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- A Process for Developing Introductory Science Laboratory Learning Goals To Enhance Student Learning and Instructional AlignmentÂ
Jennifer Duis, Laurel Schafer, Sophia Nussbaum, and Jaclyn Stewart (Chemistry, UBC)
J. of Chemical Education, Vol. 90, No. 9, pp 1144–1150 (2013) - Graduate Teaching Assistant Training That Fosters Student-Centered Instruction and Professional DevelopmentÂ
Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, Hannah Robus, and Robert Parson (Chemistry and Biochemistry, Å·ÃÀ¿Ú±¬ÊÓƵ)
Journal of College Science Teaching, Vol. 41, No. 6, pp. 68-75 (2012) - The use of cognitive task analysis to inform the development of a laboratory course in chemistryÂ
Kerry Knox (Chemistry, UBC)Â
Variety in Chemistry Education & Physics Higher Education Conference, University of Durham (August 2014) - Development of a Concept Inventory for Measuring Learning Gains in Analytical ChemistryÂ
Jane Maxwell (Chemistry, UBC)Â
CSC 97th Canadian Chemistry Conference, Vancouver, BC (June 2014) - Students as key stakeholders: Exploring undergraduates' perceptions of teaching and learning in an introductory organic chemistry courseÂ
Ashley Welsh (Curriculum & Pedagogy, UBC) & Jackie Stewart (Chemistry, UBC)
Society for Teaching and Learning in Higher Education Conference, Kingston, ON (June 2014)
