Office of Faculty Excellence

The Impact of Anti-DEI Legislation on Higher Education Pedagogy

Journal of College and Character, 26(1), 61–73.

Extending access for all chemistry students with extended reality

FRONTIERS IN EDUCATION, 9.

Faculty peer-to-peer learning and support online during difficult times: Main types of interactions and engagement during structured faculty conversations

To Improve the Academy: A Journal of Educational Development.

Fostering inclusive higher education through universal design for learning and inclusive pedagogy - EU and US faculty perceptions

Timus, N., Bartlett, M. E., Bartlett, J. E., Ehrlich, S., & Babutsidze, Z. (2023, July 29). HIGHER EDUCATION RESEARCH & DEVELOPMENT.

The Disruption to the Practice of Instructional Design During COVID-19

Journal of Applied Instructional Design, 11(2).

To Read Is the Challenge-Insights from 100 Days, 100 Papers Reading Challenge in Chemistry Education Research

Graulich, N., Rost, M., Schultz, M., & Gallardo-Williams, M. (2022, September 19). JOURNAL OF CHEMICAL EDUCATION, Vol. 9.

Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter

Frohock, B. H., Macallister, C. A., & Gallardo-Williams, M. T. (2022, August 15). JOURNAL OF CHEMICAL EDUCATION, Vol. 8.

Labapalooza: What Happens When Students Return to In-Person Laboratories After Taking Laboratories Online for a Year?

Del Negro, L. A., & Gallardo-Williams, M. T. (2022, June 16). JOURNAL OF CHEMICAL EDUCATION, Vol. 6.

We Should Keep Developing Digital Laboratory Resources in the Postpandemic Era

Link, R. D., & Gallardo-Williams, M. (2022, February 8). JOURNAL OF CHEMICAL EDUCATION, Vol. 99, pp. 519–520.

From hardship to scholarship

Gallardo-Williams, M. (2022, January 5). NATURE REVIEWS CHEMISTRY, Vol. 1.

Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning

Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning. Impacting Education: Journal on Transforming Professional Practice, 6(2), 43–47.

Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories

JOURNAL OF CHEMICAL EDUCATION, 99(2), 1100–1105.

Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry

JOURNAL OF CHEMICAL EDUCATION, 99(1), 500–503.

Positive Feedback via Descriptive Comments for Improved Safety Inspection Responsiveness and Compliance

ACS CHEMICAL HEALTH & SAFETY, 28(6), 397–401.

Expanding Inclusivity with Learner-Generated Study Aids in Three Different Science Courses

JOURNAL OF CHEMICAL EDUCATION, 98(10), 3379–3383.

Connecting the Dots: Lewis Structure Builder Web App as a Review Tool for Organic Chemistry

[Review of ]. JOURNAL OF CHEMICAL EDUCATION, 98(8), 2704–2708.

Creating a Positive, Community-Based Learning Environment in a Chemistry Department

ACS CHEMICAL HEALTH & SAFETY, 27(6), 341–345.

Tired of Failing Students? Improving Student Learning Using Detailed and Automated Individualized Feedback in a Large Introductory Science Course

INNOVATIVE HIGHER EDUCATION, 46(2), 133–151.

Overcoming Physical Separation During COVID-19 Using Virtual Reality in Organic Chemistry Laboratories

JOURNAL OF CHEMICAL EDUCATION, 97(9), 3060–3063.

Local and Timely Class Project Promotes Student Engagement in a Nonmajors' Course: Organic Chemistry at the North Carolina State Fair

JOURNAL OF CHEMICAL EDUCATION, 97(6), 1620–1624.

Student-generated video in chemistry education

CHEMISTRY EDUCATION RESEARCH AND PRACTICE, 21(2), 488–495.

Production and Evaluation of a Realistic Immersive Virtual Reality Organic Chemistry Laboratory Experience: Infrared Spectroscopy

JOURNAL OF CHEMICAL EDUCATION, 97(1), 258–262.

Building a Culture of Critical and Creative Thinking. Creating and Sustaining Higher-Order Thinking as part of a Quality Enhancement Plan

5TH INTERNATIONAL CONFERENCE ON HIGHER EDUCATION ADVANCES (HEAD'19), pp. 1391–1398.

Student-Generated Digital Tutorials in an Introductory Organic Chemistry Course

JOURNAL OF CHEMICAL EDUCATION, 96(3), 597–600.

Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

Impacting Education: Journal on Transforming Professional Practice, 3(2).