Cuvette Collective stands at the forefront of a transformative journey in science education, driven by a shared vision of making chemistry education more equitable, engaging, impactful, and accessible. Our mission is deeply rooted in collaboration, bringing together scientists, educators, and innovators to reimagine how chemistry is taught and learned in secondary and higher education settings.At the core of our initiative is a commitment to breaking down barriers and fostering an inclusive community where every voice is heard and valued. By pooling our collective expertise and resources, we can overcome the challenges that have traditionally hindered the development of effective and inspiring chemistry curricula.Our efforts are organized around three key pillars:1. Empowerment - We provide educators with the support and resources to feel confident and connected in their teaching journey. We aim to ensure that educators are never isolated but are part of a vibrant community of practice.2. Democratization - Through our efforts, we strive to make scientific knowledge more accessible, challenging the traditional gatekeeping in scientific publishing. We aim to create platforms where research and insights can be shared freely, fostering a culture of open exchange and innovation.3. Inclusivity - We are dedicated to creating spaces where researchers from diverse backgrounds feel seen, heard, and appreciated. Celebrating various perspectives and experiences enriches the science education landscape and inspires future scientists and educators.Cuvette Collective is more than an organization; it is a movement towards a more inclusive, engaging, and impactful science education ecosystem. We invite scientists, educators, and all stakeholders in the education sector to join us in this endeavor. Together, we can shape a future where every learner has the opportunity to explore the wonders of chemistry in a way that is meaningful, accessible, and inspiring.

As the Director of Innovation, Outreach, Diversity, and Education (DIODE) for the Center for the Chemistry of Molecularly Optimized Networks (MONET), which is funded by the National Science Foundation (NSF), I strive to ensure that cutting-edge research in polymer chemistry carried out by scientists at over 13 institutions, including Duke University, Columbia University, Johns Hopkins, MIT, Northwestern, and others, reaches a broader audience through educational experiences with broader impacts. My role involves coordinating and administering all outreach activities within MONET to advance chemistry curriculum design that is equitable, engaging, impactful, and accessible. To achieve this, I develop and evaluate programs such as Undergraduate Research Experiences and Signature Professional Development Experiences for graduate students. These programs offer students cross-institution mentoring and experience translating their research work into impactful outreach, education, informal science communication, or innovation efforts.Through these efforts, I aim to bridge the research gap and transform science education, contributing to designing an innovative and inclusive chemistry curriculum based on advancements in chemistry research.

As the Director of STEM Education Initiatives within the University of Oregon Teaching Engagement Program (TEP) and Office of the Provost, I have the opportunity to facilitate curricular and pedagogical innovation and reform efforts that promote racial justice, inclusive excellence, and student success in STEM. My role involves continuing and extending the nationally recognized efforts of UO’s Science Literacy Program to improve the outcomes of UO undergraduates, working with faculty to sharpen UO’s articulation of key concepts and skills related to scientific thinking, develop curricular and pedagogical approaches linked to those core concepts and skills, and, with my colleagues in TEP, provide faculty and graduate student teaching development in equity-centered and research-informed practices linked to UO’s Teaching Excellence Framework.I seek to help coordinate and consolidate the use of evidence-based pedagogy including integrating critical theory to innovate science gateway courses with the goal of improving educational outcomes and toward achieving equity for our students and providing a safe and fulfilling space for them to pursue their interests and career ambitions. Moreover, I collaborate with schools and colleges on curriculum reform efforts aimed at improving, integrating, and making more navigable curricula within and across STEM majors and the Clark Honors College and pursue external funding opportunities in support of science education initiatives serving as a connector, linking various sites of STEM education outreach and reform efforts in the University of Oregon campus and the wider community.

Advancing a research program surrounding the impact of reforms on assessment design across institutions on student achievement and equity using recent or novel advances in methodology.

In addition to furthering my education in chemistry and instructional practices, I have been given the opportunity to mentor undergraduate students in REU (research experiences for undergraduates) and am currently conducting research on the following topics (in brief) below:1. Equity in chemistry assessments of diverse student populations2. Students' challenges with conceptualizing algorithmic solution processes involving dimensional analysis3. Single-subject statistical methodologies in the evaluation of instructional pedagogies 4. The observed gap in communication between instructors and researchers in chemistry educationPlease feel free to email me at vralph@mail.usf.edu should a collaboration on any of these topics be of interest to you.

Served over 1,275 college students as a chemistry tutor for struggling in general/organic chemistry, biology, and physics. I spent the majority of my 35 hours per week curating on-the-fly resources for students to relearn, practice, and master pertinent concepts in any learning style that best suited their strengths.

Taught 1-3 courses per semester effectively designing and implementing courses conducive to modern pedagogical standards. Engaged students with the latest instructional technologies and taught to improve their logical reasoning.

While pursuing my master’s degree, I started and ran a digital design business centered in the creation of highly-interactive chemistry content using best practices and learning psychology. Published a textbook designed for visual learners in 2014 that ran in 12 classrooms across the United States and has sold over 856 copies. Learn more at: www.drawntochemistry.com.

Designed, demonstrated, and served as a faculty leader on the school’s first project-based learning courses. Worked with a team of faculty to R&D new instructional technologies and the implementation of school wide iPads.

Three breast cell lines, metastatic MDA-MB-231 cells, non-invasive Ductal Carcinoma In Situ (DCIS) cells, or non-cancerous MCF10A cells were incubated under intermittent hypoxic conditions (10 days Hypoxia, 2 days normoxia, repeat) and tested for viability, drug responsiveness, culture pH, and total and DNA content and compared to control cells grown in normoxia. To perform selections of aggressive cells, viable fractions of the original sample were cycled through normoxia and allowed to proliferate. Clones from intermittent hypoxic treated cells were clonally selected, cultured under normal growth conditions, and tested for gene expression and DNA content.

Research focused on the discovery and development of new drugs to prevent or treat malaria and leishmaniasis, two of the most pertinent parasitic diseases to man. Completed biological assays on master plates created in the Baker lab with their appropriate solvents using BioMek software and machinery; then placed the samples into biochemical assays that use bioluminescence to determine if the biomolecules are malaria resistant.

Research focused on the discovery of pharmacologically active natural products from marine invertebrates, algae, and microorganisms. Assisted in the extraction of approximately 70,000 samples of Bimolecular Agents purified from various species of fungi native to Mangroves in Hong Kong.The study of secondary metabolites in marine invertebrates is a multifaceted endeavor. The major emphasis of this project was the isolation and identification of new secondary metabolites using techniques of organic structure determination: high-field 1H and 13C NMR in one- and two-dimensions (COSY, RCT, HETCOR, HMBC, etc.); mass spectrometry (electron impact, fast atom bombardment, etc.); IR; and UV; as well as traditional wet chemistry (derivatization, hydrolysis, ozonolysis, Baeyer-Villiger oxidation, etc.).