Mark T. Baillie Source Confirmed
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Assistant Professor
University of Arkansas at Little Rock
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Biography and Research Information
OverviewAI-generated summary
Mark T. Baillie's research focuses on understanding and improving student outcomes in science, technology, engineering, and mathematics (STEM) education. His work investigates how students' perceptions of their instructors' mindsets influence their academic experiences and performance, particularly in chemistry. Baillie has explored how a fixed mindset perceived in instructors can lead to a greater sense of academic misfit among students, ultimately impacting their grades.
His research also addresses issues of equity in educational programs, examining perceived barriers to participation in initiatives like the Learning Assistant Program. Baillie has published findings indicating that while student-centered instructional policies are associated with positive student perceptions of instructor universality beliefs, these perceptions may disproportionately favor White instructors in STEM fields.
Baillie is a Principal Investigator on a significant National Science Foundation (NSF) grant totaling $1,999,986, aimed at institutional and community transformation to uphold active learning reform in STEM. He has published 13 scholarly articles, accumulating 151 citations and an h-index of 7. His collaborations include work with Ronia N. Kattoum, Ibraheem Abbood, and C. P. Dwyer, all from the University of Arkansas at Little Rock.
Metrics
- h-index: 7
- Publications: 13
- Citations: 151
Selected Publications
- Student-centered instructional policies are associated with more positive student perceptions of their instructor's universality beliefs, but these perceptions favor White instructors in STEM (2025) DOI
- A more positive mindset context is associated with better student outcomes in STEM, particularly for traditional-age students (2025) DOI
- Students Who Perceive Instructors to Have a Fixed Mindset Report a Greater Sense of Academic Misfit That Leads to Lower Chemistry Grades (2024) DOI
- Addressing a University Department Challenge: Applying the CTeAM Key Question Matrix (2023) DOI
- Perceived Barriers to Equitable Participation in the Learning Assistant Program (2023) DOI
Federal Grants 1 $1,999,986 total
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