UNIVERSITY OF WISCONSIN River Falls
Chemistry and Biotechnology
Office: 257 Centennial Science Hall
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
Chemistry 121: General Chemistry I
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 & III for Elementary Education Majors; Chemical Information; and Introduction to Higher Education.
My scholarship is in the area of chemistry education. I currently have several chemistry education research projects.
One project focuses on chemistry curricular reform and its affect on students as learners of chemistry. Aspects of this project include collecting survey data using the ASCIv2 to assess student attitudes toward chemistry as they progress through a traditional course sequence of general and organic chemistry and an organic first 3-semester sequence. This assessment project was initiated with support of a 2008 Course, Curriculum, and Laboratory Improvement (CCLI) NSF grant (DUE 0736504, PI Kahlow). Continued assessment of this project and other reform projects related to improving STEM graduation rates at UWRF are supported by a 2013-2018 NSF Science, Technology, Engineering, and Mathematics Talent Expansion Program (STEP) grant (DUE 1317149, PI Kahlow).
Another project aims to generate evidence about the role of testing feedback to promote and support learning in general chemistry through four related sets of studies. Practice and classroom testing feedback studies will examine the impact of different corrective feedback types and timings on future test performance and confidence-accuracy calibration. Interview testing feedback studies will employ semi-structured interviews to reveal how students use feedback in a testing environment and how this feedback may affect their learning, testing strategy or confidence. Lastly, a national survey will be developed and administered to examine instructors' testing feedback practices and perceptions in first-term general chemistry to better connect theory developed through this project with current practices. The results of this work will generate research-based criteria for selecting and using testing feedback with a goal of using multiple-choice testing as a learning tool as well as an evaluation tool. These projects are support by two National Science Foundation (NSF) grants: 2012-15 Collaborative Type I Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (TUES) NSF Grant (DUE 1140914, Lead-PI Schneider) and 2016-2019 Improving Undergraduate STEM Education (IUSE) Engaged Student Learning Development and Implementation NSF grant (DUE 1625233, PI Schneider).
Along with these chemical education research projects, I am also very involved with Scholarship of Teaching and Learning projects related to development and assessment of Process Oriented Guided Inquiry Learning activities and laboratories that help student make connections between particulate, symbolic/mathematical, and macroscopic representations.
I am actively involved with facilitating workshops on using inquiry based teaching approaches in the sciences for in-service K-12 teachers and college faculty.
I also serve as a UWRF representative to the UW Women & Science Program Board and the Wisconsin Alliance for Minority Participation (WiscAMP) Program.