Chris Bauer, University of New Hampshire

CER Interviews and Negotiations

The hiring process contains many unknowns. Much of the process is out of your control. Much of the information available to you is second-hand. Most likely, just about everything you encounter will be a new experience. How are you going to handle that? This workshop will explore a few key points in the academic interview process: the phone interview, the campus visit, and the position negotiation. This short workshop will not prepare you for everything that might happen, but it will push you to think about how to get the best value out of each aspect. Your workshop leader is a former department chair who has been involved in dozens of faculty searches and interviews.

MaryKay Orgill, University of Nevada Las Vegas

K-12 Professional Development Programs: Turning Service Opportunities into Research Opportunities

There are numerous funding and service opportunities available to chemistry education faculty members who choose to become involved in K-12 professional development activities. While these activities are certainly worthwhile in and of themselves, they are also rich ground for new research projects. This presentation will discuss a series of professional development programs that have resulted in scholarly works: research about teachers and their classrooms, research done by teachers about their classrooms, and large-scale chemistry education research co-designed by teachers. I will share examples of scholarly products of the university-school district research collaborations that have resulted from our K-12 professional development programs. I will also discuss some of the results of the most recent collaborative project, which was co-designed by high school teachers who became interested in nanoscience after one of our professional development summer institutes.

Donald Wink, University of Illinois-Chicago

Chemistry Education and K-12 Teacher Education: What is Real and What is Ideal?

This talk will examine factors involved in managing and learning from a comprehensive curriculum and professional development program for high school teachers in a very large urban district. This will include three levels of discussion: the issues that arise when university-based programs engage with schools; working with K-12 district partners; and working within a very large team of coworkers. These will all be referenced to specific issues in chemistry education and chemistry education research.

Mary Beth Anzovino, Ph.D. Candidate, University of Wisconsin-Madison (Advisor: Dr. John Moore)

From the Bench to the Blackboard: Development of Undergraduate Lab Experiments and a Survey Instrument

Producing an educated, informed public is an important goal for colleges and universities. We are developing a program to incorporate research-inspired experiments into the general chemistry laboratory, in hopes of increasing students' awareness of research and shifting their attitudes toward research in a positive direction. This poster will describe new laboratory experiments in the areas of surfactant chemistry and oxidation kinetics, both inspired by ongoing research in the UW Madison Nanoscale Science and Engineering Center. We will also discuss the design and analysis of a survey instrument for assessing student awareness of and attitudes toward scientific research.

Nicole Becker, Ph.D. Candidate, Purdue University (Advisor: Dr. Marcy Towns)

Examining Reasoning and Sociochemical Norms in a Physical Chemisry Class

Students learning physical chemistry are required to reason about abstract constructs using mathematical symbolism and particulate level descriptions of matter. Understanding the connections betwen symbolic representations, particulate behavior, and physical macroscopic phenomena is central to students' learning of physical chemistry. This study investigates the collective ways of reasoning about physic chemistry concepts that emerge in an inquiry-oriented physical chemistry class. An analytical approach derived from Toulmin's model of informal argumentation was used to document the collective production of meaning in both whole class and small group discussions. The emergence of a sociochemical norm related to reasoning using particulate level descriptions of matter will be described and implications for teaching and learning will be discussed.

Justin Carmel, Ph.D. Candidate, Miami University (Advisor: Dr. Ellen Yezierski)

Assessment and Implications of Critical Thinking in the College Chemistry Classroom

Many, if not all, universities across the country require their students to take at least one science course in order to develop critical thinking ability. Often the claim is made of gaining critical thinking, but the outcome is not assessed to determine if improvement has occurred. It is the aim of this research to assess the improvements made in the students' critical thinking, and to also design and implement specific interventions that aim at improving specific critical thinking skills. This research will also look at the transferability of critical thinking skills acquired in the chemistry classroom to more generalized settings.

Brittany Christian, M.S. Candidate, Miami University (Advisor: Dr. Ellen Yezierski)

Improving Content Outcomes of Science Museums: Blending Formal and Informal Environments to Evaluate a Chemical and Physical Change Exhibit

When creating a new exhibit for a museum there is a need to evaluate its effectiveness before placing it on the museum floor. I propose to develop a chemistry exhibit with attributes typical of informal education. The exhibit's effectiveness will be evaluated ina  controlled environment with middle school physical science students. due to the engaging nature of the intervention, I project that there will be significant content gains in the experimental group versus the control group. The premise of evaluating information chemistry activities in classrooms is novel, and when broadly applied will result in increasing visitor knowledge.

Michael Bindis, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Student Misconceptions of Intermolecular Forces as Revealed through Paper Chromatography Experiments

Interviews were conducted in which students were asked to use their knowledge of forces of attraction to explain an experiment in paper chromatography. Results from student interviews will be subsequently used to devellp a concept inventory regarding student misconceptions of intermolecular forces. Guiding this research is Johnstone's triangle of multiple levels of representation within chemistry and the theory of constructivism. These learning theories will be presented in context with methods used within each interview, along with initial findings about student conceptions and alternative conceptions about intermolecular forces.

Thomas Bussey, Ph.D. Candidate, University of Nevada Las Vegas (Advisor: Dr. MaryKay Orgill)

Using Variation Theory to Assess Students' Learning of Biochemistry from External Representations

Biochemistry education is predicated on students' ability to understand abstract, non-experiential cellular events. As such, biochemistry educators often rely on external representations to provide working models from which students' internal representations can be constructed, evaluated, and revised. However, prior research has shown that external representations can lead to alternative student conceptions. Variation Theory offers a theoretical framework from which to explore what is intended for students to learn, what is possible for students to learn,a dn what students actually learn. In this presentation, I will discuss the theoretical and methodological alignment of Variation Theory, external representations, and biochemistry education.

Heather Caruthers, Ph.D. Candidate, Iowa State University (Advisor: Dr. Thomas Holme)

Applying the ACS Exams Institute Concept Map to Organic Chemistry

A map of the undergraduate curriculum is being developed by the ACS Exams Institute. The map is being developed as a way to expand the ACS exams use in programmatic assessment. One aspect of this project is the development of the sub-disciplinary articulations for organic chemistry. These articulations have been used to do alignment studies of past organic ACS exams. Inter-rater reliability measurements will be discussed along with difficulties in alignement and the changes made to the articulations. Preliminary results for the changes to the organic sub-disciplinary articulations will be discussed.

Tanya Gupta, Ph.D. Candidate, Iowa State University (Advisor: Dr. Tom Greenbowe)

Does Laboratory Course Work make a Difference in Student Learning? A Study of the Impact of Laboratory Course on Student Problem Solving in General Chemistry

Several researchers have questioned the relevance of laboratory work in freshmen level college chemistry. Does taking a chemistry laboratory course as a co-requisite have any impact on student understanding of chemistry content and laboratory skills? Does laboratory course work help students connect with the content being covered in the lecture? A study is being conducted at Iowa State University involving two general chemistry courses investigating student performance in the lectue based on taking or not taking the laboratory. Twenty students from each of the courses participated in an interview that tested their knowledge and problem solving on topics of Stoichiometry and Thermochemistry. Three course instructors (experts) and seven teaching assistants were also interviewed on similar chemistry problems to compare the problem solving of students to that of experts and teaching assistants. Preliminary findings indicate that students enrolled in the laboratory had a better understanding of the concepts and they approached the problems in stoichiometry and thermochemistry similarly as the chemistry graduate teaching assistants did, while the students not enrolled in the laboratory approached chemistry problems like novices.

Todd Gatlin, Ph.D. Candidate, University of South Florida (Advisor: Dr. Santiago Sandi-Urena)

Chemistry Graduate Students' Development of Scientific Competence through Inquiry Based Teaching

Research suggests facilitating a cooperative problem-based laboratory environment may promote graduate teaching assistants' (GTAs) metacognitive and epistemological development. However, no supporting longitudinal evidence to identify changes in GTAs' beliefs and behaviors has been collected. To address this need, a concurrent mixed-method design was employed. Semi-structured interviews and survey responses were collected before and after GTAs' first semester of teaching. Analysis followed explanatory case-study methodology. Relevant cases will be presented and causal relationships of facilitating a cooperative problem-based laboratory on GTAs' beliefs and behaviors will be discussed. Findings may place chemistry graduate student training and laboratory reform in a new light.

Melissa Harle, Ph.D. Candidate, Purdue University (Advisor: Dr. Marcy Towns)

Students' Understanding of External Representations of the Potassium Ion Channel Protein

Molecular representations such as protein molecules in biochemsitry join theoretical constructs and experimental observations. The conceptual content of these visual representations is frequently very high and understanding the interaction between the visual image and the conceptual knowledge it conveys is at the heart of chemistry. The meaning imparted by visual images allows chemists to have a common language for communication and inquiry. Research that has focused on visuospatisl skills in chemistry has uncovered specific student difficulties in comprehending, interpreting, and translating molecular representations. This project focuses on students' understanding of three external representations of the potassium ion channel. Students' understanding of each image and how images are used to support claims will be discussed.

Amy Lewis, Ph.D. Candidate, Purdue University (Advisor: Dr. George Bodner)

Chemistry and Students with Blindness: The Hurdles are Not What You Think

This study was a qualitative research study framed within critical theory in order to explore access issues, the particulate nature of matter, and problem solving skills for students with congenital blindness. Initial findings suggest that sighted and blind students hold many of the same misconceptions and suffer from the same problem solving issues, but there is a lack of equal access to technology, laboratory work, and peer instruction for students with blindness.

Cynthia Luxford, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Using Multiple Representations to Reveal Students' Ideas about Bonding

Chemistry students encounter a variety of chemical representations depicting covalent and ionic bonding. In order to understand the concept of bonding, students are required to interpret these representations. As students struggle to interpret and visualize these representations, they may develop alternate concepts which can pose a problem in further learning chemistry. Student interviews were used to elicit student ideas about chemical bonding through the use of representations of chemical bonding. A five-phase interactive interview protocol was designed to discover high school, general chemistry, and graduate students' understanding of bonding through the use of three sets of multiple representations.

LaKeisha McClary, Postdoctoral Researcher, Miami University (Advisor: Dr. Stacey Lowery Bretz)

Psychometric Analyses of an ACID Concept Inventory

A concept inventory designed to measure organic chemistry students' understanding of acids and acid strength was piloted with 131 students at a midwestern university. We developed ACID I to identify and quantify alternative conceptions that organic chemistry students held about acids and factors that affect acid strenght. The inventory was psychometrically analyzed using classical test theory and quasi-item response theory. Findings from the analysis will be presented along with recommendations for practitioners to use ACID I as part of assessing teaching and student learning.

John Moody, Ph.D. Candidate, University of Georgia (Advisor: Dr. Charles Atwood)

Problem Based Integrated Instruction (PBI2)

At the University of Georgia, we have implemented Problem Based Integrated Instruction (PBI2). In PBI2, students solve multi-faceted problems requiring the integration of chemical concepts from different chapters. Our approach does not involve remodeling a classroom specifically for PBI2, does not decrease the class size, and does not involve problems that cover only one or two chemical concepts. The two multi-faceted problems attempted so far will be discussed. Successes and problems with this method will be highlighted. Future directions of the project will also be discussed.

Erin O'Connell, M.S. Candidate, University of Wisconsin-Milwaukee (Advisor: Dr. Kristen Murphy)

Developing a Rapid-Measurement System Using Eye-Tracking for Validation

Traditionally the primary method of assessing a student's knowledge has been performance-based assessments. Cognitive load theory has been applied to develop a rapid knowledge assessment (RKA) for introductory college chemistry where student problem-solving efficiency is mapped through their reported first step. An additional, integral measurement that is collected with the instrument is student-reported mental effort. This subjective measure of the load on working memory should correlate to objective measures such as time on task and task-evoked pupillary response (TEPR). These measures have been made using an eye-tracking system and will be reported.

Angelica Reyes, Ph.D. Candidate, South Dakota State University (Advisor: Dr. Matthew Miller)

Preliminary Investigation on Changes in Student Engagement and Attitude through Greening the Analytical Chemistry Course

Much of the current literature regarding greening undergraduate chemistry education includes modification of existing laboratory experiments as well as other methods of altering the curriculum, but there is little information regarding the impact of green chemistry literacy on student social engagement in and attitude on environmental issues. This investigation monitors student engagement and attitude during and after the infusion of green chemistry into the analytical course curriculum. Currently, the chemistry curriculum at South Dakota State University (SDSU) does not include any substantial content regarding green chemistry. However, students enrolled in analytical chemistry will be given the opportunity to take part in a laboratory and lecture course that supplements analytical chemistry with green chemistry content. Preliminary results from initial surveys and interviews of analytical chemistry students collected will describe the baseline of student engagement and attitudes.

Cheryl Sensibaugh, Ph.D. Candidate, University of New Mexico (Advisor: Dr. Marcy Osgood)

Proposal to Investigate to and Analyze Student Approaches to Problem-Solving in Biochemistry

This exploratory study of biochemistry majors aims to identify student problem-solving approaches, to challenge conceptions about the scientific method in practice, and to develop a survival guide and capstone experiences. Problem-based learning cases, implemented across two institutions using small, online group forums, will proble problem-solving approaches and conceptions. To determine the impact of explicitly addressing problem-solving upon student performance in this area, our Individual Problem-Solving Assessment tool will be used to compare pre- and post-study students. We hope to uncover common pitfalls and to probe the nature of the approaches students use to construct sound problem-solving frameworks.

Ana Vasquez Murata, Ph.D. Candidate, Miami University (Advisor: Dr. Stacey Lowery Bretz)

From Flame Tests to Energy Level Diagrams: Student Understanding of Atomic Emission

One challenge for students of chemistry is to integrate ideas across Johnstone's domains of macroscopic, particulate, and symbolic knowledge. Chemistry students encounter representations of atomic emission across these domains ranging from flame tests to energy level diagrams. According to the constructivist theory of learning, misconceptions can arise as students try to connect these domains. To investigate students' conceptions and mental models of atomic emission, a semi-structured interview used these representations as prompts to elicit students' understandings. Students enrolled in high school chemistry, general chemistry, and upper division chemistry classes were interviewed and findings will be presented.

Jean Wan, Ph.D. Candidate, Clemson University (Advisor: Dr. Melanie Cooper)

Lewis Acids and Bases - Confusions, Misconceptions, and Potential Solution?

The majority of acid base misconception resaerch among college chemistry students has been focused on Brønsted-Lowry model, even though Lewis model proposes greater challenge to students at college level and even above. This poster presents a preliminary study on the difficulties and misconceptions concerning Lewis acid base model, among college general and organic chemistry students. A computer program designed by this research group has been employed to facilitate students' construction and application of correct Lewis acid base model. A pilot study with this program revealed promising initial results and future directions.

Jason Yip, Ph.D. Candidate, University of Illinois-Chicago (Advisors: Dr. Allison Druin & Dr. Mike Steiff)

Kitchen Chemistry: A Case in Developing Learning Activities and Technology for Life Relevant Learning in Chemistry

Students often find chemistry to be too disconnected from their everyday lives. To combat this frustration, educators are investing in programs that emphasize "life-relevant learning" (LRL), that is, the ability to engage learners in chemistry in the context of achieving their own meaningful goals and interests. Technological tools can help support LRL activities, however, current technologies are not specifically designed for LRL purposes. The objective of this project is to 1) design an after-school LRL program called Kitchen Chemistry to motivate students to engage in inquiry and 2) develop the software tools that can support learners' engagement in chemistry in their everyday lives.