Molly Atkinson

Assistant Professor of Chemistry

University of North Texas

United States

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About

Dr. Molly Atkinson is an Assistant Professor of Chemistry at the University of North Texas in the United States. Her research interests encompass undergraduate chemistry education, focusing on innovative laboratory experiments, the assessment of STEM identity among students, and the exploration of student reasoning in chemistry. Recent publications include studies on gamified laboratory experiences and the longitudinal analysis of students' attitudes towards organic chemistry.

Articles (13)

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2025

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2020

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2020

Collaborators (4)

Norbert Pienta

Professor

University of Georgia

UNITED STATES

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Ruthanne Thompson

Professor

University of North Texas

UNITED STATES

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Maia Popova

Assistant Professor

University of North Carolina at Greensboro

UNITED STATES

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Stacey Lowery Bretz

Dean & Professor of Chemistry

Ohio Northern University

UNITED STATES

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Molly Atkinson

Research Interests

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Articles (13)

Quantimon: A Gamified Laboratory Experiment for Undergraduate Quantitative Analysis

SymmSpec: An Interactive Python Tool for Predicting IR and Raman Activity for Undergraduate Inorganic Chemistry

BioCheM-ID: measuring undergraduate STEM identity across biology, chemistry, and mathematics and understanding the impacts of informal STEM experiences

Examining undergraduate and graduate student reasoning when interpreting infrared spectra

Survey of Instrumentation Use in Industry: What Does Industry Want New Chemists to Know?

Investigating changes in students’ attitudes towards organic chemistry: a longitudinal study

Luminescence Screening of Copper and Gold Mixed Ligand Complexes with S-/P-Donor Atoms: An Advanced Multiweek Research Discovery Experiment for the Inorganic Chemistry Laboratory

Characterizing and identifying influences on undergraduates’ attitudes towards organic chemistry

Relevance and equity: should stoichiometry be the foundation of introductory chemistry courses?

Measuring Changes in Undergraduate Chemistry Students’ Reasoning with Reaction Coordinate Diagrams: A Longitudinal, Multi-institution Study

Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms

Development of the Reaction Coordinate Diagram Inventory: Measuring Student Thinking and Confidence

Constructing Explanations in an Active Learning Preparatory Chemistry Course

Collaborators (4)

Norbert Pienta

Ruthanne Thompson

Maia Popova

Stacey Lowery Bretz

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