Faculty Profiles

Murphy, K. L., Schreurs, D. G., Teichert, M. A., Luxford, C. J., Trate, J. M., Harshmann, J. T., & Schneider, J. L. (2024). Optimizing testing feedback in introductory chemistry: a multi-treatment study exploring varying levels of assessment feedback and subsequent performance. Chemistry Education Research and Practice, 25(4), 1018–1029. https://doi.org/10.1039/d4rp00077c

Feng, L., Close, E. W., Luxford, C. J., Pierson, J. A., Olmstead, A. R., Shim, J., … Galloway, H. C. (2024). Transforming Undergraduate STEM Education: The Learning Assistant Model and Student Retention and Graduation Rates. Research in Higher Education, 66(4). https://doi.org/10.1007/s11162-024-09823-5

Willoughby, D., Nassar, O., & Luxford, C. J. (2024). Texas State University CHEM 1341 Workbook. McGraw Hill.

Feng, L., Close, E. W., Luxford, C. J., Pierson, J. A., Olmstead, A. R., Shim, J., … Galloway, H. C. (2024). Transforming Undergraduate STEM Education: The Learning Assistant Model and Student Retention and Graduation Rates. Research in Higher Education, 66(1). https://doi.org/10.1007/s11162-024-09823-5

Feng, L., Zhai, M., Shim, J., Arboleda Martinez, M. P., Luxford, C. J., & Galloway, H. (2024). Mitigating Failure Rates in Stem Education: The Impact of Learning Assistants Amidst Covid-19. Elsevier BV. https://doi.org/10.2139/ssrn.4891337

Schreurs, D. G., Trate, J. M., Srinivasan, S., Teichert, M. A., Luxford, C. J., Schneider, J. L., & Murphy, K. L. (2024). Investigation into the intersection between response process validity and answer-until-correct validity: development of the repeated attempt processing issue detection (RAPID) method. Chemistry Education Research and Practice, 25(2), 560–576. https://doi.org/10.1039/d3rp00204g

Daniel, K. L., & Luxford, C. J. (2023). Building Your Personal Pitch Using a Message Framework. In Teaching Science Students to Communicate: A Practical Guide (pp. 507–512). Dordrecht, The Netherlands: Springer Nature. https://doi.org/10.1007/978-3-030-91628-2_63

An, J., Guzman-Joyce, G., Brooks, A., To, K., Vu, L., & Luxford, C. J. (2022). Cluster Analysis of Learning Approaches and Course Achievement of General Chemistry Students at a Hispanic Serving Institution. Journal of Chemical Education, 99(2), 669–677. https://doi.org/10.1021/acs.jchemed.1c00759

Lewis, K. A., & Luxford, C. J. (2020). Integrating Manipulatives and Animations to Visualize Holliday Junctions. CourseSource, 7. https://doi.org/https://doi.org/10.24918/cs.2020.37

Trate, J. M., Teichert, M. A., Murphy, K. L., Srinivasan, S., Luxford, C. J., & Schneider, J. L. (2020). Remote Interview Methods in Chemical Education Research. Journal of Chemical Education, 97(9), 2421–2429. https://doi.org/10.1021/acs.jchemed.0c00680

Luxford, C. J., & Holme, T. (2016). How do Chemistry Educators View Items that Test Conceptual Understanding? In M. Schultz (Ed.), Technology and Assessment Strategies for Improving Student Learning in Chemistry (Vol. 1235, pp. 195–210). San Marcos, United States: American Chemical Society. https://doi.org/10.1021/bk-2016-1235.ch011

Pérez García, M., Luxford, C. J., Windus, T. L., & Holme, T. (2016). A Quantum Chemistry Concept Inventory for Physical Chemistry Classes. Journal of Chemical Education, 93(4), 605–612. https://doi.org/10.1021/acs.jchemed.5b00781

Reed, J. J., Luxford, C. J., Holme, T., Raker, J. R., & Murphy, K. L. (2016). Using the ACS Anchoring Concepts Content Map (ACCM) To Aid in the Evaluation and Development of ACS General Chemistry Exam Items. In M. Schultz (Ed.), Technology and Assessment Strategies for Improving Student Learning in Chemistry (Vol. 1235, pp. 179–194). Washington, DC: American Chemical Society. https://doi.org/10.1021/bk-2016-1235.ch010

Holme, T., Emenike, M., Hughes, S., Linenberger, K., Luxford, C. J., & Raker, J. (2015). Are Content Tests All the Assessment We Need? In M. V. Orna (Ed.), Sputnik to Smartphones: A Half-Century of Chemistry Education (Vol. 1208, pp. 257–275). Washington, DC: American Chemical Society.

Holme, T. A., Luxford, C. J., & Brandriet, A. (2015). Defining Conceptual Understanding in General Chemistry. Journal of Chemical Education, 92(9), 1477–1483. https://doi.org/10.1021/acs.jchemed.5b00218

Holme, T., Luxford, C. J., & Murphy, K. (2015). Updating the General Chemistry Anchoring Concepts Content Map. Journal of Chemical Education, 92(6), 1115–1116. https://doi.org/ed500712k

Luxford, C. J., & Holme, T. A. (2015). What Do Conceptual Holes in Assessment Say about the Topics We Teach in General Chemistry? Journal of Chemical Education, 92(6), 993–1002. https://doi.org/10.1021/ed500889j

Luxford, C. J., Linenberger, K. J., Raker, J. R., Baluyut, J. Y., Reed, J. J., De Silva, C., & Holme, T. A. (2015). Building a Database for the Historical Analysis of the General Chemistry Curriculum Using ACS General Chemistry Exams as Artifacts. Journal of Chemical Education, 92(2), 230–236. https://doi.org/10.1021/ed500732q

Luxford, C. J., & Bretz, S. L. (2014). Development of the Bonding Representations Inventory To Identify Student Misconceptions about Covalent and Ionic Bonding Representations. Journal of Chemical Education, 91(3), 312–320. https://doi.org/10.1021/ed400700q

Luxford, C. J., & Bretz, S. L. (2013). Moving beyond definitions: What student-generated models reveal about their understanding of covalent bonding and ionic bonding. Chem. Educ. Res. Pract., 14(2), 214–222. https://doi.org/10.1039/c3rp20154f

Luxford, C. J., Crowder, M. W., & Bretz, S. L. (2012). A Symmetry POGIL Activity for Inorganic Chemistry. J. Chem. Educ, 89(2), 211–214. https://doi.org/10.1021/ed1007487

Herrington, D. G., Yezierski, E. J., Luxford, K. M., & Luxford, C. J. (2011). Target inquiry: Changing chemistry high school teachers’ classroom practices and knowledge and beliefs about inquiry instruction. Chem. Educ. Res. Pract., 12, 74–84. https://doi.org/10.1039/C1RP90010B