Publications

A Qualitative Investigation of Higher Education Chemistry Students’ Perceptions of What Scientists Do
Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms

Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum
Lessons Learned from Interdisciplinary Activities that Connect Chemistry and Biology
“Big Ideas” of Introductory Chemistry and Biology Courses and the Connections between Them
Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities
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