Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM

Reporting Biochemistry to the General Public through a Science Communication Writing Assignment

(2021) Nicholas F. Garza et al.   JOURNAL OF CHEMICAL EDUCATION

The American Chemical Society Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map V: Analytical Chemistry

(2020) Thomas A. Holme et al.   JOURNAL OF CHEMICAL EDUCATION

Using the Research Literature to Develop an Adaptive Intervention to Improve Student Explanations of an SN1 Reaction Mechanism

(2020) Amber J. Dood et al.   JOURNAL OF CHEMICAL EDUCATION

Developing Computer Resources to Automate Analysis of Students’ Explanations of London Dispersion Forces

(2020) Keenan Noyes et al.   JOURNAL OF CHEMICAL EDUCATION

Writing Assignments to Support the Learning Goals of a CURE

(2020) Field M. Watts et al.   JOURNAL OF CHEMICAL EDUCATION

Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures

(2019) S. A. Finkenstaedt-Quinn et al.   JOURNAL OF CHEMICAL EDUCATION

Development and evaluation of a Lewis acid–base tutorial for use in postsecondary organic chemistry courses

(2019) Amber J. Dood et al.   Canadian Journal of Chemistry

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review

(2018) Audrey S. Halim et al.   CBE-Life Sciences Education

Investigation of the role of writing-to-learn in promoting student understanding of light–matter interactions

(2018) Alena Moon et al.   Chemistry Education Research and Practice

Using Writing Assignments as an Intervention to Strengthen Acid–Base Skills

(2018) Charles T. Cox et al.   JOURNAL OF CHEMICAL EDUCATION

Using Lexical Analysis To Predict Lewis Acid–Base Model Use in Responses to an Acid–Base Proton-Transfer Reaction

(2018) Amber J. Dood et al.   JOURNAL OF CHEMICAL EDUCATION

Action Research: Integrating Chemistry and Scientific Communication To Foster Cumulative Knowledge Building and Scientific Communication Skills

(2018) Ilse Rootman-le Grange et al.   JOURNAL OF CHEMICAL EDUCATION

Writing Instruction in Chemistry Classes: Developing Prompts and Rubrics

(2018) Kayla Logan et al.   JOURNAL OF CHEMICAL EDUCATION

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map III: Inorganic Chemistry

(2017) Keith A. Marek et al.   JOURNAL OF CHEMICAL EDUCATION

Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties

(2017) Solaire A. Finkenstaedt-Quinn et al.   JOURNAL OF CHEMICAL EDUCATION

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map IV: Physical Chemistry

(2017) Thomas A. Holme et al.   JOURNAL OF CHEMICAL EDUCATION

Framework for transforming departmental culture to support educational innovation

(2016) Joel C. Corbo et al.   Physical Review Physics Education Research

Designing for sustained adoption: A model of developing educational innovations for successful propagation

(2016) Raina Khatri et al.   Physical Review Physics Education Research

Writing-to-Learn the Nature of Science in the Context of the Lewis Dot Structure Model

(2015) Ginger V. Shultz et al.   JOURNAL OF CHEMICAL EDUCATION

Updating the General Chemistry Anchoring Concepts Content Map

(2015) Thomas Holme et al.   JOURNAL OF CHEMICAL EDUCATION

The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map II: Organic Chemistry

(2013) Jeffrey Raker et al.   JOURNAL OF CHEMICAL EDUCATION

Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

(2012) Julie A. Reynolds et al.   CBE-Life Sciences Education

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

(2012) Sara E. Brownell et al.   CBE-Life Sciences Education

What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs

(2011) Diane Ebert-May et al.   BIOSCIENCE