Schneider, Jamie

Jamie Schneider

Assistant Professor

Office: 215 Centennial Science Hall
Phone: 715-425-3339



Ph.D., University of Minnesota, Bioinorganic and Organic Chemistry, 1999 Graduate Advisor: William B. Tolman

Certificate of Completion, University of Minnesota, Preparing Future Faculty, 1998

B.S. Winona State University, Chemistry, 1994

Courses Taught:

Courses that I teach on a regular basis at UWRF:

Chemistry 121: General Chemistry I

Courses that I have taught:

Liberal Arts Chemistry; Preparatory Chemistry; General, Organic, Biochemistry; General Chemistry II; Organic Chemistry Survey; Organic Chemistry I & II; Guided Study in Teaching Chemistry; Investigative Science I, II & III for Elementary Education Majors; Chemical Information; and Introduction to Higher Education.


Selected Publications:

Nyachwaya, J. M.; Mohamed, A.; Roehrig, G. H.; Wood, N. B.; Kern, A. L.; Schneider, J. L. (2011). The Development of an Open-ended Drawing Tool: An Alternative Diagnostic Tool for Assessing Students’ Understanding of the Particulate Nature of Matter. Chem. Educ. Res. Pract., 12, 121-132.

Schneider, J. L. (2008) Experiment 10: The Gas Laws. In Experiments in First Semester General Chemistry, 15th Ed., Chemistry Department, University of Wisconsin – La Crosse, Cengage Learning: Mason, OH, 69-76.

Andrew D. Ferstl, Jamie L. Schneider (2007). Film Canister Science. Science Teacher, 74, 46-50.

Click here for detailed curriculum vitae


My scholarship is in the area of chemical education. I currently have two chemical education research projects. The first project focuses on general chemistry curricular reform and its affect on students as learners of chemistry. The second project involves studying the perceived and perhaps real learning gains from using the Immediate Feedback Assessment Technique (IF-AT) for multiple-choice exams in chemistry. Along with these chemical education research projects, I am also very involved with Scholarship of Teaching and Learning projects related to developing and assessing Process Oriented Guided Inquiry Learning activities that help student make connections between particulate, symbolic/mathematical, and macroscopic representations. In addition, I have been actively involved with in-service K-12 teachers and college faculty presenting multiple workshops on using inquiry based teaching approaches in the sciences.