Assistant Professor
Department of Teaching & Learning

Demetrice Smith-Mutegi

757-683-3349

3103 EDUCATION BLDG
NORFOLK, VA 223529

Contracts, Grants and Sponsored Research

Enderson, M., Ferguson, S. C., Smith-Mutegi, D. and Steel, C. "ODU-GEMS: Growing Educators of Mathematics & Science " $1,200,000. Federal. October 2022 -

Expertise

Science Education
K-12 Science Education
Teacher Education and Professional Development
Informal Learning Environments
STEM Education
Culturally Relevant Pedagogy

Research Interests

- Artificial Intelligence in Education (AIED)
- Informal STEM Learning
- Student-Centered STEM Teaching

Articles

Morton, C., Smith-Mutegi, D., Marci, D., Adlaklha, V. and Jackson, R. (2026). Girls STEM Institute: Impacting Black Girls’ Self-Efficacy and Interest in STEM Careers. Journal of Black Excellence in Engineering Science & Technology.
Yu, S. and Smith-Mutegi, D. (2026). Becoming an inclusive teacher across ‘virtual and real’ contexts: negotiating teacher identity through engagement with GenAI. Pedagogy, Culture & Society , pp. 1-23.
Gutierrez, K. S.., Smith-Mutegi, D., Beck, J. S.., Rippard, K. S.. and Hinton, K. (2026). Preparing Teachers for Diverse Classrooms through Reflective Practice Using Disciplinary Writing. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 99 (2) , pp. 72-82.
Smith-Mutegi, D., Mamo, Y., Kim, J., Crompton, H. and McConnell, M. (2025). Perceptions of STEM education and artificial intelligence: a Twitter (X) sentiment analysis. International Journal of STEM Education 12 (1).
Ferguson, S., Smith-Mutegi, D. and Cook-Snell, B. (2025). Exploring VR User Experiences. Technology, Knowledge and Learning.
Smith-Mutegi, D. and Crisden, T. (2025). Differentiating Science Lessons in the Age of Generative AI. Science Scope 48 (1) , pp. 12-17.
Jones, J. and Smith-Mutegi, D. (2024). Multiple Representations and Multiple Expressions: Simulating Enzymatic Reactions to Showcase Learning. The Science Teacher 91 (1) , pp. 64-69.
Smith-Mutegi, D. (2023). Intersecting identities and the transformative experiences of a beginning science teacher. Cultural Studies of Science Education 18 (3) , pp. 569-576.
Morton, C. and Smith-Mutegi, D. (2022). Making “it” matter: developing African-American girls and young women’s mathematics and science identities through informal STEM learning. Cultural Studies of Science Education 17 (1) , pp. 39-52.
Mutegi, J., Smith-Mutegi, D. and Lewis, N. (2022). Fostering Critical Perspectives of Science among Preservice Elementary Teachers: An Empirical Identification of Affordances and Hindrances. Journal of Science Teacher Education.

Organizational Chart