# overview
My training is in chemical education, one of the divisions recognized by the American Chemical Society. In addition to teaching in the 101-102 chemistry program, I teach graduate-level chemical education courses. These courses are of two types; those for graduate chemical education students and those for teachers. My research area is in chemical education, research, which is inseparable from teaching. Chemical education research involves: (a) the development of teaching strategies and/or curriculum and the testing of the relative effectiveness of the strategy or curriculum via statistical analysis and (b) investigations into the nature of the student-learner in our chemistry classes.

# educationAndTraining[].organization.label
University of Oklahoma - (Norman, Oklahoma, United States)

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Association of Former Students University-Level Distinguished Achievement Award, The

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Association of Former Students College-Level Teaching Distinguished Achievement Award, The

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Faculty Early Career Development (CAREER) Program

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ACS Award for Achievement in Research for the Teaching and Learning of Chemistry

# publications[].label
ConfChem Conference on Mathematics in Undergraduate Chemistry Instruction: MUST-Know Pilot Study-Math Preparation Study from Texas

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Student impressions, attitudes, and perceived learning with two homework systems

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Teaching chemistry using role-playing techniques

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Use of video demonstrations and particulate animations in the chemistry classroom.

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Testing students' use of particulate terms.

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The use of storyboards and student-constructed animation in college general chemistry

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Clickers in a large lecture class: Student impressions and perceived learning

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Use of a demonstration laboratory in teaching chemistry.

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How do general chemistry students' impressions, attitudes, perceived learning, and course performance vary with the arrangement of homework questions and E-text?

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Students' cognitive processing and comprehension of macroscopic and particulate representations

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Why should chemistry departments to offer graduate courses for high school teachers?

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Impact of arithmetic automaticity on students' success in second-semester general chemistry

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Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

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Group problem-solving versus lecture in college-level quantitativee analysis: The good, the bad, and the ugly

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Evaluation of the NSF Workshop on Molecular Visualization in Science Education.

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Beyond ball-and-stick: Students' processing of novel STEM visualizations

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The Particulate Nature of Matter: An Example of How Theory-Based Research Can Impact the Field

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Molecular visualization in science education: An evaluation of an NSF-sponsored workshop

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Feedback and attitude study of online web-based learning (OWL) in first semester general chemistry

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Timing of Homework Completion vs. Performance in General Chemistry

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When do spatial abilities support student comprehension of STEM visualizations?

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Measuring the effects of online homework on student content retention in first semester general chemistry

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Effects of molecular visualization training on teachers' attitudes, content knowledge, and spatial ability.

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Changes in attitude and behavior of participants at a workshop on molecular visualization.

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Testing students' use of the particulate theory

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Visualizations to promote student understanding: Influences of Loretta Jones

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The Relationship Between a Student's Success in First-Semester General Chemistry and Their Mathematics Fluency, Profile, and Performance on Common Questions

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A crossage study of the understanding of five chemistry concepts

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Effects of feedback with Online Web-based Learning (OWL) in first semester general chemistry

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The Effect of Student-Constructed Animations versus Storyboards on Students' Mental Rotation Ability, Equilibrium Content Knowledge, and Attitudes

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The Effect of Viewing Order of Macroscopic and Particulate Visualizations on Students' Particulate Explanations

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How Does a Math Review Impact a Student's Arithmetic Skills and Performance in First-Semester General Chemistry?

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Textbook Treatments of Electrostatic Potential Maps in General and Organic Chemistry

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Importance of Academic Legacy on Student Success in First- and Second-Semester General Chemistry

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CHED 132-Historical analysis of student performance in junior level chemistry courses

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Impact of basic arithmetic skills on success in first-semester general chemistry

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Surveying Students' Attitudes and Perceptions toward Guided-Inquiry and Open-Inquiry Laboratories

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Does the Arrangement of Embedded Text Versus Linked Text in Homework Systems Make a Difference in Students Impressions, Attitudes, and Perceived Learning?

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Effects of a Demonstration Laboratory on Student Learning

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Particulate nature of matter: How do we make them see?

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The effect of macroscopic and particulate visualizations on student reasoning

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CHED 28-Using visualization techniques in chemistry teaching

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Administering cognitive tests in-class and on-line: Are there the links between these tests and grades in a chemistry course?

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The effects of computer animation on the particulate mental models of college chemistry students

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Identifying Student Use of Ball-and-Stick Images versus Electrostatic Potential Map Images via Eye Tracking

# publications[].label
Testing students' use of particulate terms.

# publications[].label
Changes in students' spatial ability, content knowledge, and attitudes through the use of storyboards and student-constructed animation in college general chemistry

# publications[].label
Use of molecular visualization in the classroom: A review of the literature.

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Effects of college chemistry course on freshman students' drawings of chemists.

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CHED 165-The particulate nature of matter: The quest for student understanding

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Linked text vs. embedded text in two homework systems: Student impressions, attitudes, and perceived learning

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The effects of a two-year molecular visualization experience on teachers' attitudes, content knowledge, and spatial ability

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Comparison of achievement in the use of static, dynamic and interactive visualization tools.

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New pedagogies for teaching large lecture classes at Texas A & M University.

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Students' perceptions and attitudes towards guided and open inquiry laboratories

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Which visualizations are students are able to use effectively?

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Facilitators and barriers to teacher implementation of molecular visualization.

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Teaching Chemistry with Visualizations: What's the Research Evidence?

# streetAddress
Texas A&M University; Chemistry Department; 3255 TAMU