Ph.D. - 1983 Purdue University, West Lafayette, Indiana
Major: Chemical Education Major Professor: Dr. J. Dudley HerronDissertation Title: An Investigation of Several Variables Involved in Chemistry Problem Solving
M.S. - 1979 Purdue University, West Lafayette, Indiana
Major: Organic Chemistry; Minor: Education
M.S. - 1974 Indiana State University, Terre Haute, Indiana
Major: Physics; Minor: Chemistry, Education
B.A. - 1972 William Paterson College of New Jersey, Wayne, New Jersey
Major: Physics/Physical Science; Minor: Education, Mathematics
1998 - current Professor of Chemistry, Coordinator of General Chemistry and Professor of Curriculum & Instruction, Department of Chemistry, Iowa State University, Ames, IA 50011
1990 - 1998 Associate Professor of Chemistry, Coordinator of General Chemistry and Associate Professor of Curriculum & Instruction, Department of Chemistry, Iowa State University, Ames, IA 50011
1988- 1990 Associate Professor of Chemistry and Director of Freshman Programs, Department of Chemistry, Southeastern Massachusetts University, North Dartmouth, MA 02747
1985- 1988 Assistant Professor of Chemistry and Director of Freshman Programs, Department of Chemistry, Southeastern Massachusetts University, North Dartmouth, MA 02747
1983 - 1985 Visiting Lecturer and General Chemistry Laboratory Coordinator, Department of Chemistry, Southeastern Massachusetts University, North Dartmouth, MA 02747
1978 - 1983 Director of the Chemistry Lecture Demonstration Laboratory, Department of Chemistry, Purdue University, West Lafayette, IN 47907
American Chemical Society, Division of Chemical Education.
2006 Iowa State University Advisor of the Year Award; 2005 Iowa State University Award for Excellence in Academic Advising; 2005 ISU, College of Liberal Arts and Sciences Award for Excellence in Academic Advising; 2004 ISU James Huntington Ellis Award for Excellence in Undergraduate Teaching; 2004 College of Engineering Award for Excellence in Teaching; 2004, 2003, 2001 ISU Outstanding Faculty Award; 2003 Most Effective Instructor Award; 1996-1997 Miller Fellowship for Teaching Excellence, Iowa State University; 1996 Teaching Excellence Award for Introductory Courses, College of Liberal Arts and Sciences, Iowa State University; 1995 Wilkinson Award for Outstanding Undergraduate Teaching, Department of Chemistry, Iowa State University; 2003, 1995 and 1993 Lambda Chi Alpha ISU Teacher of the Month.
1. Burke, K.A.; Greenbowe, T.J. and Hand, B.M. (2006). “Implementing the
Science Writing Heuristic in the General Chemistry Laboratory.” Journal
of Chemical Education, 83(7), 1032-1038.
2. Burke, K.; Hand, B.; Poock, J. and Greenbowe, T. (2005). “Using the Science Writing Heuristic: Training Chemistry Teaching Assistants.” Journal of College Science Teaching, 35(1), 36-41.
3. Burke, K.A.; Greenbowe, T.J. and Gelder, J.I. (2004). “The Multi-Initiative Dissemination Project Active Learning Workshops: Who Attends Them and How Effective Are They?” Journal of Chemical Education, 81(6), 897-902.
4.Burke, K.A.; Greenbowe, T.J. and Gelder, J.I. (2004). “The Multi-Initiative Dissemination Project Active Learning Workshops: Who Attends Them and How Effective Are They?” Journal of Chemical Education, 81(6), 897-902.
5. Yang, E-M.; Greenbowe, T.J. and Andre, T. (2004). “The Effective Use of an Interactive Software Program to Reduce Students’ Misconceptions About Batteries.” Journal of Chemical Education, 81(4), 587-595.
6. Greenbowe. T.J. and Meltzer, D.E. “Student learning of thermochemical concepts in the context of solution calorimetry.” (2003). International Journal of Science Education, 25(7), 779-800.
7. Yang, E.M.; Andre, T. and Greenbowe, T.J. (2003). Spatial Ability and the Impact of Visualization/ Animation on Learning Electrochemistry. International Journal of Science Education, 25(3), 329-349.
8. Burke, K.A.; Greenbowe, T.J.; Lewis, E. and Peace, E. (2002). "The Multi-Initiative Dissemination Project: Strategies for Active Student Learning." Journal of Chemical Education, 79(6), 699 and JCE Online.
9. Rudd, II, J,A,, Hand B.M, and Greenbowe, T.J. (2002). "Restructuring the Chemistry Laboratory Notebook Using the Science Writing Heuristic." Journal of College Science Teaching, 31(4), 230-234.
10. Rudd, II, J.A.; Greenbowe, T.J.; Hand, B.M.; Legg, M.J. (2001). "Using the Science Writing Heuristic to Move Toward an Inquiry-Based laboratory Curriculum: An Example from Physical Equilibrium." Journal of Chemical Education, 78(12), 1680-1686.
11. Legg, M.J., Legg, J.C., and Greenbowe, T.J. (2001). "Analysis of Success in General Chemistry Based on Diagnostic Testing Using Logistic Regression." Journal of Chemical Education ,78(8), 1117-1121.
12. Miller, G.M., Heideman, S.A, and Greenbowe, T.J. (2000). "Introducing Proper Chemical Hygiene and Safety in the General Chemistry Curriculum." Journal of Chemical Education, 77(9), 1185-1187.
13. Sanger, M.J. and Greenbowe, T.J. (2000). "Addressing Student Misconceptions Concerning Electron Flow in Electrolyte Solutions with Instruction Including Computer Animations and Conceptual Change Strategies," International Journal of Science Education, 22(5), 521-537.
14. Burke, K.A. and Greenbowe, T.J. (1999). "The Challenge of Interactive Chemistry at a Distance- The Iowa Chemistry Education Alliance." Tech Trends, 43, 29-31.
15. Sanger, M.J. and Greenbowe, T.J. (1999). "An Analysis of College of Chemistry Textbooks as Sources of Misconception and Errors in Electrochemistry." Journal of Chemical Education, 76(6), 853-860.
16. Burke, K.A, Greenbowe, T.J., and Windschitl, M.A. (1998). "Developing and Using Conceptual Computer Animations for Chemistry Instruction." Journal of Chemical Education, 75(12), 1658-1661.
17. Burke, K.A. and Greenbowe, T.J. (1998). "Collaborative Distance Education: The Iowa Chemistry Alliance." Journal of Chemical Education, 75(10), 1308-1312.
18. Sanger, M.J. and Greenbowe, T.J. (1997). "Student Misconceptions in Electrochemistry: Current Flow in Electrolyte Solutions and the Salt Bridge." Journal of Chemical Education, 74(7), 819-823.
19. Sanger, M. J. and Greenbowe, T.J. (1997). "Common Student Misconceptions in Electrochemistry: Galvanic, Electrolytic, and Concentration Cells." Journal of Research in Science Teaching, 34(4), 377-398.
20. Sanger, M.J. and Greenbowe, T.J. (1996). "Science-Technology-Society (STS) and ChemCom Courses versus College Chemistry Courses: Is There a Mismatch?" Journal of Chemical Education, 73(6), 532-536.
21. Greenbowe, T.J. and Burke, K.A. (1995). "Distance Education and Curriculum Change in Introductory Chemistry Courses in Iowa." Tech Trends, 40(5), 23-25.
Greenbowe, T.J.; Hand, B.M. (2005). “Using the Science Writing Heuristic to Improve Students’ Understanding of Chemistry.” In Chemists’ Guide to Effective Teaching. N. Pienta, T. Greenbowe, M. Copper (Eds.). Prentice-Hall: Upper Saddle River, NJ.
Greenbowe, T.J. and Burke, K.A. (2005). Chemistry 163 Lab Manual. Hayden-McNeil: Plymouth, MI.
Greenbowe, T.J. and Burke, K.A. (2004). Assessing Your Students' Understanding of Chemistry. In D. M. Bunce and C. M. Muzzi (eds.) Survial Handbook for the New Chemistry Instructor. Prentice-Hall: Upper Saddle River, NJ.
Greenbowe, T.J., Burke, K.A. and Pribyl, J.R. General Chemistry Student Companion, John Wiley and Sons: New York, 1996.
Greenbowe, T.J. "Electrochemical Cells Computer Animations" on Prentice Hall Chemistry Laser Disc, Prentice-Hall, Simon & Schuster: Englewood Cliffs, NJ, 1995.
Greenbowe, T.J., Pribyl, J.R, and Burke, K.A. Study Guide to Accompany Chemistry: An Experimental Science, second edition by George Bodner and Harry Pardue, John Wiley and Sons: New York, 1995.
Bodner, G.M., Keyes, K., and Greenbowe, T.J., Purdue University Lecture Demonstration Manual, second edition, John Wiley and Sons: New York, 1995.
Papers Submitted to Refereed Journals and Currently Under Review
Rudd, II, J.A.; Greenbowe, T.J. and Hand, B.M. "Using the Science Writing Heuristic to Enhance Student Understanding of General Equilibrium. Journal of Chemical Education (submitted: July 10, 2001).
Patent Number 5813865. Issued: September 29, 1998. Methods and apparatus for teaching science and engineering. Thomas. J. Greenbowe and Michelle A. McPhillen. Iowa State University Research Foundation, Inc., Ames, Iowa.
National Science Foundation, Division of Undergraduate Education, CCLI, Phase II, Arlington, VA. Title: Implementing the Science Writing Heuristic: An Advance POGIL Workshop. Duration: 3 years, August, 2006 - August, 2009. Funding: $499,817.\
National Science Foundation, Division of Undergraduate Education, CCLI, Phase II, Arlington, VA. PI: William Gallus, Co-PI T. Greenbowe. Title: "Developing Virtual Reality Application for Classroom Instruction". Duration: 3 years, August, 2006 - August, 2009. Funding: $478, 244.
National Science Foundation, Division of Undergraduate Education, Arlington, VA. Title: Collaborative Research: Research on the Learning and Teaching of Thermal Physics. Co-PI: Dr. David Meltzer. Duration: 2 years, June, 2005 - June, 2007. Funding: $197,003.
National Science Foundation, Division of Undergraduate Education, Arlington, VA. Title: Active-Learning Curricular Materials for Fully Interactive Lectures. Co-PI: Dr. David Meltzer. Duration: 2 years, January, 2005 - January, 2007. Funding: $59,926.
National Science Foundation, Division of Undergraduate Education, Arlington, VA. Title: Formative Assessment Materials for Large-Enrollment Chemistry Lectures. Co-PI: Dr. David Meltzer. Duration: 3 years, February, 2003 - February, 2006. Funding: $104,914.
National Science Foundation, Course Curriculum Laboratory Improvement &endash; Educational Materials Development, Arlington, VA. Title: Development of a Technology-Enhanced Guided Inquiry Workbook. Co-PIs: Dr. Brian Hand and Thomas Andre. Duration: 3 years, January, 2001 - January, 2004. Funding: $480,000.
National Science Foundation, Division of Undergraduate Education &endash; National Dissemination Projects, Arlington, VA. Title: Evaluation of the Effectiveness of the dissemination of systemic reform curricular initiatives in chemistry. Duration: 3 years . July, 2000 - July, 2003. Funding: $78,000.
National Science Foundation, Course Curriculum Laboratory Improvement &endash; Educational materials Development, Arlington, VA. Title: Development of Active-Learning Curricular materials in Thermodynamics. Co-PI: Dr. David Meltzer. Active-learning curricular materials for the study of thermodynamics in chemistry and physics. Duration: 2 years 2. June, 2000 - June, 2002. Funding: $149,000.
Miller Faculty Fellowship, Iowa State University. Title: Development of Active-Learning Curricular Materials in Thermodynamics for Physics and Chemistry. Duration: one year, July, 1999 - June, 2000. Funding: $25,000.
National Science Foundation, Course Curriculum & Development, Arlington, VA. Title: Adapt and Adopt. Co-PI: Dr. K. Woo. A collaborative project among Iowa's universities, community colleges, and private colleges to enhance the general chemistry curriculum by adopting three of the major NSF chemistry initiatives. Duration: 2 years 2. March, 1998 - August, 2000. Funding: $155,000.
Star Schools Project, Dwight D. Eisenhower Funds, U.S. Department of Education, Iowa Department of Education, and IPTV. Title: Iowa Chemistry Education Alliance. The use of distance education (Iowa Communications Network and the Internet) for teaching high school chemistry. Co-PI: Dr. G. Downs. Duration: one year, August, 1998 - August, 1999. Funding: $97,000.
U.S. West Foundation, Denver, Colorado. Title: Determination of the % of Copper in a U.S. Penny: Using the WWW for Collaborative Distance Education. A collaborative distance education project involving Iowa's high school chemistry teachers and students. The development of a WWW tool and chemistry experiment that allows chemistry classes to contribute to a large data base. Duration: 10 months July, 1998 &endash; April, 1999. Funding: $10,000.
Star Schools Project, Dwight D. Eisenhower Funds, U.S. Department of Education, Iowa Department of Education, and IPTV. Title: Iowa Chemistry Education Alliance. The use of distance education (Iowa Communications Network and the Internet) for teaching high school chemistry. Co-PIs: Drs. G. Downs, M.J. Simonson. Duration: one year, October, 1997 - October, 1998. Funding: $87,000.
National Science Foundation, Instrument Laboratory Improvement, Arlington, VA. Title: Statewide use of the Internet and Simulation Software for Accessing Modern Instrumentation. Co-PI: Dr. K. Woo. A collaborative project among Iowa's universities, community colleges, and private colleges to enhance the general chemistry laboratory. Using multisync projectors and computer simulations of modern instrumentation: UV-VIS, FT-IR, FT-NMR. Duration: 1 year, June, 1997 - June, 1998. Funding: $100,000.
Iowa State University Computer University Level User's Fee Grant. Title: Computers and a Computer Network for the Chemistry Help Center/Resource Room. Power Mac 7600s microcomputers for the chemistry computer resource room in Gilman Hall. Co-PIs: Drs. Jencks. Gordon, and Mr. Heideman. Duration: 1 year, June, 1997 - May, 1998. Funding: $30,371.
Iowa State University LAS Computer User's Fee Grant. Title: Computers and Software for the Chemistry Help Center/Resource Room. Power Mac 7600s microcomputers for the chemistry computer resource room in Gilman Hall, a file server, and instructional software. Co-PIs: Drs. Jencks. Gordon, and Mr. Heideman. Duration: 1 year, June, 1997 - May, 1998. Funding: $30,371.
Star Schools Project, Dwight D. Eisenhower Funds, U.S. Department of Education and Iowa Department of Education, Des Moines, Iowa. Title: Use of distance education (Iowa Communications Network and the Internet) for teaching high school chemistry. Co-PIs: Drs. G. Downs, M.J. Simonson. Duration: one year, May, 1996 - July, 1997. Funding: $185,000.
Miller Faculty Fellowship, Iowa State University. Title: Improving Opportunities for a Successful Experience in General Chemistry. Duration: one year, August, 1996 - August, 1997. Funding: $27,000.
Iowa Science Foundation, Muscatine, Iowa. Title: Undergraduate Equipment and Supplies for Teaching Introductory Chemistry in Community Colleges and Private Colleges in Iowa: A Collaborative Approach. Duration: one year, July, 1996 - July, 1997. Co-PI: K.A. Burke. Funding: $5,000.
Carver Trust Foundation, Muscatine, Iowa. Title: Improving the undergraduate experience at Iowa State University. Renovation of undergraduate chemistry laboratories and the use modern instrumentation in the undergraduate curriculum. Co-PIs: Drs. G. Kraus, L.K. Woo. Duration: three years, November, 1995 - March, 1997. Funding: $375,000.
U.S. West Foundation, Denver, Colorado. Title: The DaVinci Project: Chemistry and Art. Co-PIs: Drs. M. Simonson, D. Dake, G. Downs, S. Hernstadt. A collaborative project involving Iowa's high school chemistry and art teachers to develop a multimedia tool that will connect aspects of chemistry and art. The multimedia instructional software will focus on the 3-D visual and conceptual aspects of chemistry. The project will make connections among the three levels of science representation: microscopic. macroscopic, and symbolic with four levels of art representation: visual logic, metaphoric thinking, visual thinking, and visualization. Duration: two years, July 1, 1995 - July 1, 1997. Funding: $300,000.
National Science Foundation, Arlington, VA. Title: Introduction to Modern Instrumentation in the First Two Years of Chemistry: The Chemistry Curriculum Network (IACCN). Co-PI: Dr. K. Woo. A collaborative project among Iowa's three regents universities and Iowa's community colleges using the Iowa Fiber Optics Network to share information and develop a new general chemistry curriculum for science and engineering students incorporating modern instrumentation and computer simulations of modern instrumentation: UV-VIS, FT-IR, FT-NMR. Duration: 3 years, April, 1995- April, 1998. Funding: $260,000.
Iowa State University LAS Computer User's Fee Grant. Title: Computers and Software for the Chemistry Help Center/Resource Room. Power Mac 6100s microcomputers for the second computer resource room in Gilman Hall. Instructional software: Logal Explorer, Hyperchem, IR Tutor, Organic Nomenclature, Syntree, MacStereo/MacQual, Introduction to Spectroscopy. Duration: 1 year, January, 1995 - December, 1995. Funding: $42,252.
Prentice-Hall/Simon & Schuster, Upper Saddle River, New Jersey. Multimedia chemistry projects and funds to support activities associated with ISU's chemistry NSF and FIPSE grants. Duration: 3 years, February, 1995 - 1998. Funding $45,000.
Greenbowe, T.J. “Using the Science Writing Heuristic to Improve Students'
Understanding of Chemistry." A seminar presented at Purdue University,
West Lafayette, IN, January 24, 2006.
Greenbowe, T.J. “Using the Science Writing Heuristic to Improve Students'
Understanding of Chemistry." A seminar presented at the University of Arizona,
Tucson, AZ, November 10, 2005.
Greenbowe, T.J. “Using the Science Writing Heuristic to Improve Students' Understanding of Chemistry." A seminar presented at the Central Missouri State University, Warrensburg, MO, October 14, 2005.
Greenbowe, T.J. “Using the Science Writing Heuristic and Computer Simulations to Improve Students' Academic Performance." A seminar presented at the McGill University, Montreal, Quebec, Canada, April 18, 2005.
Greenbowe, T.J. “Using the Science Writing Heuristic and Computer Simulations to Improve Students' Academic Performance." A seminar presented at the Purdue University, College of Education, West Lafayette, IN, January 24, 2005.
Greenbowe, T.J. “Investigating Students’ Chemistry Knowledge as a Function of Effective Laboratory Instruction.” A seminar presented at the University of Iowa, Department of Chemistry, Iowa City, IA, October 24, 2004.
Greenbowe, T.J.;Poock, J.; Burke, K.A.; and Hand, B.M. "Using inquiry, the science writing heuristic, and computer simulations to improve students' chemistry achievement." A seminar presented at the University of Arizona, Department of Chemistry, Tucson, AZ, December 4, 2003.
Greenbowe, T.J.;Poock, J.; Burke, K.A.; and Hand, B.M. "Using inquiry, the science writing heuristic, and computer simulations to improve students' chemistry achievement." A seminar presented at the University of Akron, Department of Chemistry, Akron, OH, November 4, 2003.
Greenbowe, T.J. "Active Learning as a Technique to Help Students Understand Chemistry." Keynote address presented at the Minnesota Higher Education System Chemistry Conference, St. Cloud State University, St. Cloud, MN, October 25, 2002.
Greenbowe, T.J. "Investigating Students' Difficulties with Electrochemistry, Acid-Base Equilibria and Thermochemistry". A seminar presented at the University of Arizona, Department of Chemistry, Tucson, AZ, April 19, 2001.
Greenbowe, T.J. "Inquiry and the Learning Cycle: Active Student Learning." A workshop presentation at University of Massachusetts - Dartmouth, Department of Chemistry, Dartmouth, MA, March 23, 2001.
Greenbowe, T.J. "Inquiry and the Learning Cycle: Active Student Learning." A workshop presentation at Florida Atlantic University, Department of Chemistry, Baco Raton, FL, February 23, 2001.
Greenbowe, T.J. "Mental Models and Representation of Chemistry Concepts." Modeling Physics Workshop, Arizona State University, Department of Physics, Tempe, AZ, June, 7, 2000.
Greenbowe, T.J. "Conceptual Understanding and Problem Solving in Chemistry." Seminar speaker at the University of North Carolina - Wilmington, Department of Chemistry, Wilmington, NC, January, 29, 2000.
Greenbowe, T.J. "Using the ACS Conceptual Examination to Assess Students and Teaching" and "Guided-Inquiry and Cooperative Learning". Seminar speaker at Ashland University, Department of Chemistry, Ashland, OH, October, 1 and 2, 1999.
Greenbowe, T.J. "Collaborative Distance Education: The Iowa Chemistry Education Alliance." Seminar speaker at the University of Washington, Department of Chemistry, Seattle, WA, April, 21, 1998.
Greenbowe, T.J. "Conceptual Computer Animations and Simulations: Improving Students' Understanding of Chemistry." Plenary speaker at the Washington Section Meeting of the American Chemical Society, University of Washington, Seattle, WA, April, 20, 1998.
Greenbowe, T.J. "Conceptual Computer Animations and Simulations: Improving Students' Understanding of Chemistry." Plenary speaker at the Minnesota Section Meeting of the American Chemical Society, Concordia College, St. Paul, MN, January, 22, 1998.
Greenbowe, T.J. "Conceptual Computer Animations and Simulations: Improving Students' Understanding of Chemistry." A seminar presented at Northwest Missouri State University, Maryville, MO, March, 17, 1997.
Greenbowe, T.J. "The Iowa Chemistry Alliance and the DaVinci Art & Chemistry. Project: High School Chemistry Teachers Make It Happen." Plenary speaker at the Sioux Valley Section Meeting of the American Chemical Society, Briar Cliff College, Department of Chemistry, Sioux City, IA, February, 22, 1997.
Greenbowe, T.J. "Computer Simulations and Animations - Do They Help Students?" Closing address and comments presented at the University of Wisconsin System Chemistry Conference, University of Wisconsin-Platteville, Department of Chemistry, Platteville,WI, October 19, 1996.
Greenbowe, T.J. "Collaboration to Improve General Chemistry." Keynote address presented at the University of Wisconsin System Chemistry Conference, University of Wisconsin-Platteville, WI, October 18, 1996.
Greenbowe, T.J. "Linking Lecture Demonstrations and Multimedia to Enhance General Chemistry Lecture Presentations." A seminar presented at the University of Nebraska, Department of Chemistry, Lincoln, NE, February 23 and 24, 1996.
Greenbowe, T.J. "Using Computer Animations to Improve Conceptual Understanding in General Chemistry." A seminar presented at the University of Northern Iowa, Department of Chemistry, Cedar Falls, IA, November 9, 1995.
Greenbowe, T.J. "Using Computer Animations to Improve Conceptual Understanding in General Chemistry." A seminar presented at Indiana State University, Department of Chemistry, Terre Haute, IN, March 14, 1995.
Greenbowe, T.J. "Using Computer Animations to Improve Conceptual Understanding in General Chemistry." A seminar presented at Purdue University, Department of Chemistry, West Lafayette, IN, March 13, 1995.
Greenbowe, T.J. and Burke, K. A. "FIPSE and the use of the Iowa Communications Network to teach chemistry via distance education." A seminar presented at the Iowa State University Distance Education Interest Group Seminar, March 1, 1995.
Greenbowe, T.J. and Burke, K. A. "FIPSE and the use of the World Wide Web to disseminate resources developed by the IGCN FIPSE chemistry consortium." A seminar presented at the Iowa State University Distance Education Interest Group Seminar. January 25, 1995.
Greenbowe, T. J. and Meltzer, D.E. “Investigations of Student Reasoning in Thermochemistry.” A poster presented at the American Association of Physics Teachers Meeting, Physics Education Research Conference, University of Utah, Salt Lake City, Utah, August 11, 2005.
Greenbowe, T. J.; Burke, K.A., and Hand, B.M. "Using the Science Writing Heuristic to help students understand chemistry." A paper presented at the ChemEd 2005 Conference, University of British Columbia, Vancouver, Canada, August 2, 2005.
Greenbowe, T.J.; K.A. Burke, “An overview of the Science Writing Heuristic.” A workshop presented at the Middle Atlantic Discovery Chemistry Project Meeting, Moravian College, Bethlehem, PA, June 5 and 6, 2005.
Greenbowe, T.J.; Han-Chin Liu; Rohini Vanchisawran, “Web-based computer simulations for general chemistry.” A presented at the Middle Atlantic Discovery Chemistry Project Meeting, Moravian College, Bethlehem, PA, June 5, 2005.
Greenbowe, T.J.; K.A. Burke, “The process of using guided-inquiry, hands-on collaborative activities and the science writing heuristic for general chemistry.” A paper presented at the 229th National Meeting of the American Chemical Society, San Diego, CA, March 13, 2005.
Greenbowe, T.J.; K.A. Burke; Rohini Vanchisawran, “Improving understanding of solution calorimetry concepts.” A paper presented at the 229th National Meeting of the American Chemical Society, San Diego, CA, March 14, 2005.
Greenbowe, T.J. “Comfortably numb: Educating faculty about the scholarship of teaching and learning.” An invited talk presented at the Southeast Regional Meeting of the American Chemical Society, North Carolina State University, Durham, NC, November 11, 2004.
Poock, J.; Burke, K.A.; Greenbowe, T.J.; and Hand, B.M. “Training teaching assistants to teach Using Inquiry yields High dividends for students”. A paper presented at the 18th Biennial Conference on Chemical Education, Iowa State University, Ames, Iowa, July 22, 2004.
Hand, B.M. Greenbowe, T.J.; and Rudd, II, J. A. “Using the science writing heuristic to enhance guided-inquiry in the general chemistry laboratory course”. A paper presented at the 18th Biennial Conference on Chemical Education, Iowa State University, Ames, Iowa, July 19, 2004.
Greenbowe, T.J. “Student difficulties with chemical processes involving heat exchange during simple calorimetry experiments”. An invited talk presented at the 2004 Summer Conference: Integrating Science and Mathematics Research into Teaching. University of Maine – Orono, Orono, ME, June 21, 2004.
Greenbowe, T.J.; Han-Chin Liu; Rohini Vanchisawran, “Web-Based Lab Simulations for General Chemistry”. A paper presented at the 227th National Meeting of the American Chemical Society, Anaheim, CA, March 31, 2004.
Poock, J.; Burke, K.A.; Greenbowe, T.J.; and Hand, B.M. “Using inquiry and the science writing heuristic to improve students’ understanding of chemistry”. A paper presented at the 227th National Meeting of the American Chemical Society, Anaheim, CA, March 28, 2004.
Greenbowe, T. J. “Improving students’ understanding of chemistry by incorporating inquiry, the science writing heuristic and web-based computer simulations. A keynote presentation at the Two-Year College Chemistry Consortium (2YC3) National Meeting, Concordia College, Irvine, CA, March 26, 2004.
Greenbowe, T.J.;Poock, J.; Burke, K.A.; and Hand, B.M. "Training teaching assistants to teach using inquiry and the science writing heuristic yields high dividends for students." A paper presented at the 59th Southwest Regional Meeting of the American Chemical Society, Oklahoma City, OK, October 27, 2003.
Greenbowe, T.J. "Using computer simulations, guided-inquiry, and the science writing heuristic to help students understand chemistry." A paper presented at the Chem Ed 2003 Conference, Auburn University, Auburn, AL, July 28, 2003.
Burke, K.A.; Poock, J.; Cantonwine, D.; Greenbowe, T.J.; and Hand, B.M. "Evaluating the effectiveness of implementing inquiry and the science writing heuristic in the general chemistry laboratory: teaching assistants and students." A paper presented at the 225th National Meeting of the American Chemical Society, New Orleans, LA, March 27, 2003.
Greenbowe, T.J. "Developing and classroom testing instructional materials to help students understand chemical concepts: The influence of George M.Bodner on a chemical educator." A paper presented at the Symposium Honoring George M. Bodner at the 225th National Meeting of the American Chemical Society, New Orleans, LA, March 25, 2003.
Greenbowe, T.J.; Vanchiswaran, R.; Liu, H-C.; Burke, K.A.; Poock, J.; Cantonwine, D.; and Hand, B.M. "Computer simulations and accompanying guided-inquiry tutorials for general chemistry." A paper presented at the 225th National Meeting of the American Chemical Society, New Orleans, LA, March 23, 2003.
Greenbowe, T.J. "What Our Students Tell Us When They Write Explanations About Chemistry." A paper presented at the Conference of Ontological, Epistemological, Linguistic, and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction, Sydney, Vancouver Island, British Columbia, Canada, September 13, 2002.
Rudd, II, J.A.; Greenbowe, T.J.; Hand, B. "A gradual restructuring of the general chemistry laboratory using the science writing heuristic: Evaluating the Science Writing Heuristic." A paper presented at the 17th Biennial Conference on Chemical Education, University of Western Washington, Bellingham, WA, July, 30, 2002.
Gelder, J.I.; Burke, K.A., Greenbowe, T.J. "Can you change the way you teach and the way your students learn chemistry?" A paper presented at the 17th Biennial Conference on Chemical Education, University of Western Washington, Bellingham, WA, July, 30, 2002..
Greenbowe, T.J. "Using guided-inquiry, the Science Writing Heuristic and computer simulations to restructure the general chemistry laboratory." A paper presented at the 17th Biennial Conference on Chemical Education, University of Western Washington, Bellingham, WA, July, 29, 2002.
Greenbowe, T.J. "Assessing your students' understanding of chemistry." A paper presented at the 17th Biennial Conference on Chemical Education, University of Western Washington, Bellingham, WA, July, 29, 2002.
Greenbowe, T.J. "Using computer simulations coupled with guided-inquiry tutorials as an effective way to promote active learning." A paper presented at the 223rd National Meeting of the American Chemical Society, Orlando, FL, April 4, 2002.
Greenbowe, T.J. Understanding of thermochemical concepts in the context of calorimetry." A paper presented at the Symposium for Discipline-Based education Research in Science and Mathematics at the 2002 American Association for the Advancement of Science Annual Meeting, Boston, MA., February 15, 2002.
Greenbowe, T.J. "Guided-inquiry tutorials for developing students' understanding of chemistry." A paper presented at the Mid-West Regional Meeting of the American Chemical Society, Lincoln, NE, October 11, 2001.
Burke, K.A. and Greenbowe, T.J. "Changing from a teacher centered to a student centered classroom: the MID project." A paper presented at the Mid-West Regional Meeting of the American Chemical Society, Lincoln, NE, October 11, 2001.
Greenbowe, T.J. "Investigating Students' Difficulties with Electrochemistry, Acid-Base Equilibria and Thermochemistry". A seminar presented at the University of Arizona, Department of Chemistry, Tucson, AZ, April 19, 2001. Greenbowe, T.J. "Assessing Your Students' Understanding of Chemistry." A paper presented at the 222nd National Meeting of the American Chemical Society, Chicago, IL., August 28, 2001.
Rudd, II, J.A. and Greenbowe, T.J. "Implementation of the Science Writing Heuristic in a general chemistry laboratory course." A paper presented at the 222nd National Meeting of the American Chemical Society, Chicago, IL., August 27, 2001.
Greenbowe, T.J. "Land of hope and dreams: Coordinating the general chemistry program a Iowa State University." A paper presented at the 222nd National Meeting of the American Chemical Society, Chicago, IL., August 26, 2001.
Greenbowe, T.J., Burke, K.A. and Gelder, J. "Batteries and bulbs: A D.C. circuit guided-inquiry activity for chemists." A presentation and activity presented at the PKAL workshop, Snowbird, UT, July 24, 2001.
Meltzer, D.E. and Greenbowe, T.J. "Recurrent areas of confusion in student leaning of thermodynamics. " A paper presented at the Summer Meeting of the American Association of Physics Teachers, Rochester, NY, July 23, 2001.
Greenbowe, T.J " Using computer animations to help students acquire models and to help students visualize at the particulate nature of matter level of representation." A paper presented at the 221st National Meeting of the American Chemical Society, San Diego, CA., April 4, 2001.
Burke, K.A. and Greenbowe, T.J. Barriers and pathways to implementing active student learning in the chemistry classroom: Case studies.." A paper presented at the 221st National Meeting of the American Chemical Society, San Diego, CA., April 2, 2001.
Rudd, II, J.A. Greenbowe, T.J. and Hand, B.M. "Using the science-writing heuristic to promote conceptual understanding of equilibrium." A paper presented at the 221st National Meeting of the American Chemical Society, San Diego, CA., April 1, 2001.
Greenbowe, T.J. and Meltzer, D.E. " One student's understanding of the laws of thermodynamics and the role of chemical reaction in calorimetry experiments: A case study." A paper presented at the 221st National Meeting of the American Chemical Society, San Diego, CA., April 1, 2001.
Meltzer, D.E. and Greenbowe, T.J. "Dynamics of student learning of thermodynamics concepts". A paper presented at the winter meeting of the American Association of Physics Teachers, San Diego, CA, January 8, 2001.
Greenbowe, T.J., and Rudd, II, J.A. "Helping students acquire acid-base equilibria concepts: computer simulations, guided-inquiry, discrepant events, and the science writing heuristic." A paper presented at the 220th National Meeting of the American Chemical Society, Washington, D.C., August 23, 2000.
Greenbowe, T.J. "The chemical education doctoral program at Iowa State University." A paper presented at the 220th National Meeting of the American Chemical Society, Washington, D.C., August 23, 2000.
Greenbowe, T.J, Woo, L.K., and Burke, K.A. "Hybridization in Iowa: NSF systemic reform efforts planted." A paper presented at the Symposium on NSF supported curriculum projects -Adapt and Adopt: Lessons Learned at the 16th Biennial Conference on Chemical Education, University of Michigan, Ann Arbor, Michigan, August 2, 2000.
Greenbowe, T.J. "Changing the mode of instruction means changing the mode of assessment." A paper presented at the 16th Biennial Conference on Chemical Education, University of Michigan, Ann Arbor, Michigan, July 31, 2000.
Greenbowe, T.J. and Rudd, II, J.A. "A guided-inquiry tutorial for learning acid-base equilibria concepts." A poster-paper presented at the 219th National Meeting of the American Chemical Society, San Francisco, CA, March 19, 2000.
Greenbowe, T.J. "Driving students nuts: Conflicting concepts in chemistry and physics." A paper presented at the National Meeting of the American Association of Physics Teachers, Kissimmee, FL, January, 19, 2000.
Greenbowe, T.J. "Conceptual computer animations." A paper presented at the Gordon Research Conference on Chemical Education, Connecticut College, New London, CT, June 20, 1999.
Greenbowe, T.J, Woo, L.K., and Burke, K.A. "Hybridization: Adapting and adopting systemic changes in the undergraduate chemistry curriculum in Iowa." A paper presented at the Symposium on NSF-Supported Curriculum Development at the 217th National Meeting of the American Chemical Society, Anaheim, CA, March 24, 1999.
Greenbowe, T.J. and Hand, B. "Writing to learn chemistry." A paper presented at the Symposium on the Role of Science Faculty in the Preparation of K-12 Teachers at the 217th National Meeting of the American Chemical Society, Anaheim, CA, March 22, 1999.
Greenbowe, T.J "The legacy of J. Dudley Herron's 'Piaget for Chemists': Helping students understand difficult chemistry concepts." A paper presented at the Symposium Honoring J. Dudley Herron at the 217th National Meeting of the American Chemical Society, Anaheim, CA, March 21, 1999.
Greenbowe, T.J. and Vader, D. "ChemCom vs.the evil empire." A paper presented at the 15th Biennial Conference on Chemical Education, University of Waterloo, Waterloo, Ontario, Canada, August 12, 1998.
Greenbowe, T.J. and Burke, K.A.. "Computer animations at the particulate nature of matter level." A paper presented at the 15th Biennial Conference on Chemical Education, University of Waterloo, Waterloo, Ontario, Canada, August 11, 1998.
Greenbowe, T.J. "Chemical Education Research: The X-Files." A paper presented at the 15th Biennial Conference on Chemical Education, University of Waterloo, Waterloo, Ontario, Canada, August 11, 1998.
Greenbowe, T.J., and Yang, E-M. "Improving students' understanding of batteries: The use of cooperative learning and computer animations." A paper presented at the Symposium on Applying Chemical Education research to Classroom Problems at the 215th National Meeting of the American Chemical Society, Dallas, TX, April 1, 1998
Greenbowe, T.J. and Charlesworth, P. "A multimedia FT-NMR project." A paper presented at the Symposium on NSF-Supported Curriculum Development, at the 215th National Meeting of the American Chemical Society, Dallas, TX, March 29, 1998
Miller, G., Richmond, P., and Greenbowe, T.J. "Safety in the chemistry curriculum at Iowa State University: Teaching and enforcing Safety practices in the teaching and research laboratories." A paper presented at the Symposium on Chemical Safety in the Introductory Courses at the 214th National Meeting of the American Chemical Society, Las Vegas, NV, September 11, 1997.
Burke, K.A. and Greenbowe, T.J. "Iowa Chemistry Education Alliance: A collaborative distance education project." A paper presented at the Symposium on the Distance Learning Projects at the 213th National Meeting of the American Chemical Society, San Francisco, CA, April 17, 1997.
Greenbowe, T.J. "Conceptual computer animations: Improving students' understanding of chemistry." A paper presented at the Symposium on the Impact of Multimedia on Students at the 213th National Meeting of the American Chemical Society, San Francisco, CA, April 16, 1997.
Burke, K.A. and Greenbowe, T.J. "Distance education as a means for fostering collaborative efforts among Iowa's chemistry faculty." A paper presented at the Iowa Distance Learning Association (IDLA) conference, Iowa State University, Ames, Iowa, February 28, 1997.
Greenbowe, T.J. "Conceptual Computer Animations and Simulations: Improving Students' Understanding of Chemistry." Invited speaker at the Symposium for the Recruitment and Retention of Chemistry Students at the 139th 2YC3 National Conference, San Antonio College, San Antonio, TX, November, 16, 1996.
Greenbowe, T.J "Multimedia Meets Chemistry in the Classroom." Invited speaker at the Symposium on Chemistry Education at the Midwest Regional American Chemical Society Meeting, Sioux Falls, SD, November, 7, 1996.
Sanger, M. J. and Greenbowe, T. J. "Addressing student misconceptions: Concerning electron flow in electrolyte solutions using computer animations and the conceptual change approach." A paper presented at the 14th Biennial Conference on Chemical Education, Symposium on Chemical Education Research, Clemson University, Clemson, South Carolina, August 7, 1996.
Burke, K.A., and Greenbowe, T.J. "Distance education and chemistry faculty development." A paper presented at the 14th Biennial Conference on Chemical Education, Symposium on the Use of Distance Education, Clemson University, Clemson, South Carolina, August 6, 1996.
Greenbowe, T.J. and Burke, K.A. "Making the chemistry large lecture presentation interactive." A paper presented at the 14th Biennial Conference on Chemical Education, Multimedia Symposium, Clemson University, Clemson, South Carolina, August 6, 1996.
Greenbowe, T.J., Frantzen, S. A., Veysey, S. W., Burke, K.A., and Woo, L. K. "A multimedia FT-IR project." A paper presented at the 14th Biennial Conference on Chemical Education, Large Lecture Symposium, Clemson University, Clemson, South Carolina, August 5, 1996.
Greenbowe, T.J. and Burke, K.A. "Use of modern communications technology in developing the general chemistry curriculum: IGCN, a FIPSE project." A paper presented at the 133rd Two Year College Chemistry Conference (2YC3), Des Moines Area Community College, Ankeny, Iowa, September 29, 1995.
Greenbowe, T. J. "Use of computer animations to enhance conceptual understanding in chemistry." A paper presented at the 133rd Two Year College Chemistry Conference (2YC3), Des Moines Area Community College, Ankeny, Iowa, September 29, 1995.
Sanger, M. J. and Greenbowe, T.J. "Common student misconceptions in the field of electrochemistry: Galvanic, electrolytic, and concentration cells." A paper presented at the 210th National Meeting of the American Chemical Society, Chicago, Illinois, August 21, 1995.
Lynch, M. D. and Greenbowe, T.J. "Computer-based instruction that stresses student misconceptions in chemical kinetics." A paper presented at the 210th National Meeting of the American Chemical Society, Chicago, Illinois, August 23, 1995.
Greenbowe, T.J., Sanger, M. J., Burke, K.A., and Lynch, M. D. "Results of using computer animations on conceptual topics in the lecture presentation and their effect on student performance on examination questions." A paper presented at the 210th National Meeting of the American Chemical Society, Chicago, Illinois, August 23, 1995.
Burke, K.A. and Greenbowe, T.J. "Using distance education to change the introductory college chemistry curriculum." A paper presented at the National Association for Educational Communications and Technology (AECT) meeting, Iowa State University, Ames, Iowa, July 8, 1995.
CHEM 177, General Chemistry, Fall, 2003 600 students.
CHEM 177L, General Chemistry Laboratory, Fall 2003.
CHEM 178, General Chemistry, Spring 2002 600 students.
CHEM 178L, General Chemistry Laboratory, Spring 2002
Chem 555, Chemical Pedagogy, Spring 2002.
CHEM 177, General Chemistry, Fall, 2002 800 students.
CHEM 177L, General Chemistry Laboratory, Fall 2002.
CHEM 177, General Chemistry, Fall, 2001 800 students.
CHEM 177L, General Chemistry Laboratory, Fall 2001.
CHEM 163L, General Chemistry Laboratory, Spring 2000
CHEM 178L, General Chemistry Laboratory, Spring 2000.
LAS 111, Physical Science, Spring 2000 20 students
CHEM 177, General Chemistry, Fall, 1999 600 students.
CHEM 177L, General Chemistry Laboratory, Fall 1999.
CHEM 599, Chemical Education Research, Fall, 1999 3 graduate students.
CHEM 178L, General Chemistry Laboratory, Spring 1999.
CHEM 177, General Chemistry, Fall, 1998 600 students.
CHEM 177L, General Chemistry Laboratory, Fall 1998.
CHEM 555, Chemical Pedagogy, Summer, 1998 30 graduate students.
CHEM 177, General Chemistry, Summer, 1998 48 students.
CHEM 178, General Chemistry, Spring, 1998 500 students.
CHEM 178L, General Chemistry Laboratory, Spring 1998.
CHEM 599, Chemical Education Research, Spring, 1998 6 graduate students.
CHEM 165, General Chemistry for Engineering Majors Spring, 1998 340 students.
CHEM 177, General Chemistry, Fall, 1997 600 students.
CHEM 177L, General Chemistry Laboratory, Fall 1997.
CHEM 555, Chemical Pedagogy, Summer, 1997 35 graduate students.
CHEM 599, Chemical Education Research, Spring, 1997 7 graduate students.
CHEM 599, Chemical Education Research, Fall, 1996 7 graduate students.
CHEM 177, General Chemistry, Fall, 1996 600 students.
CHEM 555, Chemical Pedagogy, Summer, 1996 32 graduate students.
CHEM 165, General Chemistry, Spring, 1996 185 students.
CHEM 599, Chemical Education Research, Spring, 1996 6 graduate students.
CHEM 599, Chemical Education Research, Fall, 1995 6 graduate students.
CHEM 177, General Chemistry, Fall, 1995 600 students.
CHEM 555, Chemical Pedagogy, Summer, 1995 30 graduate students.
CHEM 163, General Chemistry, Spring 1995 300 students.
CHEM 599, Chemical Education Research, Spring, 1995 5 graduate students.
Synopsis of Current Research
Conceptual Understanding and Problem Solving in Chemistry
The key to this research area is the identification, development, and validation of both qualitative and quantitative conceptual chemistry problems. These problems are robust enough to reveal alternative frameworks or misconceptions individuals have about specific chemistry topics. We use the clinical interview technique as one method to collect data, test hypothesis and model expert and novice problem solving strategies. We develop, improve, and validate conceptual problems for each of the major topics covered in general chemistry. We do this in part by analyzing the results of questions and problems on general chemistry examinations and quizzes. We use "linked" problems and "paired problems". Linked problems involve a conceptual problem and a quantitative problem, each having the same structure. If students have a good understanding of the topics, they should successfully answer both. Chemical education research has provided evidence that students frequently can answer quantitative questions, but not conceptual questions. There is a great deal of interest in the development of "conceptual problems" in the textbook publishing community. Many general chemistry textbooks now include conceptual problems. Publishers are beginning to develop and implement interactive quantitative and conceptual problems on their World Wide Web sites. As a result of my initiative with Dr. Diane Bunce of Catholic University, The American Chemical Society Examination Institute has developed a General Chemistry Conceptual Examination. Researchers in this area can now make use of this standardize examination. The main point of this research is to provide a valid and effective instructional experience for students that will lead to better conceptual understanding of chemistry.
Guided-Inquiry and the Science Writing Heuristic
We are designing and classroom testing technology enhanced ,guided inquiry problem tutorials using the science writing heuristic. These tutorials could be used in either recitation or laboratory sections . The activities and exercises in the tutorials directly attack student misconceptions (or alternative frameworks) in chemistry.
Students often have difficulty relating their laboratory work to science concepts , and the SWH was specifically designed to facilitate the learning of science from laboratory activities through writing for construction of meaning . The SWH consists of a template to assist instructors in designing inquiry activities and a template to assist students in their thinking and writing in relation to these activities (Box 1).
Instructor template Student template
1. Exploration of pre-instructional understanding A. Beginning Questions or Ideas
2. Pre-laboratory activities B. Tests and Procedures
3. Laboratory activity C. Observations
4. Negotiation - individual writing D. Claims
5. Negotiation - group discussion E. Evidence
6. Negotiation - textbooks and other resources F. Reading
7. Negotiation - individual writing G. Reflection
8. Exploration of post-instructional understanding
Box 1. The Science Writing Heuristic (SWH) templates
We believe that the standard laboratory report format (Box 2) currently in place in our curriculum does not particularly promote, and may actually discourage , both the development of connections among elements of a laboratory experiment and the development of meaning regarding chemistry concepts.
When comparing a modified version of the SWH student template with the standard report format (Box 2), the differences may appear subtle to someone who already possesses a strong understanding of the topic(s) under investigation during the laboratory activity. However to someone who is still forming basic understandings during the activity, the two approaches are different. Many of our students complete the standard report format by attempting to "fill in" isolated pieces of information, e.g., a stand-alone Balanced Equation or set of Calculations, and they spend limited effort toward making connections and drawing meaningful inferences. Their general lack of understanding of their laboratory work is evidenced by the poor quality of their discussions in their laboratory reports and by their poor performance on practical exams. In contrast, the SWH helped secondary school students connect the elements of questions, procedures, data, evidence, and knowledge claims from an investigative science activity and helped them develop meaning from that activity . Therefore, we wondered if the modified version of the SWH student template could be used as the laboratory report format to help undergraduate chemistry students make connections, draw inferences, and generate meaning from their laboratory work.
Modified SWH student template Standard report format*
I. Beginning Questions or Ideas similar to Title, Purpose
II. Tests and Procedures similar to Outline of procedure
III. Observations same as Data and Observations
IV. Claims similar to Discussion
V. Evidence similar to Balanced Equations,
Calculations,
Graphs
VI. Reflection (no equivalent)
*Note that in the actual student laboratory reports the Balanced Equations, Calculations, and Graphs are completed and appear before the Discussion.
Box 2. Comparison of SWH student template with standard report format
Multimedia: Instructional Units, Computer Animations, Simulations
The development an interactive software program to provide instruction about electrochemical cells is proceeding. We are ready to place the program on a CD-ROM and send it around for beta testing. We are developing a series of computer animated programs or sequences Director animations, QuickTime digital color motion images imported from video, color still images, and Authorware instructional programs. The software we are developing is designed to be used either in a lecture hall or as a tutorial for students. The ability to display in a lecture chemical concepts that involve motion, 2D, or 3D images in the lecture hall is made possible by using a color LCD panel or a multi/sync projector. The images are large enough for students in medium lecture hall (200-300 students) to see clearly the images clearly. Ethernet at ISU provides students with 24-hour access to our chemistry file server. Students can review the animations and run simulation software. Our computer animations focus on the conceptual understanding of topics. Research in cognitive psychology and science education has provided some evidence that individual learning styles may be a factor in the effectiveness of interactive computer learning. Further, the use of multimedia and cooperative learning may be effective for most students. Our research investigates the interactions that are present with visual/verbal tendency, field dependence/field independence tendency, spatial ability, cooperative learning and chemistry understanding. We have developed and tested a FT-IR and FT-NMR instrument simulation package. The DaVinci Project: Multimedia, Art, and Chemistry is collaborative project involving Iowa's high school art and chemistry teachers. We are working to create tools that will enable art teachers and chemistry teachers to include aspects of both art and chemistry in their curriculum.
Collaborative Distance Education
The Iowa General Chemistry Network Project is collaborative project involving Iowa's community college, private, and regents university chemistry faculty working to develop instructional resources. We have been working with our colleagues for the past three years. Communication is facilitated via the Iowa Communications Network (ICN) and the inherent. The Iowa Chemistry Education Alliance is a project that enables twenty-two high school chemistry classes in Iowa to undertake collaborative distance education learning activities over the ICN and Internet via the World Wide Web. In both of these projects we are investigating how the use of technology changes teaching and learning in the chemistry classroom. We are investigating how modern technology influences communication among chemistry instructors and chemistry students. We are studying the parameters that lead to effective use of collaborative distance education among chemistry students and instructors. This communication, in turn, influences the rapid implementation of a new set of activities that will ultimately form the basis of a different chemistry curriculum.