Who is at risk in first-year general chemistry and why? Student academic performance only tells part of the story. Reliable and valid instrumentation has recently been developed for measuring non-content characteristics such as student attitudes, self-concept, metacognition, and motivation. I will describe some of these new measurement tools and approaches, and how they have been applied to the task of understanding how the multidimensional people in our classrooms experience learning chemistry, and perhaps why some fall by the wayside despite our best efforts to support their learning.
Department of Chemistry