@article{gallardo-williams_dunnagan_2022, title={Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry}, volume={99}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00321}, abstractNote={Equal access to an instructor’s time and attention can be a barrier experienced by many underrepresented minorities. An instructor’s own biases will determine the nature of their interaction with students, and even well-meaning instructors can interact with students in differential ways, which might prevent certain students from having access to the material in the class. This is an insidious problem, which may or may not be recognized in peer and student evaluations, and an issue that might escape self-reflection even in educators that are committed to diversity and inclusion. This issue conflates both actual and perceived biases, introducing a complex dynamic between instructor and student. Virtual reality (VR) provides an avenue to generate materials that can be used to enhance or replace classroom instruction with a great degree of realism. Our approach at NC State University was to design VR laboratories that were as inclusive and diverse as possible. This encompassed sourcing content and tapping talent from students that represented a broad range of races, gender identities, and ethnicities. These realistic simulations offer the advantage of minimizing instructor bias (since the instructor generates the material in the absence of the students) while offering students that might struggle with the instructor in a personal setting the opportunity to experience the best that the instructor has to offer. Analysis of the data collected in a user study of VR materials created for organic chemistry laboratories offers insights into the way that students interact with VR instructors. Comments provided by underrepresented minority students point to the perceived impartiality of the instructor, ability to engage with the material independently, and remote access as some of the desirable features of the experience.}, number={1}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Gallardo-Williams, Maria T. and Dunnagan, Cathi L.}, year={2022}, month={Jan}, pages={500–503} }
 @article{frohock_macallister_gallardo-williams_2022, title={Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter}, volume={8}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c00237}, abstractNote={A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social media site. Instructors regularly posted content and links relevant to the course and interacted with students, modeling professional social media interactions. Although the extent of student participation was limited, it was determined that this is a possible complementary outlet for class communication, sharing of information, and limited data gathering. In the lab courses, students were found to be more reticent to engage but did use the “follow” function to add the lab instructor to their Twitter networks. Lab and lecture courses were surveyed in order to determine factors affecting student engagement on social media. Results of the surveys and data collected in both courses are discussed with an emphasis on best practices.}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Frohock, Bram H. and Macallister, Cade A. and Gallardo-Williams, Maria T.}, year={2022}, month={Aug} }
 @article{gallardo-williams_2022, title={From hardship to scholarship}, volume={1}, ISSN={["2397-3358"]}, DOI={10.1038/s41570-021-00349-3}, abstractNote={While there is much of the last two years we may wish to forget, it is imperative that we share our pandemic chemistry teaching experiences.}, journal={NATURE REVIEWS CHEMISTRY}, author={Gallardo-Williams, Maria}, year={2022}, month={Jan} }
 @article{williams_gallardo-williams_griffith_bretz_2022, title={Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories}, volume={99}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00476}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Williams, Nicholas D. and Gallardo-Williams, Maria T. and Griffith, Emily H. and Bretz, Stacey Lowery}, year={2022}, month={Feb}, pages={1100–1105} }
 @article{del negro_gallardo-williams_2022, title={Labapalooza: What Happens When Students Return to In-Person Laboratories After Taking Laboratories Online for a Year?}, volume={6}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c00141}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Del Negro, Lori A. and Gallardo-Williams, Maria T.}, year={2022}, month={Jun} }
 @article{graulich_rost_schultz_gallardo-williams_2022, title={To Read Is the Challenge-Insights from 100 Days, 100 Papers Reading Challenge in Chemistry Education Research}, volume={9}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.2c00610}, abstractNote={The lack of time available for staying up to date with the literature is a common issue for scholars and practitioners in many disciplines. A recent challenge issued on Twitter with the goal to read 100 papers in 100 days attracted the attention of several members of the chemistry education research community. In this paper, we report the outcomes of this reading challenge, including insights into the group composition, its reading preferences, and challenges participants face. We also provide an overview of the themes covered in the group’s readings obtained via natural language processing of the abstracts of the papers read by the group. Common themes in the papers were generally centered around students, learning, and chemistry, with an emphasis on research validity and the role of technology in chemistry instruction. Differences between individual participants’ reading choices and those of the group as a whole are visualized using semantic network plots.}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Graulich, Nicole and Rost, Marvin and Schultz, Madeleine and Gallardo-Williams, Maria}, year={2022}, month={Sep} }
 @article{link_gallardo-williams_2022, title={We Should Keep Developing Digital Laboratory Resources in the Postpandemic Era}, volume={99}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c01197}, abstractNote={Assumptions about the feasibility of teaching chemistry laboratories online have been challenged by the ongoing COVID-19 pandemic. We argue that, despite the fact that pandemic social distancing restrictions will be eventually eliminated, the development of quality digital laboratory resources must continue to receive attention from the chemistry community. Even if higher education institutions fully return to in-person operating conditions, these materials could serve as prelaboratory preparation to reduce student anxiety, as supplementary support materials to enhance student understanding, as optional distance education resources for students unable to be present in the laboratory, and as training materials for teaching assistants.}, number={2}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Link, Renee D. and Gallardo-Williams, Maria}, year={2022}, month={Feb}, pages={519–520} }
 @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{piontkivska_gassensmith_gallardo-williams_2021, title={Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses}, volume={98}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.1c00373}, abstractNote={Note taking is a seemingly simple study strategy, yet as a source of learner-generated content its perceived effectiveness varies across subjects and from student to student, as not all students are able to create high-quality notes without guidance. While often advocated by the instructors, the use of notes as exam aids (whether used in open-books exams or not) is a pedagogical practice that has invited some controversy, but there are studies that justify the use of student-created reminder sheets by acknowledging that students must review the material in order to organize and create their study aids. Preparing for exams by actively developing formula sheets or other study aids assists students in studying, even if they are not consciously aware they are studying. We would like to suggest that modeling the process of creating successful study aids from class notes is an inclusive practice that leads to improved outcomes in low-performing students and increases their agency. Creating scaffolds for note taking, whether through sharing examples or prompting synthesis of information, allows for higher-quality note taking across all learners. We provide examples from three separate courses in which the instructors took this approach in widely different ways, and we offer a set of best practices for other instructors interested in using these resources in their own courses.}, number={10}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Piontkivska, Helen and Gassensmith, Jeremiah J. and Gallardo-Williams, Maria T.}, year={2021}, month={Oct}, pages={3379–3383} }
 @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{young_schaffer_james_gallardo-williams_2021, title={Tired of Failing Students? Improving Student Learning Using Detailed and Automated Individualized Feedback in a Large Introductory Science Course}, volume={46}, ISSN={["1573-1758"]}, DOI={10.1007/s10755-020-09527-5}, number={2}, journal={INNOVATIVE HIGHER EDUCATION}, author={Young, Karen R. and Schaffer, Henry E. and James, Jasmine B. and Gallardo-Williams, Maria T.}, year={2021}, month={Apr}, pages={133–151} }
 @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{ciccone_gallardo-williams_2020, title={Local and Timely Class Project Promotes Student Engagement in a Nonmajors' Course: Organic Chemistry at the North Carolina State Fair}, volume={97}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.9b01184}, abstractNote={As a means to encourage student engagement and satisfaction in a large introductory organic chemistry class, students were tasked with the creation of instructional posters relating an organic compound to the North Carolina State Fair. Students had the freedom to choose what compound to represent and how to connect this compound to the state fair, as long as the final product was a digital poster suitable for sharing with other class members, and targeted to an audience of fair-goers. This report details the design and outcomes of the project with an emphasis on student choices and student perceptions of the completed works. Content analysis of the students’ reflections of work revealed that most students expressed positive feelings toward the assignment and appreciated the opportunity to engage in creative pursuits related to the material being covered in class.}, number={6}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Ciccone, Lucie and Gallardo-Williams, Maria T.}, year={2020}, month={Jun}, pages={1620–1624} }
 @article{dunnagan_gallardo-williams_2020, title={Overcoming Physical Separation During COVID-19 Using Virtual Reality in Organic Chemistry Laboratories}, volume={97}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.0c00548}, abstractNote={As a result of the COVID-19 disruption experienced in Spring 2020 many institutions had to close their doors and move their courses online. Our team used an existing set of virtual reality (VR) organic chemistry laboratory experiences developed for students with accessibility challenges as an online replacement for the face-to-face Organic Chemistry I laboratory. Although the materials used had been tried with a limited number of distance education students prior to their wide release, some technical challenges were experienced due to the large scale of the class, such as the inability to provide VR viewers for all the students enrolled, and lack of student access to reliable wifi for streaming videos after moving off-campus. In addition to technical difficulties, students experienced attitude challenges due to the global pandemic conditions and a very fast change from face-to-face instruction to online delivery of materials. This paper describes how these circumstances were overcome in order to finish the course, and how the VR experiences were shared with other institutions in an open access model.}, number={9}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Dunnagan, Cathi L. and Gallardo-Williams, Maria T.}, year={2020}, month={Sep}, pages={3060–3063} }
 @article{dunnagan_dannenberg_cuales_earnest_gurnsey_gallardo-williams_2020, title={Production and Evaluation of a Realistic Immersive Virtual Reality Organic Chemistry Laboratory Experience: Infrared Spectroscopy}, volume={97}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.9b00705}, abstractNote={Using virtual reality (VR) in educational settings is becoming increasingly popular. The feasibility of replacing an instrumentation-based organic chemistry lab with a VR experience has been evalua...}, number={1}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Dunnagan, Cathi L. and Dannenberg, Devran A. and Cuales, Michael P. and Earnest, Arthur D. and Gurnsey, Richard M. and Gallardo-Williams, Maria T.}, year={2020}, month={Jan}, pages={258–262} }
 @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} }
 @article{allen_queen_gallardo-williams_parks_auten_carson_2019, title={Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan}, DOI={10.4995/HEAd19.2019.9536}, abstractNote={Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan at a US UniversityThe TH!NK initiative at North Carolina State University seeks to bridge the gap between evidence-based research on teaching and actual teaching practices in the classroom. Through this work, the culture of teaching and learning on our campus is being transformed from teacher-centered to student-centered instruction that promotes higher-order thinking across a diverse array of disciplines. Participating faculty engage in intensive faculty development; create discipline-specific classroom activities and assignments; become adept at providing students feedback on their thinking skills; and engage in a learning community to share and provide peer feedback on pedagogical innovations. The primary student learning outcome (SLO) is for students to apply critical and creative thinking skills and behaviors in the process of solving problems and addressing questions. Methods to achieve the institutional transformation include implementation of a comprehensive faculty development focused on the use of evidence-based pedagogy that promotes higher-order thinking, and rigorous outcomes assessment to provide means for continual improvement. The program has expanded into multiple phases, and involves strategies to create a more sustainable culture of critical and creative thinking through formal and informal learning and scholarship.}, journal={5TH INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'19)}, author={Allen, Tania and Queen, Sara and Gallardo-Williams, Maria and Parks, Lisa and Auten, Anne and Carson, Susan}, year={2019}, pages={1391–1398} }
 @article{hubbard_jones_gallardo-williams_2019, title={Student-Generated Digital Tutorials in an Introductory Organic Chemistry Course}, volume={96}, ISSN={["1938-1328"]}, DOI={10.1021/acs.jchemed.8b00457}, abstractNote={As a means to encourage engagement in a large introductory organic chemistry class, students were tasked with the creation of digital tutorials for specific problems sourced from the assigned class textbook. Students had the freedom to choose how to produce their tutorials as long as the final product was a digital object suitable for sharing with other class members. Analysis of the project outcomes showed that most students successfully produced a tutorial meeting the required criteria and engaged in self-regulated learning by improving their tutorials as a result of instructor feedback and peer review. Tutorial media varied depending on the students’ preferences, but video content was the most common medium chosen by students, followed by slide shows and infographics. Completed tutorials were made available to other students in the course and also to the general public in an online open-access repository. As a result of their development of these reusable assignments, students reported positive outcomes in their self-reflection forms, including new or improved organic chemistry content learning as well as the acquisition of new technical skills and an appreciation of the peer review process. This report details the design and outcomes of the project with an emphasis on student perceptions of the completed works.}, number={3}, journal={JOURNAL OF CHEMICAL EDUCATION}, author={Hubbard, Brittany A. and Jones, Grayson C. and Gallardo-Williams, Maria T.}, year={2019}, month={Mar}, pages={597–600} }
 @article{frohock_winterrowd_gallardo-williams_2018, title={#IHeartChemistryNCSU: free choice, content, and elements of science communication as the framework for an introductory organic chemistry project}, volume={19}, ISSN={["1109-4028"]}, DOI={10.1039/c7rp00132k}, abstractNote={Students in a large introductory organic chemistry class were given the freedom to choose an organic compound of interest and were challenged to develop an educational object (physical or digital) designed to be shared with the broader public<italic>via</italic>social media. Analysis of the project results shows that most students appreciated the open nature of the assignment, and engaged in self-regulated learning by reflecting and improving on their educational object design along each step of the project. Subjects varied widely depending on the students’ personal interests, and many different educational objects were produced and shared using diverse social media outlets. As a result of this project, students reported positive outcomes including increased interest in organic chemistry and science in general as well as the acquisition of practical skills such as science communication and visual representation of science. These skills were perceived by students as being beneficial for future professional endeavors. This report describes the design and outcomes of the project, including the choice of subjects, representations, and social media channels.}, number={1}, journal={CHEMISTRY EDUCATION RESEARCH AND PRACTICE}, publisher={Royal Society of Chemistry (RSC)}, author={Frohock, Bram H. and Winterrowd, Samantha T. and Gallardo-Williams, Maria T.}, year={2018}, month={Jan}, pages={240–250} }
 @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 questio...}, 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} }
 @article{gillette_winterrowd_gallardo-williams_2017, title={Training Students To Use 3-D Model Sets via Peer-Generated Videos Facilitates Learning of Difficult Concepts in an Introductory Organic Chemistry Course}, volume={94}, DOI={10.1021/acs.jchemed.7b00155}, abstractNote={It is generally accepted that the use of 3-D model sets (ball-and-stick models) can be beneficial for students learning organic chemistry. However, with the amount of content that needs to be covered, there is not much time to learn how to use the model sets during class time. This report describes the use of student-generated videos designed to show how to use the model sets as an adjuvant to the learning process in a one-semester introductory organic chemistry course. The videos were made available to the students taking the course on an on-demand basis, and the learning outcomes of the class were compared to data from a previous semester in which the videos were not available, but where the instructor had used class time to train the students in the use of the model sets. Results show that the videos were widely used by students taking the class, and that learning outcomes were comparable between the classes with video training and with in-class training; in fact, no significant difference was found between the final exam grade and final overall adjusted grade means for the two classes. The grade distributions between the two semesters showed no statistical difference, and a negligible difference was found between the two approaches to model training when viewing results for specific stereochemistry-related questions on the final exam.}, number={7}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Gillette, Ailen A. and Winterrowd, Samantha T. and Gallardo-Williams, Maria T.}, year={2017}, month={Jun}, pages={960–963} }
 @article{jordan_box_eguren_parker_saraldi-gallardo_wolfe_gallardo-williams_2016, title={Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory}, volume={93}, DOI={10.1021/acs.jchemed.5b00354}, abstractNote={Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After providing selected lab sections with either video or TA lab instruction, student participants were given an assessment to evaluate the effectiveness of each presentation. Videos were found to prepare students for lab more effectively, with an average of 17% more students answering questions correctly after watching the video than after receiving TA instruction. Additionally, according to direct observations, students were 37% less likely to require TA assistance during the lab when presented with video instruction. By providing students with short and concise student-generated video instructions, students in the observed courses were able to be more independent throughout the lab and perform better than students who had received TA instruction alone.}, number={1}, journal={Journal of Chemical Education}, publisher={American Chemical Society (ACS)}, author={Jordan, Jeremy T. and Box, Melinda C. and Eguren, Kristen E. and Parker, Thomas A. and Saraldi-Gallardo, Victoria M. and Wolfe, Michael I. and Gallardo-Williams, Maria T.}, year={2016}, month={Jan}, pages={141–145} }
 @article{gallardo-williams_geiger_pidala_martin_2002, title={Essential fatty acids and phenolic acids from extracts and leachates of southern cattail ( Typha domingensis  P.)}, volume={59}, DOI={10.1016/s0031-9422(01)00449-6}, abstractNote={We have been able to isolate several phytotoxic compounds from aqueous extracts and leachates of cattails (Typha domingensis) using activated charcoal as an absorbant, followed by successive extraction with organic solvents, analysis by GC/MS, and structural elucidation by NMR spectroscopy when possible. The phytotoxins were identified as essential fatty acids (linoleic acid and alpha-linolenic acid) and phenolic compounds of known phytotoxic activity (caffeic acid from the aqueous extracts; caffeic, p-coumaric, and gallic acid from the leachates). Both extracts and the phytotoxins in the extracts have the potential of inhibiting the growth and chlorophyll production of several ecologically relevant species.}, number={3}, journal={Phytochemistry}, publisher={Elsevier BV}, author={Gallardo-Williams, Maria T and Geiger, Cherie L and Pidala, Joseph A and Martin, Dean F}, year={2002}, month={Feb}, pages={305–308} }
 @article{gallardo-williams_martin_2002, title={Phytotoxic compounds from Typha domingensis P.}, DOI={10.1007/978-3-0348-8109-8_4}, abstractNote={Cattails make up the genusTypha of the family Typhaceae, and are probably the most familiar of all wetland plants in the world. Their brown flower clusters can be seen at the edges of ponds, rivers, lakes, or just about any place where there is shallow, standing water for at least part of the year. Cattails are tall, erect plants that may grow to 6 to 8 feet tall. They usually grow along the shoreline but may also grow in water 3 to 4 feet deep. Creeping rootstalks and seeds spread cattails. Different species of cattail occur commonly in wet soil, marshes, swamps, and shallow fresh and brackish waters throughout the world. The genus consists of 10 species that have significant differences in physical appearance, allowing for identification. The broad-leafed cattail, T.domingensis,is widely distributed in southern Florida. The species has long pistillate, separated from the upper stamen, and the blades are broad and less convex than other species occurring in the area, such as Tlatifolia [1].}, journal={Chemical Ecology of Plants: Allelopathy in Aquatic and Terrestrial Ecosystems}, publisher={Birkhäuser Basel}, author={Gallardo-Williams, Maria T. and Martin, Dean F.}, year={2002}, pages={57–72} }
 @article{gallardo_zapata_1987, title={Synthesis of β-Stannyl Esters}, volume={17}, DOI={10.1080/00397918708063966}, abstractNote={Abstract A synthesis of β-stannyl esters from ester enolates and iodomethyl (tri-n-butyl) stannane (3) is described.}, number={10}, journal={Synthetic Communications}, publisher={Informa UK Limited}, author={Gallardo, V. María Teresa and Zapata, Antonio}, year={1987}, month={Jul}, pages={1165–1169} }