Publications (Peer-reviewed)

*denotes corresponding authorship

15. Maggiore, N. M., Powers, K. P., Lwanga, K. L., Caspari-Gnann, I.* (2024). The impact of learning assistant facilitation practices on student in-the-moment learning. Manuscript under review. 

14. Karch, J. M., Maggiore, N. M., Pierre-Louis, J., Strange, D., Dini, V., Caspari-Gnann, I.* (2024). Making In-the-Moment Learning Visible: A framework to identify and compare various ways of learning through continuity and discourse change. Science Education, 1-37. https://doi.org/10.1002/sce.21874

13. Appleby, L., Gouvea, J., Caspari-Gnann, I., Tobin, R., & Hammer, D. (2023). Instructor listening during lecture: A case from introductory chemistry. Pre-print.

12. Carlos, C. M. L., Maggiore, N. M., Dini, V., Caspari-Gnann, I.* (2023). Characterizing facilitation practices of learning assistants: An authoritative-to-dialogic spectrum. International Journal of STEM Education, 10, Article 38. https://doi.org/10.1186/s40594-023-00429-4

 11. Lieber, L., Ibraj, K., Caspari-Gnann, I., & Graulich, N. (2022). Students’ Individual Needs Matter—a Training to Adaptively Address Students’ Argumentation Skills in Organic Chemistry. Journal of Chemical Education, 99(7), 2754-2761. https://doi.org/10.1021/acs.jchemed.2c00213

10. Lieber, L., Ibraj, K., Caspari-Gnann, I., & Graulich, N. (2022). Closing the Gap of Organic Chemistry Students’ Performance with an Adaptive Scaffold for Argumentation Patterns. Chemistry Education Research and Practice, 23(4), 811-828. https://doi.org/10.1039/D2RP00016D

9. Walsh, K. H., Karch, J. M., & Caspari-Gnann, I.* (2022). In-the-moment Learning of Organic Chemistry During Interactive Lectures Through the Lens of Practical Epistemology Analysis. In N. Graulich & G. Shultz (Eds.), Student Reasoning in Organic Chemistry. Royal Society of Chemistry, (pp. 151-158).  https://doi.org/10.1039/9781839167782-00141

Publications prior to Tufts (Peer-reviewed)

8. Caspari-Gnann, I., & Sevian, H. (2022). Teacher dilemmas as sources of change and development. Teaching and Teacher Education, 112, 1-15.

7. Lieber, L., Ortmann, J., Caspari, I., & Graulich, N. (2021). Diagnostizieren, Fördern, Tutorieren—Ein Seminarkonzept zur Anwendung fachdidaktischer Methoden in Kooperation mit chemischen Fachmodulen (Eliciting, Fostering, Tutoring—A Seminar Design for an Educational Methods Course in Collaboration with Chemistry Courses). In M. Kubsch, S. Sorge, J. Arnold, & N. Graulich (Eds.), Lehrkräftebildung neu gedacht—Ein Praxishandbuch für die Lehre in den Naturwissenschaften und deren Didaktiken (pp. 62-71). Münster: Waxmann.

6. Graulich, N., & Caspari, I. (2021). Designing a Scaffold for Mechanistic Reasoning in Organic Chemistry. Chemistry Teacher International, 3(1), 19-30.

5. Caspari, I., & Graulich, N. (2019). Scaffolding the Structure of Organic Chemistry Students’ Multivariate Comparative Mechanistic Reasoning. International Journal of Physics and Chemistry Education, 11(2), 31-43.

4. Graulich, N., & Caspari, I. (2019). Bridging the Gap Between Philosophy of Science and Student Mechanistic Reasoning. In M. Schultz, S. Schmid, & G. A. Lawrie (Eds.), Research and Practice in Chemistry Education, Advances from the 25th IUPAC International Conference on Chemistry Education 2018 (pp. 109-121). Singapore: Springer.

3. Caspari, I., Kranz, D., & Graulich, N. (2018). Resolving the Complexity of Organic Chemistry Students’ Reasoning Through the Lens of a Mechanistic Framework. Chemistry Education Research and Practice, 19(4), 1117-1141.

2. Caspari, I., Weinrich, M. L., Sevian, H., & Graulich, N. (2018). This Mechanistic Step is “Productive”: Organic Chemistry Students’ Backward-Oriented Reasoning. Chemistry Education Research and Practice, 19(1), 42-59.

1. Caspari, I., Weber-Peukert, G., & Graulich, N. (2018). Der Einsatz von Modellen zum Erkenntnisgewinn—Eine Unterrichtseinheit zur Förderung der Modellkompetenz im Kontext “Batterie” unter explizitem Einbezug von Schülervorstellungen (Using Models in Scientific Inquiry Learning—Fostering Model Competence in the Context “Battery” Including Students’ Alternative Conceptions). CHEMKON, 25(1), 23-34.

Publications prior to Tufts (Not Peer-reviewed)

6. Caspari, I., & Graulich, N. (2018). Verknüpfung von Aspekten und Struktur mechanistischen Denkens (Connection of Aspects and Structure of Mechanistic Reasoning). Paper presented at the Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik, Kiel. http://www.gdcp.de/images/tagungsbaende/GDCP_Band39.pdf

5. Graulich, N., Caspari, I., Weinrich, M. L., & Sevian, H. (2017). Mechanistisches Denken in der Chemie (Mechanistic Reasoning in Chemistry). Paper presented at the Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik, Regensburg. http://www.gdcp.de/images/tagungsbaende/GDCP_Band38.pdf

4. Caspari, I., Graulich, N., Lieber, L., & Rummel, L. (2017). “Die Flamme geht da runter”—Prozessbeschreibungen von Lernenden analysieren (“The Flame Goes Down”—Analyzing Students’ Process Descriptions). Naturwissenschaften im Unterricht Chemie, 28, 19-24.

3. Sieve, B., Graulich, N., Caspari, I., & Bittorf, R. (2017). Chemische Vorgänge als Prozesse erfahren (Experiencing Chemical Phenomena as Processes). Naturwissenschaften im Unterricht Chemie, 28, 2-7.

2. Caspari, I., & Becker, U. (2012). Pflanzen zur Energieproduktion und als Kunststoffersatz: Chance oder Risiko?—Ein Bildungsangebot für Schulklassen der Jahrgangsstufe 9-12 (Plants for Energy Production and Plastic Replacement: Opportunity or Risk?—An Educational Concept for Grades 9-12). In Flower Power—Energiepflanzen in Botanischen Gärten (pp. 48-56). Mainz, Kassel.

1. Caspari, I., & Reusch, S. (2011). Robinson braucht Hilfe—Stoffeigenschaften experimentell erkunden (Robinson Needs Help—Investigating Properties of Substances Experimentally). In RAAbits Naturwissenschaften. Stuttgart: Raabe.

Workshops for practitioners

2. Caspari-Gnann, I., Maggiore, N. M., Karch, J. M. (2023). Purposefully Using and Diversifying Facilitation Practices Across and Authoritative-to-Dialogic Spectrum. Workshop at International Learning Assistant Conference (ILAC), Boulder. 

1. Van Duzor, A., Caspari-Gnann, I., Schick, C., Maggiore, N. M., Karch, J. M. (2022). Teaming up with undergraduate Learning Assistants (LAs) to foster active and inclusive chemistry learning environments. In-person Workshop at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette.

Presentations

39. Maggiore, N. M., Caspari-Gnann, I. (2024). Effects of Learning Assistant Facilitation on Student In-the-Moment Learning. Oral Presentation at NARST 97th Annual International Conference, Denver, CO.

38. Caspari-Gnann, I., Maggiore, N. M., Karch, J. M. (2024). Drawing Connections Between Macro-Activity Systems and Micro-Interactions: Variation in Learning Assistant Facilitation Practices. Oral Presentation at NARST 97th Annual International Conference, Denver, CO.

37. Karch, J. M., Caspari-Gnann, I. (2024). Problematizing Effective Learning, What Does It Mean for a Learning Moment to Be Considered Effective? Oral Presentation at NARST 97th Annual International Conference, Denver, CO.

36. Caspari-Gnann, I., Igboekulie, C. (2024). The Influence of Power on Organic Chemistry Learning. Wondering session at 2024 SEEDS Conference, Tucson, AZ. 

35. Caspari-Gnann, I., Maggiore, N. M., Karch, J. M.  (2023). Variation in Learning Assistant Facilitation Practices. Oral Presentation at International Learning Assistant Conference (ILAC), Boulder, CO. 

34. Caspari-Gnann, I., Maggiore, N. M., Karch, J. M. (2023). Variation in Learning Assistant Facilitation Practices. Poster Presentation at Chemistry Education Research and Practice Gordon Research Conference, Lewiston, ME.

33. Karch, J. M., Strange, D., Maggiore, N. M., Caspari-Gnann, I. (2023). Effectiveness of Learning in Interactions with Learning Assistants. Poster Presentation at Chemistry Education Research and Practice Gordon Research Conference, Lewiston, ME.

32. Maggiore, N. M., Karch, J. M., Caspari-Gnann, I. (2023). Effects of Learning Assistant Facilitation Practices on Student In-the-Moment Learning. Poster Presentation at Chemistry Education Research and Practice Gordon Research Conference, Lewiston, ME.

31. Maggiore, N. M., Karch, J. M., Caspari-Gnann, I. (2023). Facilitation Practices of Learning Assistants in a Synchronous Hybrid Course. Oral Presentation at NARST 96th Annual International Conference, Chicago, IL.

30. Karch, J. M., Mashhour, S., Caspari-Gnann, I. (2023). Using Cultural Historical Activity Theory to Characterize Different Enactments of the LA Model. Oral Presentation at NARST 96th Annual International Conference, Chicago, IL.

29. Maggiore, N. M., Karch, J. M., Caspari-Gnann, I. (2022). Facilitation Practices of Learning Assistants in a Synchronous Hybrid Course. Oral Presentation at International Learning Assistant Conference (ILAC) 2022, Boulder, CO. 

28. Maggiore, N. M., Karch, J. M., Caspari-Gnann, I. (2022). Facilitation Practices of Learning Assistants in Remote Versus In-Person Settings. Oral Presentation at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette, IN.

27. Carlos, C. M. L., Maggiore, N. M., Dini, V., Caspari-Gnann, I. (2022). The Authoritative-to-Dialogic Spectrum of Learning Assistant Facilitation Practices. Oral Presentation at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette, IN.

26. Karch, J. M., Pierre-Louis, J., Strange, D., Caspari-Gnann, I. (2022). Characterizing In-The-Moment Learning in General Chemistry through Practical Epistemology Analysis. Oral Presentation at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette, IN.

25. Caspari-Gnann, I., Pichard, G., Scheck, R. (2022). Connecting the Dots between Organic Chemistry and Social Justice through Mechanistic Reasoning. Oral Presentation at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette, IN.

24. Karch, J. M., & Caspari, I. (2022). Student In-The-Moment Learning in LA-Facilitated Interactions in Undergraduate Chemistry and Physics Courses. Oral Presentation at NARST 95th Annual International Conference, Vancouver, CA.

23. Carlos, C. M. L., Dini, V., & Caspari, I. (2022). The Authoritative-to-Dialogic Spectrum of Facilitation Practices. Oral Presentation at NARST 95th Annual International Conference, Vancouver, CA.

22. Pierre-Louis, J., Karch, J. M., & Caspari, I. (2022). Using Practical Epistemology Analysis to Address the Individuality Among Students’ In-the-moment Learning in Introductory Chemistry and Physics. Poster at ACS Spring 2022, San Diego, CA and Online.

21. Karch, J. M., Strange, D, & Caspari, I. (2021). How Knowledge Becomes Related in LA-Facilitated Interactions. Oral Presentation at Learning Assistant Research Symposium, Online.

20. Carlos, C. M. L., Dini, V., & Caspari, I. (2021). The Authoritative-to-Dialogic Spectrum of Learning Assistant Formative Assessment Practices. Oral Presentation at Learning Assistant Research Symposium, Online.

19. Caspari, I. (2021). Facilitation Practices of Learning Assistants. Oral Presentation at IUPAC CCCE 2021, Online.

18. Caspari, I. (2021). Zooming into Learning Processes in General Chemistry and their Facilitation by Learning Assistants. Oral Presentation at ACS Fall 2021, Atlanta and Online.

17. Caspari, I. (2021). Multiple Perspectives in Chemistry Education Research. Poster at MICER 21, Online.

16. Walsh, K., Carlos, C. M. L., D’Amico, A., Koss, M., & Caspari, I. (2020). Multiple Perspectives on Interactions Between Learning Assistants and Students. Oral Presentation at Learning Assistant Research Symposium, Online.

Presentations prior to Tufts

15. Caspari, I., & Sevian, H., (2020). Analytical Framework of Influences on Science Teachers’ Formative Assessment Practices. Oral Presentation at NARST 93rd Annual International Conference, Portland (a presentation was accepted, but the conference was canceled due to COVID-19, paper accessible through NSF Public Access Repository). 

14. Caspari, I. (2019). Integrating Conceptual Frameworks for Deep Insight into LA-Student Interactions and Student Learning. Oral Presentation at Learning Assistant Research Symposium, Boulder, CO. 

13. Lieber, L., Caspari, I., & Graulich, N., (2019). DFT—Diagnostizieren, Fördern, Tutorieren, Design eines neuen Lehramtsmoduls (Eliciting, Fostering, Tutoring, Design of a new course for student teachers). Poster Presentation at GDCh-Wissenschaftsforum Chemie, Aachen.

12. Caspari, I., & Graulich, N. (2019). A Mechanistic Perspective on Organic Chemistry. Oral Presentation at ESERA Conference, Bologna. 

11. Caspari, I. & Sevian, H., (2019). Relations between Teachers’ Assessment Practices and Challenges They Negotiate in Their Practice. Poster Presentation at Chemistry Education Research and Practice Gordon Research Conference, Lewiston, ME.

10. Caspari, I., Sevian, H., & Weinrich, M. L., (2019). Organic Chemistry Professors’ Teaching Orientations and Their Students’ Abstraction During Problem Solving. Oral Presentation at NARST 92nd Annual International Conference, Baltimore, MD. 

9. Caspari, I., & Graulich, N., (2018). Ursache-Effekt Relationen beim mechanistischen Denken (Cause-effect Relations in Mechanistic Reasoning). Oral Presentation at Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik, Kiel. 

8. Caspari, I., & Graulich, N. (2018). Ein Scaffold für Studierende der Organischen Chemie zur Förderung ihres mechanistischen Denkens (A Scaffold for Fostering Organic Chemistry Students’ Mechanistic Reasoning). Oral Presentation at 35. Fortbildungs- und Vortragstagung der Fachgruppe Chemieunterricht, Karlsruhe. 

7. Caspari, I., & Graulich, N. (2018). Resolution of Organic Chemistry Students’ Reasoning Through the Lens of a Mechanistic Framework. Oral Presentation at 25th Biennial Conference on Chemical Education (BCCE), Notre Dame, IN. 

6. Caspari, I., Graulich, N., (2018). Resolving the Complexity of Organic Chemistry Students’ Mechanistic Reasoning Through the Lens of a Framework Derived from Philosophy of Science. Oral Presentation at 25th Biennial Conference on Chemical Education (BCCE), Notre Dame, IN. 

5. Caspari, I., Graulich, N., (2017). “Das passiert, weil es PRODUKTiv ist”—Wie Studierende der Organischen Chemie eine rückwärts orientierte wissenschaftliche Denkstrategie verwenden (This Happens Because it is PRODUCTive—How Organic Chemistry Students Use a Backward Oriented Reasoning Strategy). Oral Presentation at GDCh-Wissenschaftsforum Chemie, Berlin. 

4. Caspari, I., Weinrich, M. L., Graulich, N., (2017). “That Mechanistic Step is Productive”: Comparing Organic Chemistry Students’ Backward Oriented Reasoning with Their Professor’s Expectations. Oral Presentation at 7th Eurovariety, Belgrade. 

3. Caspari, I., Graulich, N. (2016). “Glass Box” statt “Black Box”—Mechanistisches Denken in der Organischen Chemie (“Glass Box” instead of “Black Box”—Mechanistic Reasoning in Organic Chemistry). Oral Presentation at 33. Fortbildungs- und Vortragstagung der Fachgruppe Chemieunterricht, Hannover. 

2. Caspari, I., Graulich, N., (2016). Capturing Students’ Mechanistic Reasoning in Organic Chemistry. Oral Presentation at 24th Biennial Conference on Chemical Education (BCCE), Greeley, CO.

1. Caspari, I., Graulich, N., (2015). “And then the Proton Moves”: Capturing Students’ Mechanistic Explanations in Organic Chemistry. Poster Presentation at GDCh-Wissenschaftsforum Chemie, Dresden.