Chemistry graduate teaching assistants (GTAs) have substantial facetime with undergraduate students at large research institutions where they lead discussion and lab sessions. Emerging research describes GTAs' content and teaching knowledge for introductory chemistry classes, but we need to know more about how GTAs manage their classes in the…

Proton nuclear magnetic resonance ([superscript 1]H NMR) spectroscopy is an essential characterization tool for organic chemists widely taught in the undergraduate chemistry curricula. Previous work has focused on how students advance from novice to expert in interpreting [superscript 1]H NMR spectra. However, we need to know more about how…

Undergraduate writing fellows play an important role in administering writing assignments in writing-intensive courses. At the University of Michigan, the MWrite program was designed to support the implementation of writing-to-learn (WTL) assignments in STEM courses. Within MWrite, writing fellows are a primary instructional resource for students…

Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL…

Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…