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Journal of Chemical Education|January 19, 2026
Getting Serious about Useful Chemistry Learning: A Case for Attending to Epistemological MessagingRyan L StoweChemical Reviews|June 13, 2018
Chemistry Education Research-From Personal Empiricism to Evidence, Theory, and Informed PracticeMelanie M Cooper, Ryan L StoweJournal of Chemical Education|February 9, 2026
Keeping our Research Plumb: Theory-Driven Design and Analysis for the Study of Instructor EpistemologiesNicole C Greco, Rosemary S Russ, Ryan L StoweJournal of Chemical Education|October 10, 2025
Spectroscopic Unknown Puzzles from Real DataA More Authentic Pedagogical Approach with Epistemological ImplicationsBrian J Esselman, Kimberly S DeGlopper, Samantha J Gavin, et al.JACS Au|August 29, 2022
Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory ChemistryVanessa R Ralph, Leah J Scharlott, Adam G L Schafer, et al.Chemistry & Biology|February 21, 2015
Identification of histone deacetylase inhibitors with benzoylhydrazide scaffold that selectively inhibit class I histone deacetylasesYunfei Wang, Ryan L Stowe, Christie E Pinello, et al.Science Advances|November 7, 2018
Evaluating the extent of a large-scale transformation in gateway science coursesRebecca L Matz, Cori L Fata-Hartley, Lynmarie A Posey, et al.Plos One|May 31, 2024
Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classroomsMelanie M Cooper, Marcos D Caballero, Justin H Carmel, et al.Plos One|June 17, 2020
Characterizing college science instruction: The Three-Dimensional Learning Observation ProtocolKinsey Bain, Lydia Bender, Paul Bergeron, et al.Pageof 1