Collaborative Learning
I employ a number of student-centered, collaborative practices in the honors general chemistry sequence I teach for biological science and engineering majors (including Problem Based Learning, Process-Oriented Guided Inquiry Learning, and open-ended laboratory activities). Much science education research has shown that collaborative, student-centered pedagogical methods increase critical thinking and conceptual understanding of content over straight lecture practices. By placing responsibility in the hands of the learner interacting within groups, students construct a deeper, lasting mastery of course topics through problem-solving, discussion and scientific argumentation.

Technology in Education
Technology lends itself to chemical education as it allows for rapid visualization of data as well as modeling of concepts that are impractical or too dangerous to be observed directly. My courses incorporate many technologies that are beneficial to student learning, such as online, adaptive homework, "clickers" (which increase interactivity and evaluation of student comprehension during class), and computer-driven lab-ware.

Current Research
My current research efforts are focused on development and piloting of open-ended laboratory activities for use in the proposed interdisciplinary introductory chemistry/biology laboratory course. This work is part of a much larger collaboration between the Departments of Chemistry & Biochemistry and Biological Sciences, and is aimed at increasing student understanding of content by emphasizing overlap between the disciplines.