Arthur F. Thurnau Professor of Chemistry
she/her
About
The Shultz group conducts educational research aimed at understanding the teaching and learning of college level chemistry. This research is highly interdisciplinary; it requires a strong foundation in chemistry and employs both qualitative and quantitative research methods from education. Group members pursue full time educational research as the primary focus of their doctoral dissertation or through joint dissertation projects that include work in both education and another area. Group research areas will be of interest to those students who plan to pursue academic careers or other career paths such as community outreach or policy.
Representative Publications:
Zaimi, I.; Haas, D.B.; Silverstein, M.J.; Shultz, G.V. (2024). A case study on graduate student assistants’ teacher noticing when enacting a case-comparison activity in organic chemistry. Chemistry Education Research and Practice. Linked here.
Dood, A.J.; Watts, F.M.; Connor, M.C.; Shultz, G.V. (2024) “Automated Text Analysis of Organic Chemistry Students’ Written Hypotheses”. Journal of Chemical Education. Linked here.
Fantone, R.C.; Zaimi, I.; Meserve, K.; Geragosian, E.K.; Álvarez-Sánchez, C.O.; Spencer, J.L.; Shultz, G.V. (2023) “Chemistry instructional coaching: Adapting a peer-led professional development program for chemistry graduate teaching assistants”. Journal of Chemical Education. 100 (11) 4343-4350 Linked here.
Watts, F.M.; Dood, A.; Shultz, G.V.; Rodriguez, J.G. (2023) “Comparing student and generative artificial intelligence chatbot responses to organic chemistry writing-to-learn assignments”. Journal of Chemical Education. 100 (10) 3806-3817 Linked here.
Watts, F.M.; Park, G.Y.; Petterson, M.N.; Shultz, G.V. (2022) Considering alternative reaction mechanisms: Students’ use of multiple representations to reason about mechanisms for a writing-to-learn assignment. Chemistry Education Research and Practice. (23) 486-50. Linked here.
