2022) UGA Today Article Sandy Beaver Excellence in Teaching Award, Franklin College of Arts and Sciences, UGA (2018) Lilly Teaching Fellow, Center for Teaching and Learning, UGA (2015-2017) Teaching Academy Fellow, Teaching Academy, UGA (2014-2015) Courses Regularly Taught: CBIO/BIOL 3400 Other Affiliations: Scientist Engaged in Education Research (SEER) Center
