Public Policy Associates intern Daisy Haas is a fourth-year Ph.D. student in chemistry at the University of Michigan. They have passions for chemistry, education, and improving STEM education through research that includes an equity-centered lens. They have earned several awards for outstanding graduate student instruction.
Tell us a little about your educational background.
I received my Bachelor of Science in biochemistry and molecular biology at Chapman University. I was doing research in wet lab research settings, but also in science communication and STEM education. I became interested in how students learn and how we can improve STEM learning. Now I’m doing my Ph.D. at the University of Michigan doing chemistry education research.
What sparked your interest in public policy?
A lot of my research has significant policy implications, specifically around creating more equitable STEM postsecondary classrooms, experiences, and practices. However, I didn’t have a lot of training on translating research into policy and that’s something I can learn more about at PPA.
What is your graduate school focus?
My research relates to the intersection between writing, reasoning, and equity-focused teaching in the chemistry classroom. A lot of the activities that we design for students engage them in writing about chemistry to support their reasoning and problem-solving skills. Much of my research focuses on how students are learning to problem-solve and think about chemistry and how instructors support students’ problem-solving skills. I’m personally very passionate about and interested in how equity-focused teaching can help students learn and teachers teach.
What causes you to be so focused on equity issues?
There are clear, systemic inequities that I have noticed in chemistry education. My commitment is to continue to transform the spaces I am in to be more just and more equitable, specifically for racially minoritized and gender-oppressed folks in those spaces.
How did you get connected to PPA?
The University of Michigan’s Rackham Graduate School has a Doctoral Intern Fellowship. Because I have worked as a consultant and instructional coach in the university setting, I was interested in looking at how researchers consult with clients on projects and about problems. When I saw the impactful work happening at PPA, I knew I would have the opportunity to work with researchers and apply my skill sets from chemistry education research and qualitative research to settings where it is actionable and tangible.
What projects will you work on?
I have the opportunity to work on two projects. One is an evaluation of an educational program that intersects with STEM and has an equity-focused lens. I am also working on a health equity project that involves a science communication lens, so we are thinking about how we can communicate relevant science to the general public. I’m also working on an issue brief with PPA Project Manager MaryBeth Talbot.
What are your long-term career goals?
Whatever work I do, I really want it to be toward creating a more equitable STEM learning space. I love teaching, but I also love research and consulting with clients on specific problems. I hope to combine my teaching passion with consulting or research related to public policy.
What do you do when you’re not working or studying?
I love to walk, read, and listen to podcasts. I love attending concerts and Michigan football games.