Shultz, G. V.; Winshel, G. A.; Inglehart, R. C.; Coppola, B. P. “Eliciting Student Explanations of Experimental Results Using an
Online Discussion Board,” Journal Chemical Education 2014, 91, 684-686. ( dx.doi.org/10.1021/ed4007265)
Online discussion is used to engage students in discussion and deliberation about organic chemistry laboratory.
Vázquez, A.V.; McLoughlin, K.; Sabbagh, M.; Runkle, A, C.; Simon, Jeffrey; Coppola, B. P.; and Pazicni, S. “Writing-to-teach: A new pedagogical approach to elicit explanative writing in undergraduate chemistry students,” Journal of Chemical Education 2012, 89, 1025-1031.
An application of creating and student-generated instructional materials in an introductory level physical chemistry class.
Matz, R. L.; Krajcik, J.; Rothman, E.; Banaszak Holl, M. M. “Concurrent Enrollment in Lecture and Laboratory Enhances Student Performance and Retention” Journal of Research in Science Teaching 2012, 49, 659-689.
A study in which the question of the benefits from concurrent enrollment in general chemistry lecture and laboratory is raised in the context of an experimental section where the two activities were highly integrated in a studio format.
Moy, C. L.; Locke, J. R.; Coppola, B. P.; McNeil, A. J. “Improving Science Education and Understanding with Wikipedia” Journal of Chemical Education 2010, 87, 1159-1162.
In which the integration and evaluation of classroom assignments are described, where students improve Wikipedia entries.
Coppola, B. P. “Advancing STEM teaching and learning with research teams” In Baldwin, R., Ed. “Improving the Climate for Undergraduate Teaching and Learning in STEM Fields” New Directions in Teaching and Learning (No. 117) San Francisco: Jossey-Bass; 2009; pp. 33-44.
Reports on the use of “teaching groups” – an analogy to research groups – as a way to better integrate two key faculty responsibilities (instructional development and future faculty education) into the life of mainstream research departments.
Coppola, B. P. “The Most Beautiful Theories…” Journal of Chemical Education 2007, 84, 1902-1911. Award address for the 2006 James Flack Norris Award.
Presents a historical reading of the development of Scholarship, an argument for how to view the Scholarship of Teaching and Learning, and introduces the framework for the IDEA Institute.
Coppola, B. P.; Banaszak Holl, M. M.; Karbstein, K. ACS Chemical Biology “Closing the Gap Between Interdisciplinary Research and Disciplinary Teaching” 2007, 2(8), 518-520.
Introduces the dual-mentorship post-doctoral program in research & teaching.
Gottfried, A. C.; Sweeder, R. D.; Bartolin, J. M.; Hessler, J. A.; Reynolds, B. P.; Stewart, I. C.; Coppola, B. P.; Banaszak Holl, M. M. “Design and Implementation of a Studio-based General Chemistry Course at the University of Michigan” Journal of Chemical Education 2007, 84, 265-270.
Outlines the rationale and first iteration of our approach to the integrated lecture/lab design for General Chemistry.
Coppola, B. P.; Gottfried, A. C.; Gdula, R. L.; Kiste, A. L.; Ockwig, N. W. “The Great Wakonse Earthquake of 2003! A short, problem-based introduction to the titration concept” Journal of Chemical Education 2006, 83, 600-603.
An easy and situated introduction to the titration concept.
Coppola, B. P.; Roush, W. R. “Broadening the Existing Intergenerational Structure of Scholarly Development in Chemistry” Peer review 2004 6(3), 19-21.
A brief introduction to the UM Chemistry future faculty program, which was included in our dossier during our participation in the Carnegie Initiative on the Doctorate.
Stacey A. Nevins, Melissa M. Batchelor, Brett S. Duersch, Lawrence L. Lohr, Brian P. Coppola, Paul R. Pintrich, and Akane Zusho “Promoting Student Learning in a Large General Chemistry Course” Journal of College Science Teaching 2004, 12-16.
Literature-based modifications were made in one section of a first-year General Chemistry course. Evidence for increased student engagement and satisfaction were noted.
Coppola, B. P.; Daniels, D. S.; Pontrello, J. K. “Using Structured Study Groups to Create Chemistry Honors Sections” In, Miller, J.; Groccia, J. E.; DiBiasio, D. (Eds.) “Student Assisted Teaching and Learning.” New York: Anker, 2001; pp. 116-122.
A practical overview of the peer-led program we use for the Honors Organic Chemistry option.
Coppola, B. P.; Daniels, D. S. “The Role of Written and Verbal Expression in Learning. Promoting and Improving Communication Skills for Students in an Undergraduate Chemistry Program” Language and Learning across the Disciplines 1996, 1(3), 67-86.
A comprehensive look at the use of student-generated work in the peer-led instructional program for Honors Organic Chemistry.
Coppola, B. P., Hovick, J. W.; Daniels, D. S. “I Scream, You Scream…” Journal of Chemical Education 1994, 71, 1080.
In 1994, there was a culinary magazine report on using liquid nitrogen to make ice cream. What a terrific alternative, it seemed to us, to banging a nail into a board with a frozen banana, or watching a tennis ball shatter. Years and years later, LN2 ice cream is a staple of chemical demonstrations everywhere. This, however, is the paper that brought it to people’s attention. The JCE editor made the decision to publish this with no external review, and it appear within months… some things are that obvious.
Library of key references
Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Distinctive Targets, Challenges and Opportunities,” Journal of Research in Science Teaching 2014, 51 (6), 679-693.
Introduction to the second JRST Special Issue on the titular topic, the essay explores the unique features of post-secondary science education research and sets out some challenges to advance and elevate the work.
Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Understanding University Level Science Learning,” Journal of Research in Science Teaching 2013, 50 (6), 627-638.
Introduction to the JRST Special Issue on the titular topic, the essay explores the distinctive difference brought by a deeper connection to the discipline in postsecondary education and, consequently, to postsecondary education research.
Slavich, G. M.; Zimbardo, P. G. Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods. Educ. Psychol. Rev. 2012, 24(4), 569–608.
Resulting from a meta-analysis of 40 years’ worth of research, the authors propose a three-tiered model for Transformational Teaching.
Feldon, D. F. Why Magic Bullets Don’t Work. Change 2010, 42(2), 15–21.
Feldon reminds readers that the bad use of a teaching method is not the same as the use of a bad teaching method, and that not every empirical critique of a lecture environment translates to a study where effective methods were compared.