TY - JOUR TI - Faculty (re) engagement: Perspectives on challenges, needs, and opportunities AU - Carpenter, R. AU - Dvorak, K. AU - Gallardo-Williams, M.T. AU - Chapman, D.D. AU - Bitting, K. AU - Forde, T. AU - Aming, D. T2 - The Journal of Faculty Development DA - 2022/9// PY - 2022/9// VL - 36 IS - 3 SP - 73–76 ER - TY - JOUR TI - The Disruption to the Practice of Instructional Design During COVID-19 AU - Petherbridge, Donna AU - Bartlett, Michelle AU - White, Jessica AU - Chapman, Diane T2 - Journal of Applied Instructional Design AB - A thematic analysis of interviews conducted with 33 instructional designers revealed impacts to instructional design practice during COVID-19 including: differentiating emergency remote teaching from well-designed instruction, the increasing visibility of the instructional design role, challenges with social connections, increasing workloads, and additional challenges related to time, access, resources, and remote learning. Findings suggest the role of instructional designers will be more visible post-pandemic, with participants viewing the future of instructional design as full of emerging opportunities. DA - 2022/8// PY - 2022/8// DO - 10.51869/112/dpmbjwdc VL - 11 IS - 2 J2 - JAID OP - SN - 2160-5289 UR - http://dx.doi.org/10.51869/112/dpmbjwdc DB - Crossref ER - TY - JOUR TI - To Read Is the Challenge-Insights from 100 Days, 100 Papers Reading Challenge in Chemistry Education Research AU - Graulich, Nicole AU - Rost, Marvin AU - Schultz, Madeleine AU - Gallardo-Williams, Maria T2 - JOURNAL OF CHEMICAL EDUCATION AB - 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. DA - 2022/9/19/ PY - 2022/9/19/ DO - 10.1021/acs.jchemed.2c00610 VL - 9 SP - SN - 1938-1328 KW - Continuing Education KW - Interdisciplinary/Multidisciplinary KW - Communication/Writing KW - Professional Development ER - TY - JOUR TI - Engagement of Students in an Organic Chemistry Lecture/Lab Course via Social Media Using Twitter AU - Frohock, Bram H. AU - Macallister, Cade A. AU - Gallardo-Williams, Maria T. T2 - JOURNAL OF CHEMICAL EDUCATION AB - 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. DA - 2022/8/15/ PY - 2022/8/15/ DO - 10.1021/acs.jchemed.2c00237 VL - 8 SP - SN - 1938-1328 KW - Second-Year Undergraduate KW - Organic Chemistry KW - Internet KW - Web-Based Learning KW - Multimedia-Based Learning KW - Computer-Based Learning ER - TY - JOUR TI - Labapalooza: What Happens When Students Return to In-Person Laboratories After Taking Laboratories Online for a Year? AU - Del Negro, Lori A. AU - Gallardo-Williams, Maria T. T2 - JOURNAL OF CHEMICAL EDUCATION AB - Due to the COVID-19 pandemic, in-person undergraduate chemistry laboratories at North Carolina State University were not available to students during the 2020–2021 academic year and were replaced with online laboratories. With the return to in-person laboratories in the fall semester of 2021, there was widespread concern among the faculty that chemistry majors might struggle with the application of concepts and techniques that they learned online in the in-person lab environment. An event to bring students back to campus for a day was designed by the faculty in charge of teaching organic and analytical chemistry laboratories with extensive input from students. Participants were asked to choose the lab techniques that they wanted to review, were given agency to choose the day and time of the gathering, and were encouraged to suggest a name for the event. In this paper we describe the outcomes regarding student choices, participation, and self-assessed efficacy before and after testing in person the lab techniques that had been learned online. DA - 2022/6/16/ PY - 2022/6/16/ DO - 10.1021/acs.jchemed.2c00141 VL - 6 SP - SN - 1938-1328 KW - Second-Year Undergraduate KW - Organic Chemistry KW - Analytical Chemistry KW - Internet KW - Web-Based Learning KW - Multimedia-Based Learning KW - Computer-Based Learning ER - TY - JOUR TI - Investigating Meaningful Learning in Virtual Reality Organic Chemistry Laboratories AU - Williams, Nicholas D. AU - Gallardo-Williams, Maria T. AU - Griffith, Emily H. AU - Bretz, Stacey Lowery T2 - JOURNAL OF CHEMICAL EDUCATION AB - Virtual reality (VR) lab experiences for organic chemistry were developed at NC State University as an accessibility tool for students who are unable to attend in-person laboratories due to disabilities, attendance challenges such as pregnancy or military deployment, or safety concerns. The resulting first-person VR experiences are immersive and realistic, with a virtual teaching assistant guiding the user along the steps required to complete the experiment, including feedback as needed. During the COVID pandemic, these laboratories replaced traditional face-to-face laboratories at NC State and several other universities. During the summer of 2020, we used the Meaningful Learning in the Laboratory Instrument (MLLI) to measure both the cognitive and affective dimensions of students’ expectations of the virtual lab before the course and their experiences with virtual reality after completing the course. Students who completed virtual reality laboratories reported more positive affective experiences than they anticipated, including little frustration or confusion in the laboratory. DA - 2022/2/8/ PY - 2022/2/8/ DO - 10.1021/acs.jchemed.1c00476 VL - 99 IS - 2 SP - 1100-1105 SN - 1938-1328 KW - Laboratory Instruction KW - Second-Year Undergraduate KW - Organic Chemistry KW - Computer-Based Learning KW - Multimedia-Based Learning KW - Distance Learning/Self Instruction KW - Internet/Web-Based Learning KW - Computing/Interfacing KW - Learning Theories ER - TY - JOUR TI - We Should Keep Developing Digital Laboratory Resources in the Postpandemic Era AU - Link, Renee D. AU - Gallardo-Williams, Maria T2 - JOURNAL OF CHEMICAL EDUCATION AB - 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. DA - 2022/2/8/ PY - 2022/2/8/ DO - 10.1021/acs.jchemed.1c01197 VL - 99 IS - 2 SP - 519-520 SN - 1938-1328 KW - First-Year Undergraduate/General KW - Second-Year Undergraduate KW - Upper-Division Undergraduate KW - Curriculum KW - Laboratory Instruction KW - Collaborative/Cooperative Learning KW - Inquiry-Based/Discovery Learning KW - Problem Solving/Decision Making ER - TY - JOUR TI - Designing Diverse Virtual Reality Laboratories as a Vehicle for Inclusion of Underrepresented Minorities in Organic Chemistry AU - Gallardo-Williams, Maria T. AU - Dunnagan, Cathi L. T2 - JOURNAL OF CHEMICAL EDUCATION AB - 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. DA - 2022/1/11/ PY - 2022/1/11/ DO - 10.1021/acs.jchemed.1c00321 VL - 99 IS - 1 SP - 500-503 SN - 1938-1328 KW - Second-Year Undergraduate KW - Organic Chemistry KW - Internet/Web-Based Learning KW - Multimedia-Based Learning KW - Computer-Based Learning KW - Minorities in Chemistry ER - TY - JOUR TI - From hardship to scholarship AU - Gallardo-Williams, Maria T2 - NATURE REVIEWS CHEMISTRY AB - 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. DA - 2022/1/5/ PY - 2022/1/5/ DO - 10.1038/s41570-021-00349-3 VL - 1 SP - SN - 2397-3358 ER -