STEM Teaching Consultant

Jess Dewey (she/her) works with faculty in the STEM disciplines to help them create active, inclusive, and innovative learning environments. Her interests include implementing active learning techniques, expanding access to research experiences for undergraduates, and working with faculty to make the STEM disciplines more inclusive and equitable for all. Outside of work, Jess enjoys reading and walking her two dogs.

Connect with Jess



Jess holds a B.S. degree in Ecology, Evolution, and Behavior and a Ph.D. in STEM Education, both from the University of Minnesota – Twin Cities. After earning her PhD, Jess worked as a postdoc on an HHMI Inclusive Excellence grant at Syracuse University. In this role, she supported Biology and Chemistry instructors in transforming their courses to include active and inclusive pedagogies.


Dewey, J., Pautz, M., & Diede, M. (2023). How do we Address Faculty Burnout? Start by Exploring Faculty Motivation. Innovative Higher Education.

Diede, M., Dewey, J., & Pautz, M. (2022). Play the Long Game: Higher education must do much more to support and value the intellectual, scholarly work of teaching. Inside Higher Ed.

Hicks, J., Dewey, J., Abebe, M., & Schuchardt, A. (2022). Teasing apart the impacts of curriculum and professional development on teaching assistants’ teaching practices. PLOS ONE, 17(2): e0262841.

Dewey, J., Hicks, J., & Schuchardt, A. (2022). Improving students’ understanding of biological variation in experimental design and analysis through a short model-based curricular intervention. CBE-Life Sciences Education, 21(1), ar11.

Dewey, J., Hicks, J., Kramer, M., Schuchardt, A. (2020). BioVEDA curriculum: An approach to link conceptual and quantitative understanding of variation during experimental design and data analysis. CourseSource.