Faculty Profile

Molly Atkinson

Title
Assistant Professor
Department
Chemistry
College
College of Science

    

Education

PhD, University of Georgia, 2018.
Major: Chemistry
Degree Specialization: Bioinorganic Chemistry, Chemistry Education Research
Dissertation Title: Assessing Undergraduate Explanation Construction and Affective Characteristics Towards Improving Success in General Chemistry
BS, Piedmont College, 2012.
Major: Chemistry and Biology (double major)

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

CHEM 4900.708, Special Problems, Spring 2021
CHEM 4910.708, Special Problems, Spring 2021
CHEM 1410.003, General Chemistry for Science Majors, Fall 2020 Syllabus SPOT
CHEM 1410.231, General Chemistry for Science Majors, Fall 2020 Syllabus
CHEM 1410.503, General Chemistry for Science Majors, Fall 2020 Syllabus SPOT
CHEM 1410.531, General Chemistry for Science Majors, Fall 2020 Syllabus

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Journal Article
Atkinson, M. B., Croisant, M., Lowery Bretz, S. (2020). Investigating first-year undergraduate chemistry students’ reasoning with reaction coordinate diagrams when choosing among particulate-level reaction mechanisms. Chemistry Education Research and Practice. 22, 199-213. Royal Society of Chemistry. https://doi.org/10.1039/D0RP00193G
Atkinson, M. B., Popova, M., Croisant, M., Lowery Bretz, S. (2020). Development of the Reaction Coordinate Diagram Inventory: Measuring Student Thinking and Confidence. Journal of Chemical Education. 97(7), 1841-1851. American Chemical Society. https://pubs.acs.org/doi/10.1021/acs.jchemed.9b01186
Atkinson, M. B., Krishnan, S., McNeil, L. A., Luft, J. A., Pienta, N. J. (2020). Constructing Explanations in an Active Learning Preparatory Chemistry Course. Journal of Chemical Education. 97(3), 626-634. American Chemical Society. https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.9b00901
Tang, H., Day, E. L., Atkinson, M. B., Pienta, N. J. (2018). GrpString: An R Package for Analysis of Groups of Strings. The R Journal. 10(1), 359-369. https://journal.r-project.org/archive/2018/RJ-2018-002/RJ-2018-002.pdf
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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