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Ryan Stowe

Has grant

Assistant Professor

University of Wisconsin-Madison

United States

Research Interests

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About

Ryan Stowe is an Assistant Professor at the University of Wisconsin - Madison, USA. His research focuses on educational practices in STEM, particularly in the areas of student negotiation of epistemological messages, 3-dimensional learning, and the impact of interactive learning environments in chemistry courses. Recent publications highlight his work on enhancing student-centered classrooms and advancing equity in STEM education.

Recent Grants

Grant: Close

Mapping Epistemologies that Shape College Chemistry Instructors' Assessment Practices

Open Date: 2023-10-01

Close Date: 2025-09-01

Grant: Close

Developing Learning Environments that Support Molecular-level Sensemaking

Open Date: 2019-07-01

Close Date: 2023-05-01

Articles (16)

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2021

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2020

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2020

Collaborators (18)

Nicole Becker

Associate Professor

Michigan State University

UNITED STATES

Ryan Stowe

Research Interests

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About

Recent Grants

Articles (16)

Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms

Modeling Student Negotiation of Assessment‐Related Epistemological Messages in a College Science Course

Tweaking Instructional Practices Was Not the Answer: How Increasing the Interactivity of a Model-Centered Organic Chemistry Course Affected Student Outcomes

Modeling students’ epistemic cognition in undergraduate chemistry courses: a review

Components Critical to Successful Adoption and Adaptation of CLUE, a Transformed General Chemistry Curriculum

The Picture Is Not the Point: Toward Using Representations as Models for Making Sense of Phenomena

Beliefs versus resources: a tale of two models of epistemology

Authenticity-Driven Design of a High-Enrollment Organic Laboratory Course

Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena

Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Undergraduate Introductory Chemistry

Messages about valued knowledge products and processes embedded within a suite of transformed high school chemistry curricular materials

The Curious Construct of Active Learning

You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments

Impact of Assessment Emphasis on Organic Chemistry Students' Explanations for an Alkene Addition Reaction

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

Impact of Maintaining Assessment Emphasis on Three-Dimensional Learning as Organic Chemistry Moved Online

Collaborators (18)

Nicole Becker

Deborah Herrington

Cissy Ballen

Kristen St. John

Cori Fata-Hartley

Janelle Bailey

Justin Carmel

Jennifer Knight

Brian J. Esselman

Melanie Cooper

Nicholas Hill

Leah Scharlott

Marcos Caballero

Erin Duffy

Sonia Underwood

Adam Schafer

Kimberly DeGlopper

Mike Klymkowsky

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