Our Approach to Diversifying STEM

The ASSETS Research Group studies the student experience in Chemistry and STEM (Science, Technology, Engineering and Math) courses. We use social psychology practices to guide the design of meaningful learning experiences for students that (1) connect the content in the STEM classroom to their life, (2) builds community, and (3) affirms students altruistic values to help others. By increasing the number of these meaningful experiences, more students will be compelled to graduate with STEM degrees leading to a scientific workforce that reflects the demographic diversity of California and the United States.

ASSETS Research Group Members

We translate social psychology advances into STEM classroom practices to Advance Student Success and Equity in the Teaching of Science (ASSETS).


Dr. Alegra Eroy-Reveles, Principal Investigator

Dr. Alegra Eroy-Reveles is a Chemical Education-focused faculty member in the Department Chemistry and Biochemistry at San Francisco State University. She is passionate about increasing the number of underrepresented and first-generation college students graduating with STEM degrees. Dr. Eroy-Reveles has assembled a group of like-minded staff and students to be part of the ASSETS Research Group. She has also established numerous collaborations with the goal of increasing STEM diversity. Connecting people from across the university and beyond in order to bring together a team to serve the greater good is at the heart of who she is and what she does.

Dr. Eroy-Reveles’ work focuses on designing and implementing curricular activities for STEM students that increase their motivation to pursue STEM degrees. She teaches students and works with instructors in Introductory and General Chemistry, as well as other lower-division STEM courses, to help students develop the interest, self-efficacy, sense of belonging and science identity that will lead to increased motivation to pursue a STEM degree. She draws on her own difficult experiences as an undergraduate Chemistry and Spanish double major at Dartmouth College.

As a student, Dr. Eroy-Reveles had planned to become a pediatrician and serve the majority Latino population of her hometown of Watsonville, California. However after attending her first Society for the Advancement of Chicanos and Native Americans (SACNAS) Conference, she knew that scientific research was her true calling. She was compelled to transition from research in synthetic inorganic chemistry and chemical biology, her doctoral and postdoctoral work respectively, to research in chemical education in order to expand the number and diversity of students pursuing careers in science. She is multicultural (Chicana/Puerto Rican/Filipina) and bilingual (English/Spanish), which makes interdisciplinary projects a natural fit. Her long-standing commitment to preparing underrepresented students for careers in science and health brought her to SF State, where she can carry out this mission.

Graduate Student Members

Michael Choi (Utility Value Project)
Ashley Law (Active Learning in CHEM 115)
Mandy Brinkmann (Active Learning in CHEM 180)

Undergraduate Student Members

Khanh Tran (Heart Check Project)
Imani Davis (Heart Check Project)
Isela Hernandez (Heart Check Project)
Josh Kincannon (Heart Check Project, Utility Value Project)
Sergio Ramirez (Heart Check Project)
Sinai Dennis (Utility Value Project)
Emily Zepeda (Utility Value Project)