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-dimensional
learning interventions on student understanding
of 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