Courtney Stanford

Courtney Stanford

Assistant Professor of Chemistry and Chemical Education

Phone:765-285-8071

Room:CP 305


Dr. Courtney Stanford's research examines how students develop information processing and critical thinking skills in chemistry, which includes understanding how students evaluate, interpret, and transform symbolic representations in chemistry and use this analysis to synthesize and construct scientific arguments.

She teaches in the chemical/science education and organic chemistry areas.

Education

University of Iowa PhD (2016)

University of Connecticut M.S. (2012)

Rochester Institute of Technology B.S. (2010)

Prior Employment

Postdoctoral Research Fellow Virginia Commonwealth University (2018)

Selected Publications

Peer-Reviewed Journal Articles

Ruder S.; Brown, P. and Stanford, C. “Developing POGIL Materials: Writing and refining activities for a spectrum of content areas” Journal of Excellence in College Teaching. (Accepted)

Ruder, S.; Stanford C. and Gandhi, A.† “Scaffolding STEM Classrooms to Integrate Key Workplace Skills: Development of Resources for Active Learning Environments” Journal of College Science Teaching. (Accepted)

Froyd, J.; Cole, R.; Henderson, C.; Friedrichsen, D.; Khatri, R. and Stanford, C. “From dissemination to propagation: A new paradigm for education developers” Change: The Magazine of Higher Learning. 2017, 49(4), 35-42. DOI:10.1080/00091383.2017.1357098.

Moon, A.; Stanford, C.; Cole, R. and Towns, M. “Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation” Journal of Research in Science Teaching. 2017, 54(10), 1322-1346. DOI: 10.1002/tea.21407.

Moon, A.; Stanford, C.; Cole, R. and Towns, M. “Decentering: A characteristic of effective student-student discourse in inquiry-oriented physical chemistry classrooms” Journal of Chemical Education. 2017, 94, 829−836. DOI: 10.1021/acs.jchemed.6b00856.

Stanford, C.; Cole, R.; Froyd, J.; Henderson, C.; Friedrichsen, D. and Khatri, R. “An analysis of propagation plans in NSF-funded education development” Journal of Science Education and Technology. 2017, 26(4), 418-437. DOI: 10.1007/s10956-017-9689-x.

Khatri, R., Henderson, C., Cole, R.; Froyd, J., Friedrichsen, D. and Stanford, C. “Characteristics of well-propagated teaching innovations for undergraduate STEM disciplines” International Journal of STEM Education. 2017, 4(2), 1-10. DOI: 10.1186/s40594-017-0056-5.

Stanford, C.; Moon, A.; Towns, M. and Cole, R. “Analysis of instructor facilitation strategies and their influences on student argumentation: A case study of a POGIL physical chemistry classroom” Journal of Chemical Education. 2016, 93(9), 1501–1513. DOI: 10.1021/acs.jchemed.5b00993.

Moon, A.; Stanford, C.; Cole, R. and Towns, M. “The nature of students’ chemical reasoning employed in scientific argumentation in physical chemistry” Chemistry Education Research and Practice. 2016, 17, 353-364. DOI: 10.1039/C5RP00207A.

Stanford, C.; Cole, R.; Froyd, J.; Friedrichsen, D.; Khatri, R. and Henderson, C. “Supporting sustained adoption of education innovations: The Designing for Sustained Adoption Assessment Instrument” International Journal of STEM Education. 2016, 3(1), DOI: 10.1186/s40594-016-0034-3.

Khatri, R.; Henderson, C.; Cole, R.; Froyd, J.; Friedrichsen, D. and Stanford, C. “Designing for sustained adoption: A model of developing educational innovations for successful propagation” Physical Review Physics Education Research. 2016, 12(1), 010112. DOI: 10.1103/PhysRev PhysEducRes.12.010112.

Becker, N.; Stanford, C.; Towns, M. and Cole, R. “Translating across macroscopic, sub-microscopic, and symbolic levels: The role of instructor scaffolding in an inquiry-oriented physical chemistry class” Chemistry Education Research and Practice. 2015, 16, 769-785. DOI: 10.1039/c5rp00064e.


Peer-Reviewed Book Chapters
Stanford, C.; Moon, A.; Towns, M. and Cole, R. “The impact of guided inquiry materials on student representational level understanding of thermodynamics,” in Engaging Students in Physical Chemistry (ACS Symposium Series), Editors: Craig M. Teague and David E. Gardner, Oxford University Press. 2018. pp 141–168. DOI: 10.1021/bk-2018-1279

Towns, M.; Cole, R.; Moon, A. and Stanford, C. “Argumentation in Physical Chemistry,” in Argumentation in Chemistry Education: Research, Policy, and Practice, Editor: Sibel Erduran, Royal Society of Chemistry (in press). [invited contribution]

Cole, R.; Becker, N. and Stanford, C. “Discourse Analysis as a Tool to Examine Teaching and Learning in the Classroom,” in Tools of Chemical Education Research (ACS Symposium Series), Editors: Diane M. Bunce and Renee S. Cole, Oxford University Press. 2014. pp 61-81. DOI: 10.1021/bk-2014-1166.

Books
Henderson, C.; Cole, R.; Froyd, J.; Friedrichsen, D.; Khatri, R. and Stanford, C. Designing educational innovations for sustained adoption: A how-to guide for education developers who want to increase the impact of their work. Kalamazoo, MI: Increase the Impact. 2015.

Other Publications
Cole, R.; Lantz, J.; Ruder, S.; Reynders, G. and Stanford, C. “Enhancing Learning by Assessing More than Content Knowledge,” Proceedings of the 2018 American Society for Engineering Education Annual Conference & Exposition. 2018. Paper ID #22684. (in press)

Khatri, R.; Henderson, C.; Cole, R.; Froyd, J.; Friedrichsen, D. and Stanford, C. “Characteristics of well-propagated undergraduate STEM teaching innovations” Proceedings of the 2015 Physics Education Research Conference. 2015. pp 167-170.


Course Schedule
Course No. Section Times Days Location
Organic Laboratory 1 241 4 0930 - 1030 T CP, room 253
Organic Laboratory 1 241 4 1031 - 1215 T CP, room 450