The writing-to-learn (WTL) literature is varied in how assignments are structured and
implemented in the classroom, making it difficult for instructors to identify how to incorporate …

Teaching organic chemistry requires supporting learning strategies that meaningfully
engage students with the challenging concepts and advanced problem-solving skills …

Organic reaction mechanisms are often represented by the electron-pushing formalism and
reaction coordinate diagrams. These representations pose a challenge to students because …

Learning to reason through organic reaction mechanisms is challenging for students
because of the volume of reactions covered in introductory organic chemistry and the …

Writing is a key disciplinary practice in STEM used to construct scientific knowledge and
communicate research findings. With its role in the scientific process, writing is often …

Resonance is a fundamental concept that is necessary for students' successful learning in
organic chemistry. However, there is a need to know more about both (1) what students find …

The COVID‐19 pandemic has created new challenges for instructors who seek high‐impact
educational practices that can be facilitated online without creating excessive burdens with …

Student affect is an important factor in the learning process and may be especially important
in gateway courses such as organic chemistry. Students' recognition of the relevance of the …

While many STEM faculty believe Writing-to-Learn to be an effective instructional tool,
instructional barriers such as the time and effort required to provide substantive feedback to …

Acid–base chemistry is a foundational topic that is taught in courses across the chemistry
curriculum. Students often have difficulty distinguishing between the different theories of acid …