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Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms

PloS one, 2024-05, Vol.19 (5), p.e0295887

2024

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Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

PloS one, 2020-06, Vol.15 (6), p.e0234640-e0234640

2020

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Chemistry Education ResearchFrom Personal Empiricism to Evidence, Theory, and Informed Practice

Chemical reviews, 2018-06, Vol.118 (12), p.6053-6087

2018

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Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry

Journal of chemical education, 2017-12, Vol.94 (12), p.1852-1859

2017

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Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

Journal of chemical education, 2019-09, Vol.96 (9), p.1858-1872

2019

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The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena

Journal of chemical education, 2023-01, Vol.100 (1), p.15-21

2023

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Arguing from Spectroscopic Evidence

Journal of chemical education, 2019-10, Vol.96 (10), p.2072-2085

2019

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Modeling students' epistemic cognition in undergraduate chemistry courses: a review

Chemistry Education Research and Practice, 2024-06, Vol.25 (3), p.594-612

2024

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You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments

Journal of chemical education, 2021-08, Vol.98 (8), p.2490-2495

2021

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Assessment in Chemistry Education

Israel journal of chemistry, 2019-06, Vol.59 (6-7), p.598-607

2019

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Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes

Journal of chemical education, 2024-06, Vol.101 (6), p.2215-2230

2024

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Impact of Assessment Emphasis on Organic Chemistry Students’ Explanations for an Alkene Addition Reaction

Journal of chemical education, 2022-03, Vol.99 (3), p.1368-1382

2022

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Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena

Journal of research in science teaching, 2022-05, Vol.59 (5), p.841-875

2022

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Beliefs "versus" Resources: A Tale of Two Models of Epistemology

Chemistry Education Research and Practice, 2023-04, Vol.24 (2), p.768-784

2023

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The Impact of Core-Idea Centered Instruction on High School Students’ Understanding of Structure–Property Relationships

Journal of chemical education, 2019-07, Vol.96 (7), p.1327-1340

2019

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Authenticity-Driven Design of a High-Enrollment Organic Laboratory Course

Journal of chemical education, 2023-12, Vol.100 (12), p.4674-4685

2023

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Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials

Chemistry Education Research and Practice, 2023-01, Vol.24 (1), p.71-88

2023

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Adapting a Core-Idea Centered Undergraduate General Chemistry Curriculum for Use in High School

Journal of chemical education, 2019-07, Vol.96 (7), p.1318-1326

2019

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Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry

JACS Au, 2022-08, Vol.2 (8), p.1869-1880

2022

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Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum

Journal of chemical education, 2023-09, Vol.100 (9), p.3374-3385

2023

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Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

Journal of chemical education, 2020-09, Vol.97 (9), p.2408-2420

2020

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Evaluating the extent of a large-scale transformation in gateway science courses

Science advances, 2018-10, Vol.4 (10), p.eaau0554-eaau0554

2018

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Identification of Histone Deacetylase Inhibitors with Benzoylhydrazide Scaffold that Selectively Inhibit Class I Histone Deacetylases

Chemistry & biology, 2015-02, Vol.22 (2), p.273-284

2015

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Making Water the Exciting Way: A Classroom Demonstration of Catalysis

Journal of chemical education, 2014-04, Vol.91 (4), p.550-553

2014

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Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course

Science education (Salem, Mass.), 2024-11

2024

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Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

Chemistry Education ResearchFrom Personal Empiricism to Evidence, Theory, and Informed Practice

Practicing What We Preach: Assessing “Critical Thinking” in Organic Chemistry

Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena

Arguing from Spectroscopic Evidence

Modeling students' epistemic cognition in undergraduate chemistry courses: a review

You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments

Assessment in Chemistry Education

Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes

Impact of Assessment Emphasis on Organic Chemistry Students’ Explanations for an Alkene Addition Reaction

Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena

Beliefs "versus" Resources: A Tale of Two Models of Epistemology

The Impact of Core-Idea Centered Instruction on High School Students’ Understanding of Structure–Property Relationships

Authenticity-Driven Design of a High-Enrollment Organic Laboratory Course

Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials

Adapting a Core-Idea Centered Undergraduate General Chemistry Curriculum for Use in High School

Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry

Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum

Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

Evaluating the extent of a large-scale transformation in gateway science courses

Identification of Histone Deacetylase Inhibitors with Benzoylhydrazide Scaffold that Selectively Inhibit Class I Histone Deacetylases

Making Water the Exciting Way: A Classroom Demonstration of Catalysis

Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course

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