Dr. Renée Cole is a Professor of Chemistry at the University of Iowa. Dr. Cole earned a B.A. in chemistry from Hendrix College, and M.S. and Ph.D. degrees in physical chemistry from the University of Oklahoma. Her research focuses on issues related to how students learn chemistry and how that guides the design of instructional materials and teaching strategies as well on efforts related to faculty development and the connection between chemistry education research and the practice of teaching. She is a PI for the Increase the Impact Project, which is developing resources for PIs to improve the propagation of their innovations, as well as a PI for the ELIPSS Project, which is developing resources for STEM instructors to assess professional skills in the classroom. Dr. Cole is also an associate editor for the Journal of Chemical Education.
Suzanne Ruder, Ph.D., is a Professor of Chemistry at Virginia Commonwealth University in Richmond, Virginia. She has been active in the POGIL project for 15 years, using POGIL in large organic chemistry classes, developing and facilitating faculty workshops, and serving on the POGIL steering committee. Suzanne is PI of the NSF funded project Eliciting and Assessing Process Skills in STEM and has authored two books, “Clickers in Action: Increasing Student Participation in Organic Chemistry” and “Organic Chemistry, A Guided Inquiry”.
Gil Reynders is pursuing a Ph.D. in chemistry education research at the University of Iowa. Gil earned a B.A. in chemistry from Lake Forest College and an M.S. from the University of Rochester. As part of the ELIPSS (Enhancing Learning by Improving Process Skills in STEM) Project, Gil’s research focuses on creating resources to assess student process skills and provide feedback to both students and faculty on the students' process skill development. Gil's other research interests include: organic chemistry students' understanding of reaction mechanisms (i.e. arrow-pushing), the alignment between a course's intended learning outcomes and assessments, and gender-based differences in STEM retention and course performance.
Dr. Courtney Stanford is postdoctoral researcher at the Virginia Commonwealth University and will begin as assistant professor of chemistry at Ball State University in Fall 2018. She earned an M.S. in organic chemistry from the University of Connecticut and a Ph.D. degree in chemistry education from the University of Iowa. Her current research has focused on designing resources to assist in the identification, development, and assessment of workplace skills in STEM classrooms, and investigating the connections between information processing and symbolic representations used in organic chemistry. As part of her graduate work she examined the influences of instructor facilitation and course materials on student argumentation, and the propagation of STEM educational innovations.
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