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 specifically address instructor belief and practice, the factors that affect learning, and the methods for evaluating that learning.
Research Areas
Professional Development for GTAs
Professional development for instructors new to active learning practices is increasingly important as a growing number of university STEM departments are incorporating active learning practices in their courses. In some cases, the professional development is cross-tiered and involves stakeholders at multiple ranks including faculty and graduate teaching assistants (GTAs). In these cases, it is often assumed that graduate students interpret the messages and buy-in to the training in the same way as faculty; however, there has been little research validating this process. Our research involves looking at the alignment of expectations in cross-tiered curricular interventions. Additionally, we are investigating the effect of simulator training modules on reducing GTA anxiety.
GTA simulator training
Inclusion and Accessibility in Chemistry Education
We believe that chemistry education should be an inclusive and accessible experience for all students. Of particular interest are research questions that address underrepresented groups in STEM. One of our current research projects draws upon the Universal Design for Learning (UDL) framework to provide training modules for GTAs. The goal of these modules is to incorporate accessible learning principles into GTA professional development, giving GTAs the tools to offer an inclusive learning environment for their students.
Universal design for learning (UDL)
Faculty Action Research With Evidence-Based Practices
Faculty Action Research (FAR) includes faculty members as an integral part of the educational reform process. Since faculty with teaching assignments have direct experience teaching in their classrooms, FAR places value on their perspectives and ideas. Since the faculty have an active role in the research process, FAR has the ability to increase instructor buy-in and create communities of practice between faculty members. While FAR has a variety of applications, our group focuses on using FAR to to inform the integration of evidence-based educational practices into the classroom environment.
