Publications from independent research at Tufts

*asterisk indicates corresponding author; underline indicates undergraduate author

22. Maggiore, N. M., Drezek, I., Karch, J. M., Caspari-Gnann, I.* (under review). Leveraging different tools to support student in-the-moment learning in Learning Assistant-supported online, in-person, and hybrid general chemistry courses. Chemistry Education Research and Practice, under review.

21. Price, L., Eckhard, J., Scheck, R. A., Caspari-Gnann, I.* (in revision). OrgoMechReflect: A Reflection Tool to Foster Students’ Problem Solving of Complex Mechanism Tasks in Organic Chemistry. Journal of Chemical Education, in revision.

20. Stuopis, I. R., Wendell, K. B.*, Caspari-Gnann, I. (accepted after minor revisions). How Learning Assistants Learn to Support Student Learning in the LA Pedagogy Seminar: The LA Pedagogy Seminar as a Community of Practice. Studies in Engineering Education, accepted after minor revisions. 

19. Maggiore, N. M., Karch, J. M., Dini, V., & Caspari-Gnann, I.* (2026). Why do they do what they do? A model that describes and connects the drivers of learning assistant facilitation practices. Science Education, 110, 947-973. https://doi.org/10.1002/sce.70048 

18. Eckhard, J., Scheck, R. A., Caspari-Gnann, I.* (2025). Enhancing students’ agency and coherence in organic chemistry through transformed problem design. Chemistry Education Research and Practice, 27, 423-460. https://doi.org/10.1039/D5RP00268K

17. Appleby, L.*, Gouvea, J., Caspari-Gnann, I., Tobin, R., & Hammer, D. (2024). Instructor listening during lecture: A case from introductory chemistry. Journal of College Science Teaching, 54(1), 8-15. https://doi.org/10.1080/0047231X.2024.2398384

16. 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, 108(5), 1292-1328. https://doi.org/10.1002/sce.21874

15. Karch, J. M., Mashhour, S., Koss, M. P., Caspari-Gnann, I.* (2024). Expansive Learning in the Learning Assistant Model: How instructors' goals lead to differences in implementation and development of LAs' practices. International Journal of STEM Education, 11(1), 37. https://doi.org/10.1186/s40594-024-00496-1

14. 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. International Journal of STEM Education, 11, 46. https://doi.org/10.1186/s40594-024-00506-2

13. 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, 38. https://doi.org/10.1186/s40594-023-00429-4

12. 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, 141-158.  https://doi.org/10.1039/9781839167782-00141

Published Learning Assistant training materials developed based on independent research at Tufts

 11. Nevárez, A., Close, E. W., Olmstead, A., Van Duzor, A. G., & Caspari-Gnann, I. (2025). Authoritative-to-Dialogic Learning Assistant Facilitation. https://sites.google.com/tufts.edu/la-facilitation-pratices

Publications from research at Tufts in collaboration with PhD advisor

*asterisk indicates corresponding author

 10. 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

9. 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

Publications from research prior to Tufts

*asterisk indicates corresponding author

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.

Workshops for faculty working with Learning Assistants

5. Caspari-Gnann, I., Wendell, K. (2025). Teaming up with undergraduate Learning Assistants (LAs) to foster active and inclusive learning environments. Workshop at the 37th University-Wide Teaching Conference, Medford, MA. 

4. Caspari-Gnann, I., Maggiore, N. M., Karch, J. M. (2024). Attending to Students' In-The-Moment Learning. Workshop at International Learning Assistant Conference (ILAC) 2024, Boulder, CO.

3. Caspari-Gnann, I., Hosbein, K., Morgan, B. (2024). Teaming up with undergraduate Learning Assistants (LAs) to foster active and inclusive chemistry learning environments. Workshop at Biennial Conference on Chemical Education (BCCE) 2024, Lexington, KY.

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

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. Workshop at Biennial Conference on Chemical Education (BCCE) 2022, West Lafayette, IN.