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The Pratt Research Group harnesses diverse methods and frameworks to investigate chemistry teaching and learning across a variety of contexts. Detailed below are current projects and areas of interest.
Click the down arrows below to expand and learn more about individual projects.
Inorganic Chemistry Education
Inorganic Chemistry Education
Supporting Faculty in Reinvigorating the Inorganic Chemistry Instructional Laboratory
Supporting Faculty in Reinvigorating the Inorganic Chemistry Instructional Laboratory
This project, in collaboration with the Interactive Online Network of Inorganic Chemists (IONiC), seeks to provide professional development opportunities for inorganic chemistry faculty members with respect to laboratory learning. Through dedicated experiences, this project will develop understanding related to faculty change as well as how support and autonomy in course improvement impacts student learning in inorganic chemistry.
Student Understanding of Light, Matter, and Bonding
Student Understanding of Light, Matter, and Bonding
Little is known regarding student learning and understanding in upper-division courses, nor how student understanding changes and evolves as they progress through the chemistry curriculum. This study seeks to address these gaps and build off of previous work by IONiC to understand how students conceptualize bonding and molecular orbital theory, as well as how light and matter interact.
Other Projects
Other Projects
Understanding Students' Cognitive Resources related to Aromaticity
Understanding Students' Cognitive Resources related to Aromaticity
This project seeks to understand how students conceptualize aromaticity, focusing on the various cognitive resources students use to discuss aromaticity, represent aromaticity, and describe mechanisms involving aromatic compounds. The long-term goal is to identify areas for faculty to emphasize in their instruction to support student conceptual understanding.
Understanding Student Studying Habits Across Introductory Chemistry
Understanding Student Studying Habits Across Introductory Chemistry
While a plethora of research has examined what studying resources/strategies students use and their frequency, little is known about why students use certain resources, avoid others, etc. Given the significant change in the education landscape as a result of the COVID19 pandemic, we seek to understand how and why students make studying decisions, and how those ideas change as they progress across the introductory chemistry sequence.
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