When Emily Pak returned to Cal State Fullerton for graduate school, she had already spent a decade teaching high school chemistry. Her goal was straightforward. She wanted a deeper understanding of the subject she had been teaching and believed a master’s degree in chemistry education would strengthen both her content knowledge and her ability to eventually teach at the college level. What she did not anticipate was how deeply research would intersect with her teaching experience.
“I had no idea there were so many research opportunities,” said Pak. “I thought I was just going back to school, but then I started learning about the research side of chemistry education, and it revealed opportunities I hadn’t imagined before.”
Pak’s perspective shifted further when she began working with Julia Chan, associate professor of chemistry and biochemistry. Part of Chan’s research focuses on how growth mindset and discipline-specific study strategies support student learning, particularly in general chemistry and organic chemistry. Pak immediately recognized the alignment with her own teaching challenges.
“My students say ‘I can’t do this’ all the time,” Pak explained. “As soon as something seems difficult, they shut down. Seeing research focused on exactly that challenge felt like the right place for me.”
Pak was already part of Chan’s research team when she applied to the Engaging Graduate Students in Research, Scholarly and Creative Activities program, an initiative through the Undergraduate Research Opportunity Center in the Office of Research and Sponsored Programs. EG-RSCA provided the time and resources Pak needed to contribute meaningfully to research while continuing to teach full time and care for her young family.
Research With Real-World Impact
The work Pak contributes to is part of a multi-year, National Science Foundation-funded grant led by Chan. This collaborative project between Cal State Northridge and Cal State Fullerton investigates how targeted study strategies and growth mindset activities influence student success in first-year chemistry classes.
“When I started teaching, students would tell me things like ‘I suck at chemistry’ or ‘I’m not a math person,’” said Chan. “I wanted them to understand that the brain can rewire and grow when learning new information. Neuroplasticity allows students’ synapses to change as they practice learning, so developing the right strategies can truly improve their ability to master difficult content. That’s why growth mindset matters.”
Chan also points to a striking challenge in chemistry education across the country: “A lot of chemistry and biochemistry students — or students who need organic chemistry to move forward — experience a 50% failure rate. It’s really high and getting higher. That’s incredibly discouraging for students who had hoped to become physicians or veterinarians. It can disrupt their entire academic journey.”
To address this, Chan and her team developed growth mindset and effective learning strategies modules that teach students how to respond to challenges and adopt effective learning strategies necessary for improving their learning skills and academic success. Some of these learning strategies include the Study Cycle, SQ3R and specific note-taking strategies such as Cornell Notes and concept mapping. The modules also include interviews with students and faculty reflecting on challenges and perseverance.
The collaboration with Cal State Northridge allows the team to reach larger class sections, providing the statistical power needed to draw meaningful conclusions. Pak helps analyze hundreds of student reflections, providing insight into how learners engage with the strategies and apply them over time.
“You see some students benefit immediately,” said Chan. “But what’s really interesting is when you follow up with students a year or two later and they say the growth mindset strategies they learned continue to influence how they approach challenging courses. That long-term impact is exactly what we hope for.”
A Collaboration Rooted in Mutual Respect
The collaboration between Pak and Chan is grounded in mutual respect and shared experience as educators. Pak describes Chan as a mentor who makes time to explain, guide and clarify complex research processes.
“She breaks things down clearly, especially the parts involving software or coding,” said Pak. “Even though I joined after the project was underway, she treated me like a partner. I never felt like I was just assisting.”
Chan’s admiration for Pak is equally strong. “I don’t know how she does it,” said Chan. “She teaches full time, has two young kids and still produces high-quality work. She is efficient, thoughtful and always asking for more responsibility.”
Chan adds that not all mentoring experiences are equally smooth, noting that Pak has made collaboration easy and rewarding.
Their shared background as educators strengthens the work. Both understand that students’ struggles often extend beyond content knowledge. They also see how faculty attitudes influence learning.
“Faculty mindset matters just as much as student mindset,” said Chan. “Research shows that when instructors hold a fixed mindset about students’ abilities, students perform up to two times lower compared to students whose instructors demonstrate a growth mindset. Students sense when we believe in their ability to grow.”
The Role of EG-RSCA in Supporting Graduate Research
Pak credits the EG-RSCA program, offered through the Office of Research and Sponsored Programs’ UROC, with providing the support that allowed her to engage in this research fully and meaningfully while balancing teaching and family responsibilities.
“EG-RSCA really provided the opportunity, the structure and the time to focus fully on the research,” she said.
The program also supported Pak’s professional growth. She presented her first research poster at UROC’s Summer Student Research Symposium in 2024, and at the American Chemical Society Conference 2025 in San Diego.
“EG-RSCA helped me not only engage in research but also develop the skills to communicate it to a broader audience,” said Pak. “Presenting my work has shown me the wider impact of our project and allowed me to connect with other educators committed to improving student success.”
Moving Forward
The team’s next step is expanding access to their modules. They plan to create a public-facing website so educators beyond Cal State Fullerton can use the materials. Interest is already growing, with faculty from other universities and community college instructors expressing enthusiasm.
Pak hopes the research continues to empower students to persist through difficult material.
“Chemistry is challenging, but challenge is not a reason to stop,” she said. “With the right strategies, support and mindset, students can grow.”
With faculty mentorship, collaborative research and support from EG-RSCA, both Pak and Chan are creating tools that help students rewrite what they believe they are capable of achieving.
Graduate students interested in gaining research experience and support through EG-RSCA can apply online.