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Let's collaborate!

Hello, I am Dr. Rosa.

I collaborate with scientists and educators to advance accessible, equitable, & engaging chemistry education.

Here's how:

Evaluations of equity-centered, broader impacts initiatives and other science education reforms.

Translating scientific research into accessible, informal science communication resources.

Resources for science educators and researchers on advancing science education reform.

The Latest:

Community 📣Evaluation 🔎Outreach 🎥

Using quantitative methods, we identified mole and stoichiometric conversions as two of the most frequently assessed and inequitable competencies, perpetuating systemic inequities in access to pre-college mathematics preparation.

Here, we unpack observations we made while analyzing what “success” meant across three large-enrollment general chemistry environments.

To enable nuanced conversations about the characteristics of learning environments that support students in explaining phenomena, we defined a model of college STEM learning environments which attends to the intellectual work emphasized and rewarded on exams (i.e., assessment emphasis), what is taught in whole-class meetings (i.e., instructional emphasis), and how those meetings are enacted (i.e., instructional practices).

This work expands on prior work in considering how representations are incorporated within assessments.

Students in first-semester general chemistry were surveyed to describe their solution processes toward assessment items involving the mole concept and stoichiometry.

This study seeks to introduce randomization tests, a nonparametric statistical analysis incorporating a random-assignment component that can be applied to a single-subject (N = 1) research design, as a methodology to be counted amongst evaluations of instructional reforms.

This template departs from the traditional IMRaD format and employs the OEPI (outcomes, evidence, practice, and innovation) framework.

The world of academic publishing is intricate and elusive. This checklist suggests insights to support scholars in making informed decisions about ethical publishing practices.

This study aims to provide insight as to which first-semester chemistry topics present an incommensurate challenge to at-risk students.

The CURIOUS Educator meta-framework organizes research-based science education practices into a cohesive 7-step approach that aligns with how the brain learns, fostering curiosity-driven inquiry and deeper understanding.

The Cuvette is a professional learning community that aims to empower educators by disrupting exclusive, elusive, and exploitative academic norms with practices that promote inclusiveness, transparency, and community. We invite you to learn about our philosophy and practices.

This paper addresses how instructors can align what they do in class with assessments across topics to improve students’ understanding and explanations of chemical phenomena.

Explore unconventional solutions like practice-based evidence, embedded researchers, and continuous feedback loops that could transform education into an integrated, responsive, and constantly improving system.

Assessing students' mechanistic reasoning in college-level chemistry is more equitable than evaluating rote math abilities, given inequitable access to pre-college science and math preparation.

A short-form video exploring the latent heat of fusion.

Testimonials

Collaborators

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Nicole E. States

Adri Corrales

Molly B. Atkinson

Laleh Coté

Scott E. Lewis

Ryan L. Stowe

Nicole M. Becker

Yvonne Nguyen

Cara E. Schwarz

Dalton W. Rippey

Megan Y. Deshaye

Adam G. L. Schafer

Nicole E. States

Adri Corrales

Molly B. Atkinson

Laleh Coté

Scott E. Lewis

Ryan L. Stowe

Nicole M. Becker

Yvonne Nguyen

Cara E. Schwarz

Dalton W. Rippey

Megan Y. Deshaye

Adam G. L. Schafer

Saint Louis University

Oregon Museum of Science and Industry

University of North Texas

Lawrence Berkeley National Laboratory

University of South Florida

University of Wisconsin-Madison

University of Iowa

Ultimate Medical Academy

University of Wisconsin-Madison

University of Iowa

University of Wisconsin-Madison

University of Wisconsin-Madison

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