@misc{paye_dunnagan_tredwell_gallardo-williams_2021, title={Connecting the Dots: Lewis Structure Builder Web App as a Review Tool for Organic Chemistry}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00213}, abstractNote={Lewis structures are a very important, foundational concept in chemistry. Students usually acquire this knowledge in General Chemistry and need to review it in preparation for Organic Chemistry. However, many students find the task of drawing Lewis structures to be challenging, and not all instructors can budget enough time in class to review this material when they start Organic Chemistry. To address this issue, we created a web application (web app; Lewis Structure Builder) that lets students review Lewis structures in their own time, allowing them to position individual atoms, build and break bonds, and get real-time feedback on the accuracy of their structures. The web app was designed to be intuitive, requiring very little training to use, and students could use desktops, laptops, or mobile devices to participate. In working through a sequence of target molecules to build, students had the freedom to try out different atomic structures to see what works and receive real-time feedback about their decisions. Upon successful completion of a molecule, students received visual and haptic feedback as a form of positive reinforcement. Afterward, students saw their solution next to the same molecule shown as an extended structure and as built using a model kit. A pilot study was conducted with 37 students who were enrolled in Organic Chemistry I. Participants were given an assessment to determine their level of proficiency in drawing Lewis structures, followed by an opportunity to use the web app and a post-test. After using the web app, 21% of the participants showed improved outcomes, and most students reported satisfaction with the user interface and perceived benefits from the experience.}, number={8}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Paye, Ciana L. and Dunnagan, Cathi L. and Tredwell, David A. and Gallardo-Williams, Maria T.}, year={2021}, month={Aug}, pages={2704–2708} }
 @article{box_paye_gallardo-williams_2021, title={Positive Feedback via Descriptive Comments for Improved Safety Inspection Responsiveness and Compliance}, volume={28}, ISSN={["1878-0504"]}, DOI={10.1021/acs.chas.1c00009}, abstractNote={The format of feedback can have a significant impact on the outcome of an evaluation. Checklists, a common tool in health and safety inspections, have limited potential to change practices and habits between utilizations because implicitly they are finite in terms of conveying priority or providing guidance on how to solve cited issues. In addition, they are vulnerable to variability in the thoroughness of application. In contrast, feedback in the form of unstructured descriptive comments has the potential to magnify existing strengths, which sustain an overall good practice between inspections if the comments include positive citations that are specific and detailed. Without inclusion of both positive feedback and unstructured descriptive comments to the standard, structured checklist, inspectors miss the opportunity to reinforce actions already being performed and the opportunity to build on the foundation of existing skill and knowledge. This case study combines principles of management, evaluation tool design, behavioral psychology, and neurological science to explain the impact the authors observed on safety compliance in conjunction with providing positive feedback in unstructured comments as part of annual inspection reports.}, number={6}, journal={ACS CHEMICAL HEALTH & SAFETY}, author={Box, Melinda and Paye, Ciana and Gallardo-Williams, Maria Teresa}, year={2021}, month={Nov}, pages={397–401} }
 @article{box_paye_gallardo-williams_2020, title={Creating a Positive, Community-Based Learning Environment in a Chemistry Department}, volume={27}, ISSN={["1878-0504"]}, DOI={10.1021/acs.chas.0c00033}, abstractNote={Recognizing teachable moments and transforming them into occasions of learning can be a useful strategy in developing a culture of safety in an academic department. Responding with recognition of t...}, number={6}, journal={ACS CHEMICAL HEALTH & SAFETY}, author={Box, Melinda and Paye, Ciana and Gallardo-Williams, Maria Teresa}, year={2020}, month={Nov}, pages={341–345} }
 @article{gallardo-williams_morsch_paye_seery_2020, title={Student-generated video in chemistry education}, volume={21}, ISSN={["1756-1108"]}, DOI={10.1039/c9rp00182d}, abstractNote={Student-generated videos are growing in popularity in education generally, and in chemistry education there are several reports emerging on their use in practice. Interest in their use in chemistry is grounded in the visual nature of chemistry, the role of laboratory work in chemistry, and a desire to enhance digital literacy skills. In this perspective, we consider the place of student-generated videos in chemistry education, by first considering an appropriate pedagogical rationale for their usage. We then survey the reports of student-generated video with this framework in mind, exploring the role of generation in the reports surveyed. From this, we summarise the current status of student-generated videos in chemistry education and highlight from our readings some considerations for future research in this area, as well as guidelines for practitioners wishing to integrate student-generated video into their practice.}, number={2}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, author={Gallardo-Williams, Maria and Morsch, Layne A. and Paye, Ciana and Seery, Michael K.}, year={2020}, month={Apr}, pages={488–495} }