Publications Design-Based Implementation Research (DBIR): An Approach to Propagate a Transformed General Chemistry Curriculum across Multiple Institutions Creating and testing an activity with interdisciplinary connections: entropy to osmosis Investigating the impact of three-dimensionallearning interventions on student understandingof structure–property relationships Students’ use of chemistry core ideas to explain the structure and stability of DNA Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol Using Memes in the Classroom as a Final Exam Review Activity Reasoning about Reactions in Organic Chemistry: Starting It in General Chemistry Predictions and Constructing Explanations: An Investigation into Introductory Chemistry Students’ Understanding of Structure-Property Relationships Evaluating the Extent of a Large-Scale Transformation in Gateway Science Courses Connecting Structure–Property and Structure–Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions Developing an Analytical Framework to Characterize Student Reasoning about Complex Processes Energy Connections and Misconnections across Chemistry and Biology Adapting Assessment Tasks to Support Three-Dimensional Learning Core Ideas or Topics: Building Up or Drilling Down? Investigating Students’ Reasoning about Acid-Base Reactions Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol Developing an Empirically Grounded Framework to Assess Interdisciplinarity of Student Explanations of Everyday Phenomena When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula Are non-covalent interactions an Achilles heel in chemistry education? A comparison of instructional approaches Challenge Faculty to Transform STEM Learning Student understanding of intermolecular forces: A multimodal study Answering the questions of whether and when student learning occurs: Using discrete-time survival analysis to investigate the ways in which college chemistry students’ ideas about structure-property relationships evolve A Short History of the Use of Technology to Model and Analyze Student Data for Teaching and Research An investigation of college chemistry students’ understanding of structure–property relationships Development and assessment of a molecular structure and properties learning progression Development and validation of the implicit information from Lewis structures instrument (IILSI): do students connect structures with properties Biological Concepts Instrument (BCI): A diagnostic tool for revealing student thinking Lost in Lewis Structures: an Investigation of Student Difficulties in Developing Representational Competence