Vincent-Ruz, P.*, Meyer, T., Roe, S. G., & Schunn, C. D. (2020). Short-Term and Long-Term Effects of POGIL in a Large-Enrollment General Chemistry Course. Journal of Chemical Education97(5), 1228-1238. pdf


Cannady, M. A.*, Vincent-Ruz, P., Chung, J. M., & Schunn, C. D. (2019). Scientific sensemaking supports science content learning across disciplines and instructional contexts. Contemporary Educational Psychology59, 101802. pdf

Vincent-Ruz, P.*, & Schunn, C. D. (2019). Identity Complexes and Science Identity in Early Secondary: Mono-topical or in Combination with Other Topical Identities. Research in Science Education, 1-22. pdf

Witherspoon, E. B.*, Vincent-Ruz, P., & Schunn, C. D. (2019). When making the grade isn’t enough: the gendered nature of premed science course attrition. Educational Researcher48(4), 193-204. pdf


Vincent-Ruz, P.*, & Schunn, C. D. (2018). The nature of science identity and its role as the driver of student choices. International journal of STEM education5(1), 48. pdf

Vincent-Ruz, P. *, Grabowski, J., & Schunn, C. D. (2018). The Impact of Early Participation in Undergraduate Research Experiences on Multiple Measures of Premed Path Success. Scholarship and Practice of Undergraduate Research1(3), 13-18. pdf

Vincent-Ruz, P. *, Binning, K., Schunn, C. D., & Grabowski, J. (2018). The effect of math SAT on women’s chemistry competency beliefs. Chemistry Education Research and Practice19(1), 342-351. pdf


Vincent‐Ruz, P. * & Schunn, C. D. (2017). The increasingly important role of science competency beliefs for science learning in girls. Journal of Research in Science Teaching54(6), 790-822. pdf

Publications from Undergraduate Research Experiences

Mijangos, M. V., González-Marrero, J., Miranda, L. D.*, Vincent-Ruz, P., Lujan-Montelongo, A., Olivera-Díaz, D., … & Gamez-Montaño, R. (2012). Microwave-assisted C-3 selective oxidative radical alkylation of flavones. Organic & biomolecular chemistry10(15), 2946-2949.