Assistant Professor
Department of Teaching & Learning

Demetrice Smith-Mutegi

757-683-3349

3103 EDUCATION BLDG
NORFOLK, 223529

Demetrice Smith-Mutegi is an assistant professor in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia. She teaches K-12 foundation courses and secondary science and math methods to preservice teachers. Before entering higher education, she served in North Carolina, Maryland, and Indiana public schools as a STEM educator.
Demetrice's current research interest lies in investigating the motivations, beliefs, and experiences of students in STEM, as well as factors that influence STEM teachers' career decisions. She has also collaborated actively with researchers in other fields to study how informal STEM learning experiences impact underrepresented students.

Contracts, Grants and Sponsored Research

Enderson, M., Ferguson, S. C., Smith-Mutegi, D. and Steel, C. "51ԹPro-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

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