Christopher F. Bauer
Education and Achievements
- B.S., 1974, University of Notre Dame
- M.S., 1976, University of Illinois at Urbana (moved with research mentor to Colorado State University)
- Ph.D., 1979, Colorado State University
- Postdoctoral Research Associate, 1979-81, Water Resources Research Center, University of Wisconsin
- Visiting Professor, 1991-92, University of Northern Colorado
- UNH Jean Brierley Teaching Award, 1991
- Department Chair, 2004-2010
- Chair of 2007 Gordon Conference on Chemistry Education Research & Practice
- Theodore Ashford Fellow, ACS Examinations Institute, Iowa State University, 2010-2011
- Learning road-blocks (so-called misconceptions) and how to address them pedagogically
Educational Activities and Collaborations
- Research-based Pedagogy workshops for Chemistry Graduate Students [NSF funded CCLI Phase 2 grant].
- Process-Oriented Guided Inquiry Learning (POGIL): A major curriculum development effort for college and secondary science teaching.
- UNH Joan & James Leitzel Center for Mathematics, Science, and Engineering Education
- Calibrated Peer Review [CPR]: web-based writing assignment system that involves students in writing and peer assessment.
Statement of Professional Purpose ... and Invitation
We are in the midst of a paradigm change. In the last 25 years, the knowledge base regarding human cognition and behavior with respect to learning and teaching has grown substantially. There is a vital and growing community of chemists who are participating in this effort – seeking to understand in fundamental ways the characteristic learning challenges for students regarding the discipline of chemistry. One can now make classroom decisions that are grounded in theory and research findings rather than relying solely on one’s experience and toolkit of classroom techniques. Chemistry has grown from imagining atoms to “seeing” them using sophisticated imaging instruments. At the same time, among the public, there is widespread misunderstanding of the processes of science and rejection of major scientific ideas. Evidence abounds that children in schools in the U.S. are not emerging with the types of knowledge, experiences, and abilities that they could have. There is a lot of work to be done to expand the research effort on teaching and learning, and to bring that research knowledge into the practice of teaching. Our goal is not just to find ways to teach well, but to find ways to achieve learning results better than ever before.
At UNH, we are looking for students and colleagues who want to join this effort. Contact us if:
- you are a graduate student at some other institution, and your interest in teaching or educational research is not being satisfied
- you are an undergraduate science major, thinking about graduate program opportunities or high school teaching
- you are a high school student, who has an interest in teaching or education, and considering where to go for college
- you are a PhD considering a postdoctoral appointment or sabbatical leave
Contact Professor Christopher Bauer at firstname.lastname@example.org.
Programs for Graduate Students
- PhD in Chemistry, Option in Chemistry Education. Enter with a Masters degree or earn one here, then pursue research in Chemistry Education. This is for students who want to advance the field of Chemistry Education.
- College Teaching Programs. Earn a Ph.D. in Chemistry and a companion cognate in College Teaching (12 credit Cognate). This program provides disciplinary coursework, general coursework, and supervised college teaching experiences with creation of teaching portfolio. This is for students who want to develop their knowledge and experience as teachers in preparation for an academic career. A similar certificate program is available for UNH Masters students and non-UNH graduate students, postdocs or faculty.
- Other national graduate programs in Chemistry Education Research.
Programs for Undergraduate Students
- Teaching Certifications for K-12 public education
- Peer-Led Team Learning. For students who succeeded in a given chemistry course, then acting as study group facilitators for students taking course after them. A national program at UNH since 2000.
- Teaching and Learning in Chemistry/Science. GRAD 971. For Phd Chem Ed Option, College Teaching Programs, masters elective for MAT or Med in Education.
- Pedagogical Field Laboratory. GRAD 972. Case studies of teaching innovations.
- Chemistry Teaching Seminar. CHEM 800. Orientation course for new graduate teaching assistants
- Development of teaching materials for analytical chemistry (through ANA-POGIL: Analytical Chem – Process-Oriented Guided-Inquiry Learning approach).
Lantz, Julie; et al. (including C. Bauer), Analytical Chemistry: A Guided Inquiry Approach: Quantitative Analysis Collection. John Wiley & Sons, 2014. ISBN: 978-1-118-89131-5.
- Peer-Led Team Learning (Initial and Advanced). CHEM 501 & 502.
- General Chemistry. Chem 403 & 404.
- Chemistry or Science Courses for Non-science majors. Most recently Chem 444 "Fire and Ice"
Teacher K-12 Professional Development
- Substantial experience with inquiry-rich workshops and institutes for K-12 teachers
Professor: Christopher F. Bauer
Graduate Students and Postdocs
Julia Chan, Ph.D. 2014, email@example.com
Recent Past Graduates
Cary Kilner, Ph.D. 2014, Instructor Chem 404; Initiator of the "Chemistry Connection"
Publications & Presentations
Julia Y. K. Chan, Christopher F. Bauer, “Effect of Peer-Led Team Learning on College Students’ Achievement, Attitude, and Self-Concept in General Chemistry”, J. Res. Science Teaching, 2015, 52 (3), 319-346.
Julia Y. K. Chan, C. F. Bauer, “Identifying At-Risk Students in General Chemistry via Cluster Analysis of Affective Characteristics”, J. Chem. Educ., 2014, 91 (9) 1417–1425.
E. F. Redish, C. Bauer, 15 co-authors, “NEXUS/Physics: An interdisciplinary repurposing of physics for biologists”, Am. J. Phys. 2014, 82 (5) 368.
S. Pazicni, C. F. Bauer, “Characterizing illusions of competence in introductory chemistry students”, Chem. Educ. Res. Pract. 2014,15, 24-34.
C. F. Bauer, R. D. Libby, M.S. Scharberg, D. Reider, “Transformative Research-based Pedagogy Workshops for Chemistry Graduate Students and Postdocs”, J. College Sci. Teach., 2013, 43 (2) 36-43.
C. F. Bauer, Renée Cole, “Validation of an Assessment Rubric via Controlled Modification of a Classroom Activity”, J. Chem. Educ. 89 (9), 1104–1108 (2012).C. F. Bauer, “Attitude towards Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts”, J. Chem. Educ., 85, 1440-1445 (2008).
C. F. Bauer, R. S. Cole, and M. F. Walter, “Assessment of Student Learning: Guidance for Instructor”, Chapter 12 in Nuts and Bolts of Chemical Education Research, D. Bunce, R. Cole, Eds.; ACS Symposium Series, American Chemical Society: Washington, 2008.
Renee Cole, Christopher Bauer, “Assessing your implementation of POGIL”, Chapter 18 in “Process-Oriented Guided Inquiry Learning (POGIL)”, R. Moog, J. Spencer, Eds.; ACS Symposium Series, American Chemical Society: Washington, 2008.
Ellen J. Yezierski, Christopher F. Bauer, Sally S. Hunnicutt, David M. Hanson, Katie E. Amaral, and James P. Schneider, “POGIL implementation in large classes”, Chapter 6 in “Process-Oriented Guided Inquiry Learning (POGIL)”, R. Moog, J. Spencer, Eds.; ACS Symposium Series, American Chemical Society: Washington, 2008.
C. F. Bauer, J. V. Clevenger, R. S. Cole, L. L. Jones, P. B. Kelter, M. T. Oliver-Hoyo, B. A. Sawrey, “Association Report: ACS Division of Chemical Education: Hiring and Promotion in Chemical Education”, J. Chem. Educ. 85, 898-901 (2008).
C. F. Bauer, “Where is the science in the collapsing can demonstration?”, The Science Teacher, 73 (4), 62-63 (2006).
E. Towle, E.J. O’Brien, C. F. Bauer, R. Champoux, B. Kinsey, “Assessing the Self-Efficacy and Spatial Ability of Engineering Students from Multiple Disciplines”, Proceedings of the Frontiers in Engineering Conference, Oct. 2005.
C. F. Bauer, “Beyond ‘Student Attitudes’: Chemistry Self-Concept Inventory for Assessment of Affective Component of Student Learning”, J. Chem. Educ., 82, 1864-1870 (2005).
C. F. Bauer, “What Students Think: College Students Describe Their High School Chemistry Class”, The Science Teacher, 69 (1), 52-55 (2002).
C. F. Bauer, “Five Cups: Observation, Experimentation, and Communication in Science”, Science Scope, 25 (5), 38-40 (2002).
C. F. Bauer, Trevor Bland, David Wilk, “General chemistry student perceptions of their own abilities: Patterns of attribution”, 21st Biennial Conference on Chemical Education, University of North Texas, August 2010, paper P169.
C. F. Bauer, M. Scharberg, R.D.Libby, “Transformative Experience for Graduate Students (Future Faculty) in Research-Based Teaching Workshops”, 21st Biennial Conference on Chemical Education, University of North Texas, August 2010, poster P624.
C. F. Bauer, “Large lecture environment is hard to change: Simple assessment say otherwise”, 239th ACS National Meeting, San Francisco, paper 1470, March 2010.
Christopher F. Bauer, Renee Cole, Karen Anderson, “Reliability and validity of POGIL assessment rubric using controlled modification of a classroom activity”, ACS National Meeting, Salt Lake City, spring 2009, paper 1158.
C. F. Bauer, K. Woznak, L. Langdon, “Calibrated Peer Review student writing: Reliability of peer and faculty evaluation”, 20th Biennial Conference on Chemical Education, Indiana University, July 2008.
C. F. Bauer, “Role of cognitive overload in processing of particulate level representations of limiting reagent concept”, Paper 1347, 231st ACS National Meeting, Atlanta, March 2006.
C. F. Bauer, A. Lindsay, L. S. Langdon, K. A. Rickert, “Multi-Initiative Integration in General Chemistry at the University of New Hampshire”, Paper S146, 18th Biennial Conference on Chemical Education, Ames, Iowa; August 2004.
K. A. Rickert, L. S. Langdon, C. F. Bauer, “Calibrated Peer Review writing assignments as capstone experiences for ChemConnections modules”, Paper #1088 CHED Division, 227th National Meeting of American Chemical Society, Anaheim, CA, March 2004.
C. F. Bauer, K. A. Rickert, L. S. Langdon, “Peer-led team learning at UNH: Contrasts in student achievement, self-concept, attitudes, and implementation models”, Paper #18 CHED Division, 227th National Meeting of American Chemical Society, Anaheim, CA, March 2004.
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