faculty

Arthur F. Thurnau Professor of Chemistry, Assoc Chair for Curriculum and Faculty Affairs
Ph.D. University of Wisconsin-Madison (1984)
Faculty Associate, Center for Research on Learning and Teaching

Organic Chemistry

Phone: (734) 764-7329
Email: bcoppola@umich.edu

We have coined the term ISIE (Interdisciplinary Studies at the Interface of Education) for work in the emergent area of discipline-centered teaching and learning. Activity in this area reaches from the design, implementation, assessment and documentation on individual and group instructional practices to broadening the professional development infrastructure for students interested in faculty careers.

We have a three-part program. First, I collaborate with colleagues within the University and around the country on education projects. Recent examples are (a) assessing student motivation and their use of higher order learning strategies in introductory chemistry, (b) co-authoring a new high school textbook that brings a more holistic and investigate approach to science learning using a "Structure and Reactivity" perspective, and (c) developing a software tool for collaborative student work that includes a chemistry animation studio so that students can provide richer explanations about their understanding.

Second, we have broadened the graduate education for chemistry Ph.D. students who wish to pursue academic careers. Unlike so-called "chemical education" programs, we believe that the chemistry Ph.D. is the cornerstone for future faculty development. I direct a program that allows our undergraduate and graduate students to take coursework and gain valuable experience in matters related to higher education (instructional development and assessment projects, papers and presentations at a variety of meetings, and faculty issues such as grant-writing, publishing, mentoring, and simply working in university communities). Students and faculty working together in an informed, scholarly way on instructional development projects makes sense because this is the basis for success in research, too. Statement of Teaching Philosophy
PDF copy of complete CV (09-2006)

Third, we are beginning to expand our work outside of chemistry. We are working with the Rackham Graduate School,to introduce an ISIE Rackham Certifcate program for any Ph.D. student in science, math and engineering who wishes to broaden his or her graduate education to include future faculty development. In doing so, we wish to create a new generation of faculty who can better integrate their research and teaching, create and adapt progressive pedagogy, devise and implement educational assessment, and address issues such as globalization and diversity.

AWARDS

• 2006 James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry
• 2004-2005 Society for College Science Teachers (SCST)/Kendall-Hunt Outstanding Undergraduate Science Teacher Award (OUSTA)
• 2004 CASE/Carnegie State of Michigan Professor of the Year
• 2003 NSTA Outstanding Undergraduate Science Teacher Award
• 2001 Fellow, American Association for the Advancement of Science
• 2001 Arthur F. Thurnau Professor
• 1999 Amoco Undergraduate Teaching Award (UM, 1999)
• 1998 Pew Scholar (The Carnegie Foundation)
• 1996 Undergraduate Computational Science Award (Ames Laboratory-UCES)
• Center for Research on Learning and Teaching Faculty Associate (UM, 1995)
• University of Michigan 1994 "Golden Apple" Award
• LSA Dean's Excellence in Teaching Award (UM, 1991-1997)
• Sigma Xi 1990 Teaching Award (UM, 1990)
• Phi Lambda Upsilon Teacher of the Year (UM, 1988, 1994)
• Collegiate Fellows Teaching Award (UM, 1988)
• Center for Research on Learning and Teaching Postdoctoral Teaching Award (UM, 1987)

• Director - CSIE: Chemical Sciences at the Interface of Education
• Editor, "The Hexagon" (Quarterly Publication of Alpha Chi sigma)
• Board of Editors, The Chemical Educator (http://journals.springer-ny.com/chedr/)
• Editorial Advisory Board, The Journal of College Science Teaching
• Editorial Advisory Board, International Journal of Science Education
• Director, University of Michigan REU Site in Chemistry
• Member, ACS Society Committee on Science

REPRESENTATIVE PUBLICATIONS

1. Coppola, B. P. "THe Most Beautiful Theories" Journal of Chemical Education 2007, 84, 1902-1911.

2. Coppola, B. P.; Banaszak Holl, M. M.; Karbstein, K. "Closing the Gap Between Interdisciplinary Research and Disciplinary Teaching" ACS Chemical Biology 2007, 2(8), 518-520.

3. Gottfried, A. C.; Sweeder, R. D.; Bartolin, J. M.; Hessler, J. A.; Reynolds, B. P.; Stewart, I. C.; Coppola, B. P.; Banaszak Holl, M. M. "Design and Implementation of a Studio-based General Chemistry Course at the University of Michigan" Journal of Chemical Education 2007, 84, 265-270.

4. Coppola, B. P.; Gottfried, A. C.; Gdula, R. L.; Kiste, A. L.; Ockwig, N. W. "The Great Wakonse Earthquake of 2003!   A short, problem-based introduction to the titration concept" Journal of Chemical Education 2006, 83 , 600-603.

5. Coppola, B. P. "Learning progressions provide a clear map for designing Standards-based assessment" A Commentary on: Smith, C. A.; Wiser, M.; Anderson, C. A.; Krajcik, J. "Implications of Research on Children's Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic Molecular Theory" Measurement: Interdisciplinary Research and Perspectives 2006 , 14 (1&2), 111-115.

6. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In, McKeachie, W. J., and Svinicki, M., McKeachie's Teaching Tips (12 Ed.). Boston, MA: Houghton Mifflin, 2006 ; pp 266-277.

7. Hayward, L. M.; Coppola, B. P. "Teaching and Technology: Making the Invisible Explicit and Progressive through Reflection." Journal of Physical Therapy Education 2005 19 (3), 30-40.