@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 the vulnerability of those experiencing undesired outcomes can open communication and support the inquiry necessary to develop and sustain safety changes. In this vulnerable state of momentary failing, people can experience intense interest in specific information that they are prepared to apply immediately. They are hungry to learn and thus teachable, meaning ready to actively construct new understanding. In addition, we discovered that once a teachable moment is met with support, people tend to initiate other inquiries rather than wait for their safety shortcomings to be discovered. Therefore, learning how to recognize and respond to teachable moments is an essential skill for safety officers to develop in pursuit of a self-regulating environment of good safety norms. Here, we present four short teachable moment case studies in order to demonstrate what qualities they have, how to utilize the opportunities provided by a user-driven approach, and what benefits can be anticipated from a partnership between students and the safety organization within an academic department.}, 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{box_dunnagan_hirsh_cherry_christianson_gibson_wolfe_gallardo-williams_2017, title={Qualitative and Quantitative Evaluation of Three Types of Student Generated Videos as Instructional Support in Organic Chemistry Laboratories}, volume={94}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.6b00451}, abstractNote={This study was designed to evaluate the effectiveness of student-generated videos as a supplement to teaching assistant (TA) instruction in an undergraduate organic chemistry laboratory. Three videos covering different aspects of lab instruction (experimental technique, use of instrumentation, and calculations) were produced using student-generated scripts. A laboratory classroom was outfitted with video cameras and sound recording equipment that allowed the research team to monitor all TA–student and student–student interactions. Six course sections led by three randomly assigned TAs were selected. Two sections from each TA were observed (control and treatment), each at the same time of day, 1 week apart. Students in the control group had their TA conduct the lab briefing and supervise the lab, but were given no access to the instructional videos. The treatment group had videos available to supplement the TA's lab briefing but was otherwise identical to the control group. Both groups were given a questionnaire that contained two comprehension questions per category to be completed during the lab before performing the experiment. Statistical analysis of the responses to this pre-experimental questionnaire showed that students who watched the videos had a better understanding of the methods than the students in sections that only received the TA lab briefing. Effect size calculations using Cohen's d indicate that the Instrumentation video had a large positive effect on the number of correct responses in the treatment groups, while small effects were found for the Technique and Calculation videos. Content analysis of the lab transcripts supports these findings. In addition to these effects, treatment groups invariably completed the lab in less time than the control groups. Results from a follow-up survey e-mailed to students the week after their lab session show that most students found the videos to be valuable when completing the lab, with the Technique video being generally ranked as most helpful.}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, publisher={American Chemical Society (ACS)}, author={Box, Melinda C. and Dunnagan, Cathi L. and Hirsh, Lauren A. S. and Cherry, Clinton R. and Christianson, Kayla A. and Gibson, Radiance J. and Wolfe, Michael I. and Gallardo-Williams, Maria T.}, year={2017}, month={Feb}, pages={164–170} }