Dr. Julie Stanton is an Associate Professor of Cellular Biology 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 a privilege to collaborate with talented undergraduate, graduate, and postdoctoral researchers on projects aimed at helping students learn and persist in science majors.
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 study 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
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, (2018-2022)
- “Identifying the Community Cultural Wealth of Successful Black Science Students through Participatory Action Research” Julie Dangremond Stanton (PI) and Darris Means (Co-PI)
NSF Graduate Research Fellowship Program Grant (2017-2021)
- Fellowship awarded to Mariel Pfeifer for her research in the Stanton Lab on self-advocacy of students with learning disabilities in undergraduate STEM courses
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.
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.
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)
Selected Research Honors
- Regents’ Scholarship of Teaching & Learning Award, University System of Georgia (2020)
- NSF Faculty Early Career Development (CAREER) Award (2020)
Selected Teaching Honors
- 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)