Jacqueline Fajardo

Jacqueline Fajardo serves as an Assistant Professor in the Department of Chemistry and Biochemistry at the University of Delaware, College of Arts & Sciences, specializing in instruction for the General Chemistry series (CHEM103/104) targeting science and engineering students outside chemistry majors. She designs integrated learning environments combining lecture, laboratory, workshop, and asynchronous online resources to maximize student engagement.

Her academic credentials include:

• B.Sc. in Biochemistry (1999) from Washington State University, Pullman, WA
• Ph.D. in Chemical Education (2009) from the University of Northern Colorado, Department of Chemistry & Biochemistry, Greeley, CO

Dr. Fajardo's research program bridges biochemical expertise and pedagogical innovation, with primary focus on scale transfer theory to identify student misconceptions across hierarchical biochemical concepts. She pioneers technology-enhanced methodologies including supplemental video lectures for self-paced learning, molecular visualization tools for spatial reasoning, and POGIL-based collaborative frameworks. Her early structural biology work on cytotoxic proteins like Colicin B informs current investigations into how students conceptualize molecular phenomena across macroscopic, microscopic, and symbolic scales.

Analysis of her publication timeline reveals a strategic pivot from structural biochemistry (1998-2004) to chemical education research (2006), with recent work emphasizing collaborative learning dynamics, misconception remediation, and learning style impacts on knowledge transfer in undergraduate settings. This evolution reflects her commitment to evidence-based teaching practices rooted in both biochemical expertise and educational theory.

No scientific awards are documented in the source material.

Regarding mentoring and funding, the available text provides no specifics on graduate students, research grants, or sponsored projects. Similarly, laboratory facilities or research teams are not referenced, though her speaking engagements at Gordon Research Conferences suggest active participation in chemical education communities.