This summer, Dr. Cora MacBeth, a chemist with more than twenty years of experience as a faculty member, researcher, and academic administrator at Emory University, was appointed director of Penn State Behrend’s School of Science.
Behrend alumna is the new school director
This summer, Dr. Cora MacBeth, a chemist with more than twenty years of experience as a faculty member, researcher, and academic administrator at Emory University, was appointed director of Penn State Behrend’s School of Science.
MacBeth, a 1996 graduate of the Chemistry program at Behrend, holds a doctorate in chemistry from the University of Kansas. She served as associate dean of the Office of Undergraduate Education at Emory. Prior to that, she was a senior research fellow at the California Institute of Technology’s Beckman Institute. She holds three patents.
What brought you back to Behrend?
My interest in the director position comes from a genuine passion for undergraduate education and the transformative effect it can have. Leadership, to me, is about cultivating environments where students and faculty can thrive. As director, I have the chance to shape strategic priorities, foster innovation, and champion the work of our community.
How did your undergraduate experience here factor into that?
My undergraduate years at Behrend were pivotal. The emphasis on research, the mentorship I received, and the supportive campus culture gave me a strong academic foundation. I saw firsthand how undergraduate education—done right—can inspire curiosity and creativity in students. That experience helped shape my philosophy of servant leadership and inspired me to return in a role where I could give back.
What experiences from your various roles at Emory will position you to succeed here?
As associate dean at Emory, I managed academic affairs, including curriculum, course planning, and program assessment. I also led the Emory Scholars Program and directed undergraduate research. These roles sharpened my ability to manage complex programs while promoting academic excellence.
As a faculty member, mentoring more than twenty-five undergraduate researchers and ten graduate students reinforced my passion for developing young scientists.
What do you see as the School of Science’s greatest asset?
Our people. The faculty, staff, and students are deeply committed—not just to academics, but to creating a caring, supportive environment. Faculty and staff go the extra mile to ensure students feel seen and encouraged. That culture of mentorship and care is reflected in our students, whose energy and dedication extend far beyond the classroom.
You have a strong background in supporting undergraduate research. Why is it so important?
Undergraduate research allows students to apply classroom knowledge to real problems, ask meaningful questions, refine hypotheses, and navigate the uncertainties of discovery. It also gives them an opportunity to fail and deal with ambiguity. I think students learn the most when things don’t go as planned.
A student whose complex synthesis fails at the last step doesn’t just learn chemistry—they learn adaptability and problem-solving. Faculty members play a key role in helping students reflect on those experiences and articulate the transferable skills when talking to potential employers.
What initiatives do you want to focus on first?
One priority is strengthening connections with alumni and local industries. We can learn a lot from our graduates. They can help us understand the transition from college to the workforce and help inform curricular changes that better prepare our students for the future. Experienced alumni may want to engage with us by proposing capstone projects that allow our students to use their skills to solve problems that are relevant to industry.
I also want the School of Science to be seen as a resource for local industry—a place that produces outstanding graduates and welcomes partnerships with external entities.
In the last five years, confidence in science has been challenged. Why do you think that is, and how can trust be rebuilt?
Public confidence in science remains relatively strong—according to recent data, 77 percent of Americans trust scientists to act in the public’s best interest, and 88 percent support federally funded research. That said, I think it’s imperative that scientists engage with the public.
Behrend’s Youth Education Outreach program is doing an outstanding job engaging the community and providing opportunities for K–12 students and teachers, but I think scientists also need to engage more with community leaders and the general public to help them understand the connection between scientific research activities and economic growth in our communities. For instance, every dollar of research funded by the National Institutes of Health results in $2.65 in economic activity—a great return on investment.