What is Chemistry Education Research?
Chemistry Education Research (CER) combines the chemistry discipline’s perspectives and priorities with the theoretical frameworks and research methodologies from human learning and cognition (Lohmann & Froyd, 2011). CER is grounded in theory, investigated through methodologies exhibiting strong experimental design, and produce verifiable and generalizable results. Our lab address instructor belief and practice and the implementation & assessment of evidence-based practices. Our research projects focus one adaptive GTA training and wellness, accessible and inclusive teaching practices, and innovative faculty development,
Research Areas
Adaptive GTA training and GTA wellness
At large universities, Graduate Teaching Assistants (GTAs) are a critical part of undergraduate instruction. Investigating effective and innovative ways to prepare GTAs for college level STEM instruction is an investment in student learning and a strategic way to broadly implement active learning. Simulated classroom environments are a powerful training enhancement because they can provide a low-risk rehearsal opportunity for GTAs to practice evidence-based teaching skills before trying them on actual students in their classroom. Additionally, it can be paired with anxiety reducing/resilience enactment strategies to build GTA psychological resilience, reducing teaching anxiety, and promote wellbeing.
GTA simulator training
Inclusion and Accessibility in Chemistry Education
We believe that chemistry education should be an inclusive and accessible environment for all students. Our research strives to investigate the experiences of undeserved groups in STEM and improve the field of chemistry. One area of our research draws upon the Universal Design for Learning (UDL) framework to reduce barriers and broaden access to course content and activities for the widest range of students.
Universal design for learning (UDL)
Faculty Action Research With Evidence-Based Practices
Collaborative Faculty Action Research (FAR) is a framework that involves practitioners examining the current needs of their courses and selecting methods to effectively address those needs. Our lab positions FAR as an integral part of the educational reform process. Action research places value on faculty experiences, perspectives, and ideas. It can also be used to increase instructor buy-in of the research process and create communities of practice between faculty and researchers. Our FAR research projects focus on the integration of evidence-based practices into higher education chemistry classrooms.
