Title: Are we there yet? Student learning of chemical concepts over long and short time horizons.
Abstract: Much of the perspective we have about student learning at the university level is within the confines of particular courses. This includes clinical studies, intervention studies, and curriculum overhauls. What we have less perspective about is the trajectory of student learning. What evidence do we have about how long it really takes to reach a level of understanding or competence that we might call sufficient? This presentation will explore some ongoing and past studies of chemical learning when taking a perspective of understanding over time, including chemical equations, bonding, molecular polarity and equilibrium. As we go, we will highlight decisions about research design and data analysis. The examples chosen also call into question whether we should be happy with how well traditional content and curriculum have performed in helping students learn chemistry.
Bio: Christopher F. Bauer is a Distinguished Professor of Chemistry at the University of New Hampshire. He is the 1992 recipient of the University’s Jean Brierley teaching award and the 2025 American Chemical Society Award for Achievement for Research in the Teaching and Learning of Chemistry. His research interests and publications address college-level science instruction — student misconceptions, student attitudes about learning and courses, discovery-based college chemistry curricula, and faculty beliefs and practice. He routinely teaches and directs the general chemistry programs, the Peer-Led Team Learning program, and professional development courses for graduate students. Earlier in his career he did research in environmental analytical chemistry (including at UW!). He chaired the 2007 Gordon Conference on Chemical Education. His continuing collaborations include the Process-Oriented Guided Inquiry Learning Project (POGIL), recently being on the national steering committee. He has designed and presented more than fifty professional development workshops for pre-college teachers through university faculty.
Host: Professor Sam Pazicni