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Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

International journal of STEM education, 2022-02, Vol.9 (1), p.1-23, Article 15

2022

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Introducing the Virtual Issue: Marcy H. Towns Festschrift

Journal of chemical education, 2022-08, Vol.99 (8), p.2775-2776

Raker, Jeffrey R.

2022

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Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

The journal of scholarship of teaching and learning, 2021-10, Vol.21 (3), p.1

2021

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Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

International journal of STEM education, 2024-12, Vol.11 (1), p.10-21, Article 10

2024

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Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey

Journal of chemical education, 2022-09, Vol.99 (9), p.3143-3154

2022

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Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Journal of chemical education, 2023-09, Vol.100 (9), p.3462-3476

2023

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Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences Are Implemented: A National Survey

Journal of chemical education, 2022-12, Vol.99 (12), p.4068-4078

2022

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Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Journal of research in science teaching, 2019-05, Vol.56 (5), p.598-618

2019

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Implementation of an R Shiny App for Instructors: An Automated Text Analysis Formative Assessment Tool for Evaluating Lewis Acid–Base Model Use

Journal of chemical education, 2023-08, Vol.100 (8), p.3107-3113

2023

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Factors associated with chemistry faculty members' cooperative adoption of evidence-based instructional practices: results from a national survey

Chemistry Education Research and Practice, 2024-06, Vol.25 (3), p.625-642

2024

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Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Journal of research in science teaching, 2018-10, Vol.55 (8), p.1111-1133

2018

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Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Chemistry Education Research and Practice, 2018-01, Vol.19 (1), p.251-264

2018

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Using Lexical Analysis To Predict Lewis Acid–Base Model Use in Responses to an Acid–Base Proton-Transfer Reaction

Journal of chemical education, 2018-08, Vol.95 (8), p.1267-1275

2018

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Assessment Tools in Context: Results from a National Survey of Postsecondary Chemistry Faculty

Journal of chemical education, 2022-08, Vol.99 (8), p.2843-2852

2022

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Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey

Chemistry Education Research and Practice, 2024-01, Vol.25 (1), p.79-91

2024

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Revisiting faculty members' goals for the undergraduate chemistry laboratory

Chemistry Education Research and Practice, 2023-01, Vol.24 (1), p.217-233

2023

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Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey

Chemistry Education Research and Practice, 2021-01, Vol.22 (1), p.3-42

2021

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The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map IV: Physical Chemistry

Journal of chemical education, 2018-02, Vol.95 (2), p.238-241

2018

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Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an S[subscript N]1 Reaction Mechanism

Journal of chemical education, 2020-10, Vol.97 (10), p.3551

2020

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Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism

Journal of chemical education, 2020-10, Vol.97 (10), p.3551-3562

2020

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Effect of a Representative Sample of Internally Calibrated Mental Effort and Polytomously Scored Data on Representing Cognitive Efficiency

Journal of chemical education, 2022-03, Vol.99 (3), p.1326-1335

2022

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Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry

Educational psychology (Dorchester-on-Thames), 2018-07, Vol.38 (6), p.838-856

2018

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Self-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causation

Chemistry Education Research and Practice, 2016-01, Vol.17 (4), p.973-984

2016

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Development of a machine learning-based tool to evaluate correct Lewis acid-base model use in written responses to open-ended formative assessment items

Chemistry Education Research and Practice, 2021-10, Vol.22 (4), p.866-885

2021

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A Historical Analysis of the Curriculum of Organic Chemistry Using ACS Exams as Artifacts

Journal of chemical education, 2013-11, Vol.90 (11), p.1437-1442

2013

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Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

Introducing the Virtual Issue: Marcy H. Towns Festschrift

Development and Evaluation of Scales for Measuring Self-Efficacy and Teaching Beliefs of Students Facilitating Peer-Supported Pedagogies

Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey

Measuring the Association of Departmental Climate around Teaching with Adoption of Evidence-Based Instructional Practices: A National Survey of Chemistry Faculty Members

Goals for the Undergraduate Instructional Inorganic Chemistry Laboratory When Course-Based Undergraduate Research Experiences Are Implemented: A National Survey

Self‐beliefs in organic chemistry: Evaluation of a reciprocal causation, cross‐lagged model

Implementation of an R Shiny App for Instructors: An Automated Text Analysis Formative Assessment Tool for Evaluating Lewis Acid–Base Model Use

Factors associated with chemistry faculty members' cooperative adoption of evidence-based instructional practices: results from a national survey

Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education

Evaluating student motivation in organic chemistry courses: moving from a lecture-based to a flipped approach with peer-led team learning

Using Lexical Analysis To Predict Lewis Acid–Base Model Use in Responses to an Acid–Base Proton-Transfer Reaction

Assessment Tools in Context: Results from a National Survey of Postsecondary Chemistry Faculty

Evaluating the level of inquiry in postsecondary instructional laboratory experiments: results of a national survey

Revisiting faculty members' goals for the undergraduate chemistry laboratory

Pedagogies of engagement use in postsecondary chemistry education in the United States: results from a national survey

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map IV: Physical Chemistry

Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an S[subscript N]1 Reaction Mechanism

Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism

Effect of a Representative Sample of Internally Calibrated Mental Effort and Polytomously Scored Data on Representing Cognitive Efficiency

Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry

Self-efficacy and academic performance in first-semester organic chemistry: testing a model of reciprocal causation

Development of a machine learning-based tool to evaluate correct Lewis acid-base model use in written responses to open-ended formative assessment items

A Historical Analysis of the Curriculum of Organic Chemistry Using ACS Exams as Artifacts

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