The Pazicni Group investigates teaching and learning in chemistry, emphasizing the intellectual resources that students and instructors bring to the classroom. Our research examines how students make sense of bonding models, light–matter interactions, and molecular symmetry, including how they coordinate macroscopic observations, particulate-level representations, and symbolic forms. We also study how instruction—through materials, assessments, course structures, and instructor thinking—shapes students’ engagement with the ways of thinking and reasoning that are central to chemistry. Across projects, the group aims to produce theory-informed, discipline-specific insights that support effective, intellectually rigorous undergraduate chemistry instruction.