Ginger V. Shultz

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review

Audrey S. Halim, Solaire A. Finkenstaedt-Quinn, Laura J. Olsen et al. · CBE—Life Sciences Education · 2018 · 86 citations · Full text

Education, Biology, Science Education +16

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

Trisha Gupte, Field M. Watts, Jennifer A. Schmidt-McCormack et al. · Chemistry Education Research and Practice · 2021 · 73 citations

Education, Chemistry, Science Education +17

Comparing Student and Generative Artificial Intelligence Chatbot Responses to Organic Chemistry Writing-to-Learn Assignments

Field M. Watts, Amber J. Dood, Ginger V. Shultz et al. · Journal of Chemical Education · 2023 · 73 citations

Education, Chemistry, Science Education +17

What students write about when students write about mechanisms: analysis of features present in students’ written descriptions of an organic reaction mechanism

Field M. Watts, Jennifer A. Schmidt-McCormack, Catherine A. Wilhelm et al. · Chemistry Education Research and Practice · 2020 · 70 citations

Education, Chemistry, Science Education +17

Analysis of the role of a writing-to-learn assignment in student understanding of organic acid–base concepts

Jennifer A. Schmidt-McCormack, Jessyca Judge, Kellie Spahr et al. · Chemistry Education Research and Practice · 2019 · 59 citations

Education, Chemistry, Science Education +17