Stacey Lowery Bretz, Miami University

Conference Organizer

Thomas Holme, Iowa State University & Editor-in-Chief Designate, Journal of Chemical Education

Reviewing Papers for the Journal of Chemical Education

Participants will be provided access to a short CER manuscript, read it, evaluate it, and submit their comments prior to arriving at the conference. After submitting a review, the user will be able to access the overall rating and the comments from fellow reviewers. During the workshop, the single-blind and double-blind review processes will be described. Reviews of the sample manuscripts will be discussed from the context of making an editorial decision and from the context of reading and interpreting reviews returned to the authors by the Journal. Facts and myths about publication in the Journal of Chemical Education will be discussed.

Scott Lewis, University of South Florida

Member, Project Advisory Board

Sam Pazicni, University of Wisconsin-Madison

Towards Achieving Equity: Exploring Cognitive Compensation in General Chemistry

Factors that contribute to success in chemistry courses, or in mastery of chemical concepts, can inform pedagogical strategies in chemistry classrooms. It is important, however, that pedagogical strategies be informed not by solely focusing on students with perceived inadequacies (i.e., a deficit model, “fixing” the student), but by exploring classroom norms/structures that support the equitable learning and assessment of all students (i.e., an achievement model). For example, when the assessment structure of a biology course was changed to minimize high-stakes exams and rewards, the achievement gap between female and male students decreased.1 We are surveying factors that could mitigate another known achievement gap in General Chemistry, that between students of low and high prior chemistry knowledge. Prior knowledge is a key factor in popular learning theories (e.g., meaningful learning and information processing theory) and is known to have a marked effect on course learning outcomes generally2. The effect of prior knowledge on achievement has also been characterized in introductory chemistry courses3. This contribution will explore the potential for two cognitive factors (motivation and structure building) to compensate for low prior knowledge in General Chemistry courses. By compensate4, we mean that there is a level of these factors at which low prior knowledge students achieve similarly to high prior knowledge students. We conjecture that if the chemistry education community had knowledge of what factors decreased the achievement gap between low and high prior knowledge students (i.e., compensate for low prior chemistry knowledge), further targeted work could be done to adjust course norms/structures accordingly to take advantage of (and further test) these factors. 

1. Cotner, S.; Ballen, C.J. PLoS One 2017, 12 (12), e0189610.

2. (a) Dochy, F.; Sengers, M.; Buehl, M. M. Rev. Educ. Res. 1999, 69(2), 145–186; (b) Shapiro, A. M. Am. Educ. Res. J. 2004, 41 (1), 159–189.

3. (a) Seery, M. K. Chem. Educ. Res. Pract. 2009, 10(3), 227–232; 

(b) Pyburn, D. T.; Pazicni, S.; Benassi, V. A.; Tappin, E. E. Chem. Educ. Res. Pract. 2013, 14(4), 524–541.

4. O’Reilly, T.; McNamara, D. Am. Educ. Res. J. 2007, 44(1), 161–196.

Dawn Rickey, Program Officer, National Science Foundation

How to Support Your Research Program and Your Colleagues via NSF Proposal Writing and Reviewing

The National Science Foundation (NSF) is a major source of funding to support chemistry education research projects. Each NSF proposal must be reviewed by at least three experts from outside NSF. (There are some exceptions to this, such as conference proposals requesting less than $50,000.) Reviewing NSF proposals is an excellent opportunity for professional development that helps prospective Principal Investigators (PIs) learn how to write strong proposals. In addition, reviewing proposals serves NSF and the nation (by contributing expertise used to decide which proposals should be funded with the tax payers money), as well as the colleagues whose proposals you review (by providing valuable feedback to improve both awards and declinations).

Prior to the CER GSPD conference, you will receive information about NSF programs that support chemistry education research (and STEM education more broadly), guidance for reviewing NSF STEM education proposals, and two proposals to review. (The proposals you will read have been previously considered by NSF, and the PIs gave their permission for workshop participant to see them.) 

During the workshop, we will hold a mock panel review meeting in which the two proposals you reviewed will be discussed. Then we will have a meta-discussion of the process and a Q&A session.

Marilyne Stains, University of Virginia

Closing the Research-Practice Gap in STEM Education by Investigating Faculty

National initiatives to improve undergraduate science education build upon decades of research and development of effective instructional practices for science, technology, engineering, and mathematics (STEM) postsecondary classrooms. These evidence-based instructional practices (EBIPs) promote students’ conceptual understanding and attitudes toward STEM, with the greatest impacts observed among women and members of underrepresented groups. By improving retention rates and attracting a more diverse student population to the sciences, these practices can help address the national need to educate STEM-literate graduates and advance workforce development goals. The challenge is fostering their effective use on a national scale. Successful instructional reform requires STEM faculty engagement, yet we know little about them. We need to better understand faculty’s knowledge base for teaching, instructional practices and the relationship between the two as well as how these characteristics evolve under varying reform environments and departmental constraints. Results of this foundational research are critical to ensure the success of current and future national and local STEM instructional reform efforts. In this talk, we will describe our efforts in addressing this extensive gap in the literature.

Amelia Anderson-Wile, Ohio Northern University

Dr. Anderson-Wile will be on sabbatical in the Bretz CER Group during fall 2019.

Mercy Adoma Fosu, Ph.D. Candidate, South Dakota State University (Advisor: Tanya Gupta)

Technology-based Culturally Relevant Education (CRE) in chemistry teaching and learning

Despite the use of student-centered practices, the relevance of chemistry concepts and principles remains a challenge for most students. Part of this problem is the disconnection with what students experience in their every-day life and how the material, specifically chemistry content is presented via text-books, lectures and laboratory teaching. Present study on technology-based culturally relevant education is focused on developing classroom activities and resources for students to enhance student awareness of cultural practices and to also educate students about chemistry, while emphasizing the relevance of scientific (chemistry-based) practices from a cultural and traditional standpoint. In this poster presentation, some of these technology-based activities that are being developed at South Dakota State University to achieve the goal of increasing student awareness of traditional cultural practices and the relevance of chemistry will be presented. Further, preliminary findings of the impact of CRE on student academic performance and student perceptions will also be presented.

Catherine Amoateng, Ph.D. Candidate, Miami University (Advisor: Ellen Yezierski)

Inorganic Qualitative Analysis Experiment through Digital Microscopy Detection of Precipitates

The inorganic qualitative analysis experiment has been part of the first-year chemistry laboratory course sequence for many decades but has never been updated for low level quantitative detection of cations and anions. Recently the use of a fabricated elastomer lens in conjunction with a smart phone and Image J software has permitted low ppm detection of lead as the chromate precipitate.  In this work we have employed the use of an inexpensive digital microscope to generate images of dried particles generated from small droplets of metal ions mixed with precipitating anions. Quantitative information is then extracted using Image J open source software. We envision the digital microscopic imaging methodology to have broad incorporation into physical and analytical chemistry laboratory courses as well as the first-year lab.

Emily Atieh, Ph.D. Candidate, Rutgers University (Advisor: Darrin York)

From Me to You: Changing Discourse and Teaching Behaviors of Peer Instructors

At Rutgers University, peer instructors play a vital role in our large lecture courses, with nearly a thousand hours of student facetime per semester in General Chemistry alone. These “Teaching Interns,” or TIs, receive weekly pedagogical training, which places an emphasis on student-led learning, as opposed to traditional teaching methods. Using discourse analysis, we explored whether the type of dialogue (student-centered vs. instructor-centered) changed over time. We coupled this research with both student-perceived and TI-perceived changes in teaching behavior, with the latter part providing insight as to where these changes stem from and how we can improve our training methods.

Morgan Balabanoff, Postdoctoral Researcher, University of Nebraska-Lincoln (Advisor: Alena Moon)

Analyzing Students’ Cognitive Resources in their Understanding of the Photoelectric Effect and Conceptualization of Light Behavior

Students’ understanding of light-matter interactions are central in undergraduate chemistry where they are typically introduced to fundamental concepts in first semester general chemistry. The phenomenon known as the photoelectric effect provides a means to explore students’ understanding of light behavior. Using a phenomenographic approach, our interview elicited the variety of ways that students think about the photoelectric effect. Using a cognitive resources framework, we explored multiple approaches students used to analyze light behavior. Further analysis revealed what kinds of conceptual resources students are relying on as they engage in their sense-making approach.

Jared Breakall, Ph.D. Candidate, Purdue University (Advisors: Roy Tasker and Marcy Towns)

What Do Undergraduate General Chemistry Instructors Consider When Creating Multiple-Choice Exams?

Multiple-choice (MC) exams are common in undergraduate general chemistry courses and are known for being difficult to construct. Although chemistry instructors are expected to be competent in the exam creation process, they typically receive little to no training in appropriate assessment design practices. Furthermore, there has been little research conducted that investigates what chemistry instructors consider when they are creating MC exams.   In this phenomenographic study, chemistry instructors participated in a three-phase interview about their MC assessment design practices. Themes were identified; preliminary results and implications from this study will be presented.

Brittany Busby, Postdoctoral Researcher, Auburn University (Advisor: Jordan Harshman)

Are Students Able to Transfer Math Graphing Skills to Other Contexts?

General chemistry is a gateway course for STEM students, but has a high fail rate. To determine potential sources of fail rates, we conducted a study to answer the following questions: (1) Can the participants transfer math-graphing skills to other contexts, such as chemistry, physics, and economics?; and (2) Do participants recognize that they are utilizing the same mathematical skills in both math and chemistry graphing scenarios? Using a sequential mixed methods design, we found that, ultimately, students do not transfer math skills because they think in discipline specific contexts, and at a surface level.

Aaron Clark, Ph.D. Candidate, University of South Florida (Advisor: Jeff Raker)

How Students Study for Undergraduate Organic Chemistry: A Phenomenographical Perspective

Organic chemistry is known for being a hard, demanding course. Studies have considered how students learn organic chemistry, strategies employed for teaching and learning, and why ‘good’ students fail the course. ‘Good’ students are successful in their non-chemistry classes and even in general chemistry. Our qualitative investigation extends current understanding of how students learn organic chemistry by noting how prior study habits influence and limit achievement in organic chemistry. Sixteen pre/post interviews will be shared that showcase differing approaches to the course. Implications will be offered for how instructors can help students adjust their approaches to studying.

Olivia Crandell, Ph.D. Candidate, Michigan State University (Advisor: Melanie Cooper)

Causal Mechanistic Reasoning in Transformed Organic Chemistry

We suggest that students can develop a robust understanding of chemical reactivity by engaging in causal mechanistic reasoning. In the context of chemical reactivity, a causal mechanistic explanation draws on chemical principles to explain why chemical species interact in a particular way (the cause) and gives a detailed account of electron movement that transforms reactants to products (the mechanism). Participants in this study were enrolled in a transformed organic chemistry course. This poster will present data collected over two semesters of organic chemistry and reveal how student reasoning about simple nucleophilic substitution reactions evolves overtime.

Stephanie Feola, Ph.D. Candidate, University of South Florida (Advisor: Jennifer Lewis)

Integration of Community Derived Knowledge into the Assessment Practices of a Biochemistry Instructor

Assessment knowledge is an aspect of pedagogical content knowledge (PCK) that higher education faculty frequently access when drafting questions for quizzes and exams. However, in the new model of PCK, there is no detail about assessment knowledge and practices. To see how assessment practices are generated from community developed collective-PCK, this study focused on the integration of the biochemistry threshold concept of Physical Basis of Interaction (PBI) into a biochemistry instructor's exams. Integration of community knowledge about PBI allowed the instructor to iteratively change their exam questions to better elicit student understanding.

Ashley Geraets, Ph.D. Candidate, University of Central Florida (Advisor: Erin Saitta)

Providing an Authentic Instructional Experience through the Development of Rehearsal Concept Modules for a Mixed Reality Teaching Simulator

Graduate teaching assistance (GTAs) are often assigned positions as laboratory or discussion instructors. However, few chemistry GTAs are provided with formal training on effective teaching strategies. Existing models, like role-playing are designed to help build the skills necessary to implement active learning but are limited by the extent to which they can accurately replicate a realistic teaching experience. We have created rehearsal concept modules for use in a mixed-reality simulator where the GTAs practice teaching skills in a low risk environment. Findings from this research have implications for GTA professional development and a wider spread adoption of active learning techniques.

Travis Green, Ph.D. Candidate, Bowling Green State University (Advisors: Alexis Ostrowski and Andrew Torelli)

Infrared Thermography as a Unique Visualization Tool for Chemistry Education

Infrared (IR) thermography uses false colors to visualize IR radiation. Educators can take advantage of this technology to help students monitor processes or reactions that absorb or release heat. The advantages go beyond the visual output, as any changes in the image are a result from changes in the internal energy of the system due to reactions or processes at the molecular level. This is an important concept for students to understand, and through the use of IR thermography, otherwise invisible evidence of molecular interactions can be visualized.

Amber Heidbrink, Ph.D. Candidate, University of Northern Colorado (Advisor: Melissa Weinrich)

Undergraduate Chemistry Professors' Perspectives of Their Students' Metacognitive Development

Metacognition is important in improving students’ conceptual understanding. Students with strong metacognitive skills are better prepared to solve problems in areas where they have minimal experience. This study illuminates current chemistry professors’ expectations of their students’ metacognitive abilities, and if and how these professors strive to promote metacognition in their students. Professors (N=17) were interviewed on their assessment practices, classroom expectations, and exercises to develop metacognition. Results discuss these professors’ awareness of metacognitive skills in their students, and how these professors perceive metacognition development in their classroom. Implications for developing instructors’ capacity to foster their students’ metacognition will be discussed.

Nicole James, Postdoctoral Researcher, Northern Illinois University (Advisor: Nicole LaDue)

Implementation and Effectiveness of a Collaborative Learning Program to Supplement Traditional General and Organic Chemistry Lecture Courses

Large university chemistry courses often provide lecture-based instruction. However, active learning pedagogies significantly improve student performance, particularly for underrepresented students. We present a scalable model for providing active learning opportunities to students enrolled in traditional, lecture-dominated chemistry courses. Students in these “parent” courses can elect to enroll in Collaborative Learning in Chemistry (CLiC), a supplemental 0-credit Pass/Fail course. CLiC students work in groups on practice problems in a peer-led team-learning (PLTL) and process-oriented guided inquiry learning (POGIL) inspired environment. Here we assess the improvement in CLiC student average exam scores compared to their non-CLiC peers.

Heena Lakhani, Ph.D. Candidate, University of Washington (Advisor: Philip Bell)

Designing Structures for Students to Navigate Between their Intuitive and Scientific Understandings: The Case of Physical and Chemical Changes 

Students’ intuitive/naïve/everyday ideas co-exist with their scientifically-aligned ideas, and learning experiences should be designed that allow students to navigate between diverse forms of reasoning. The present research seeks to understand: what are students’ intuitive ideas about physical and chemical changes in different contexts? how can metacognition help students navigate between their intuitive and scientifically-aligned ideas? what knowledge do they recruit in subsequent reasoning tasks? Through this study, I hope to understand how the process of metacognition supports students to navigate between their intuitive and scientific ideas in subsequent reasoning tasks.

Dilhara Liyanage, Ph.D. Candidate, Virginia Commonwealth University (Advisor: Sally Hunnicutt)

Analysis of Divergence in Student Interactions and Argumentation in Process Oriented Guided Inquiry Learning - Physical Chemistry Classroom (POGIL - PCC)

Social network analysis of POGIL – PCC is used to probe student-student and student-instructor interactions that form the basis of learning according to social constructivism.  Sociograms are used to visualize and characterize the interactions, using measures of centrality, density, and reciprocity.  Preliminary results suggest that reciprocity and density typically increase after direct contact with the instructor and decrease after a clicker question and after whole class discussion. Ongoing coding of recording of selected student teams may help us understand the changes in interactions as related to specific physical chemistry concepts.

Carine Nemr, Ph.D. Candidate, University of Toronto (Advisor: Andrew Dicks)

Problem-Solving in Organic Chemistry: Mechanistic Analysis of an “Unknown” Reaction

A guided-inquiry experiment was developed for a third-year undergraduate organic mechanisms course based on a multicomponent Passerini reaction. This reaction is not explicitly covered in the class component of the course and an experimental protocol is only provided during laboratory time. Microscale syntheses of six “unknown” compounds were optimized to rapidly generate good yields. The variety of products facilitates personalized student work during a three-hour laboratory with each reaction highlighting green chemistry principles. During the experiment, students synthesize, purify and characterize their product whilst undertaking a collaborative problem-solving exercise. Next, they analyze provided spectroscopic data to propose their “unknown” structure.

Justin Pratt, Postdoctoral Researcher, University of South Florida (Advisor: Jeff Raker)

Measuring Motivation in Foundations of Inorganic Chemistry Courses: Preliminary Results

Motivation is an affective dimension shown to associate with student learning in general and organic chemistry courses. In this study, we expand work on this relationship to include the postsecondary foundation-level inorganic chemistry course. Data were collected at multiple institutional sites participating in a course transformation research project. Student motivation was measured using the Academic Motivation Scale – Chemistry (AMS-C) at the beginning and end of the semester (pre/post). This poster will focus on evidence for validity, reliability, and measurement invariance for the AMS-C data obtained from this upper-level chemistry course population.

Gil Reynders, Ph.D. Candidate, University of Iowa (Advisor: Renee Cole)

Assessing Professional Skills: Resources and Propagation

Professional skills are frequently listed as programmatic outcomes in chemistry and other STEM disciplines. However, recent reports have highlighted a lack of explicit assessment for these skills in classrooms. My research has developed resources for instructors to explicitly assess professional skills in student written work and group interactions. These resources are designed to support instructors in defining and discussing their expectations for students, providing actionable feedback to students, and reflecting on their teaching practices. The development of the materials, their effects on student learning, and the impact of propagation efforts will be discussed.

Guizella Rocabado Delgadillo, Ph.D. Candidate, University of South Florida (Advisor: Jennifer Lewis)

Attitude Trends Reveal Gap between High-Achieving White and Hispanic Female Students in Organic Chemistry

Attitude is lower among certain minority populations and this study focused on Hispanic female students in the organic chemistry classroom. The ASCIv2 was administered and internal structure validity was investigated using measurement invariance testing for White and Hispanic female students. High and low-achieving students’ attitudes for both groups were compared. High-achieving Hispanic female students have lower attitude scores than their high-achieving White female peers. There was little attitude difference at the end of the semester between high-achieving Hispanic female students and low achieving students from both groups. Therefore, efforts to support Hispanic females should consider the attitude gap.

Adam Schafer, Ph.D. Candidate, Miami University (Advisor: Ellen Yezierski)

Impact of Teacher Competency Using Evidence on the Development of Inquiry Assessments

A long-term professional development (PD) was designed and implemented which aimed to improve secondary chemistry teacher ability to develop assessments and interpret student results. Before the PD, teachers participated in interviews investigating the alignment between assessment practices and beliefs. During the PD, teachers were audio/video recorded throughout assessment development. Descriptive qualitative analysis was conducted on the teacher-generated assessments. Results from pre-interview data analyses, assessment instruments, and statements during assessment development were triangulated to better understand teachers’ considerations while generating assessments. Findings can guide the resource development for secondary chemistry teachers and influence the structure of future PD.

Norda Stephenson, Postdoctoral Researcher, Florida International University (Advisor: Justin Carmel)

Practice Makes Proficient: Examining Students’ Proficiency in the Scientific Practices

Development of students’ proficiency in the scientific practices is as important as their proficiency in chemistry content. However, traditional teaching and assessment have been heavily content-focused to the neglect of the practices. Our work focuses on the development of tasks to assess students’ use and development of the practices. We examine how general chemistry students, exposed to two different curricula, engage with a task targeting particular practices. Results indicate that the students differ significantly in the way they engage with the task. We share these results and discuss pedagogical implications.

Hannah Sturtevant, Postdoctoral Researcher, University of Virginia (Advisor: Lindsay Wheeler)

Student Perceptions of GTAs in an Inquiry-Based general chemistry laboratory: An exploratory study of the impact of a teaching methods course 

Key to teaching chemistry labs at many universities, graduate teaching assistants (GTAs) rarely have teaching experience. While research has shown a variety of ways to support GTAs in their teaching and has begun to demonstrate the impact of training on both TAs and students, little research explores outcomes comparing trained vs. untrained GTAs. For this study, we report student perceptions of GTAs during two different years where GTAs did and did not enroll in a teaching methods course. Our research demonstrates that this teaching methods course may promote more positive student perceptions of GTAs, particularly for male and international TAs.

Zachary Voras, Teaching Faculty, West Chester University of Pennsylvania

Experimental Based Learning 

Courses within the Interdisciplinary Science Learning Laboratories (ISLL) at the University of Delaware use inquiry-driven laboratory experiences inspired by problem-based learning (PBL) approaches. This Experiment-Based Learning (XBL) includes multi-week laboratory modules wherein students engage in semi-structured CURE-like processes. Here, students develop informed hypotheses, conduct appropriate experiments to test those hypotheses, analyze collected data, form conclusions, and communicate results to a broader audience. Students are concurrently enrolled in general chemistry and introductory biology, offering a unique opportunity for meaningful interdisciplinary laboratory experiences that blend biological and chemical concepts. The interdisciplinary course structure and specific integrated XBL modules will be described.

Meng-Yang Matthew Yu, Ph.D. Candidate, Purdue University (Advisor: Minjung Ryu)

Learning with Failure in General Chemistry: Game On!

The general chemistry laboratory is a space for understanding chemistry concepts and practices. However, curricula structures place too much emphasis on avoiding failure. Learners’ interactions are dictated by the need to complete the experiment with efficiency and perfection. Failure in the laboratory consequently becomes a threat to be avoided as opposed to an opportunity for learning. To address this curricular limitation, I draw from video game design theories to redefine failure. I present a conceptual framework that incorporates play as freedom of choice, ownership by legitimizing learners’ experiences, and reflection to understand the metagame to rebrand failure for curricular redesign.