Publications

Faculty beliefs about the goals of doctoral education in chemistry: Results from a national survey

Nayyar, P., Donkor, B., & Harshman, J. (2026). J. Chem. Educ., 103(11), 6394–6404. doi.org/10.1021/acs.jchemed.6c01087

Impact of metacognitive interventions on student performance and confidence in introductory biology courses

Donkor, B., Willford, J. D., Buskirk, R. E., Prather, J. F., Ward, N. L., Harshman, J., & Zhong, M. (2026). J. Microbiol. Biol. Educ., 27(2), e00333-25. doi.org/10.1128/jmbe.00333-25

Students’ perceptions of staple elements of the doctoral program: Research, courses, exams, and seminars

Harshman, J., Busby, B., & Obayuwana, E. (2026). J. Chem. Educ., 103(6), 2843–2853. doi.org/10.1021/acs.jchemed.5c01358

Navigating academic careers: Personal and institutional experiences of women faculty

Donkor, B., & Harshman, J. (2026). Chem. Educ. Res. Pract., 27(2), 828–843. doi.org/10.1039/D5RP00388A

Identifying the underlying challenges that face doctoral education in chemistry

Collini, M. A., Donkor, B., & Harshman, J. (2025). PLOS One, 20(5), e0322446. doi.org/10.1371/journal.pone.0322446

Doctoral education in chemistry: Faculty perspectives on programmatic elements’ goals and outcomes

Donkor, B., Collini, M. A., & Harshman, J. (2025). Chem. Educ. Res. Pract., 26(2), 476–493. doi.org/10.1039/D4RP00308J

The goal of doctoral education in chemistry: Faculty perspectives

Donkor, B., Collini, M., & Harshman, J. (2024). J. Chem. Educ., 101(8), 3050–3061. doi.org/10.1021/acs.jchemed.4c00087

Validity and reliability of survey data: Key to empowering chemical health and safety research

Cui, Q., Harshman, J., & Komperda, R. (2024). ACS Chem. Health Saf., 31(2), 121–126. doi.org/10.1021/acs.chas.3c00111

Optimizing testing feedback in introductory chemistry: A multi-treatment study exploring varying levels of assessment feedback and subsequent performance

Murphy, K. L., Schreurs, D. G., Teichert, M. A., Luxford, C. J., Trate, J. M., Harshman, J., & Schneider, J. (2024). Chem. Educ. Res. Pract., 25(4), 1018–1029. doi.org/10.1039/D4RP00077C

Learning goals and priorities identified by an examination of chemistry graduate handbooks

Donkor, B., & Harshman, J. (2023). J. Chem. Educ., 100(10), 3774–3783. doi.org/10.1021/acs.jchemed.3c00062

Reforming doctoral education through the lens of professional socialization to train the next generation of chemists

Cui, Q., & Harshman, J. (2023). JACS Au, 3(2), 409–418. doi.org/10.1021/jacsau.2c00561

The Chemistry Instrument Review and Assessment Library (CHIRAL): A new resource for the chemistry education community

Barbera, J., Harshman, J., & Komperda, R. (2023). J. Chem. Educ., 100(4), 1455–1459. doi.org/10.1021/acs.jchemed.2c00762

Situational interview based investigation of advisor–advisee conflict communication in US chemistry graduate education

Qu, T., & Harshman, J. (2022). J. Chem. Educ., 99(3), 1400–1409. doi.org/10.1021/acs.jchemed.1c01117

A review of the challenges that face doctoral education in chemistry

Harshman, J. (2021). J. Chem. Educ., 98(2), 259–269. doi.org/10.1021/acs.jchemed.0c00530

Program elements’ impact on chemistry doctoral students’ professional development: A longitudinal study

Busby, B., & Harshman, J. (2021). Chem. Educ. Res. Pract., 22, 347–363. doi.org/10.1039/D0RP00200C

Changes in teaching beliefs of early-career chemistry faculty: A longitudinal investigation

Popova, M., Kraft, A., Harshman, J., & Stains, M. (2021). Chem. Educ. Res. Pract., 22, 431–442. doi.org/10.1039/D0RP00313A

Qualitative investigation to identify the knowledge and skills that U.S.-trained doctoral chemists require in typical chemistry positions

Cui, Q., & Harshman, J. (2020). J. Chem. Educ., 97(5), 1247–1255. doi.org/10.1021/acs.jchemed.9b01027

Untangling a complex relationship: Teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions

Popova, M., Shi, L., Harshman, J., Kraft, A., & Stains, M. (2020). Chem. Educ. Res. Pract., 21(2), 513–527. doi.org/10.1039/C9RP00217K

Addressing the hypervalent model: A straightforward explanation of traditionally hypervalent molecules

Jackson, B., Harshman, J., & Milordos, E. (2020). J. Chem. Educ., 97(10), 3638–3646. doi.org/10.1021/acs.jchemed.0c00368

A call for data-driven networks to address equity in the context of undergraduate biology

Hebert, S., Berk, S., Brunelli, R., Creech, C., Drake, A. G., Fagbodun, S., Garcia-Ojeda, M., Hall, C., Harshman, J., Lamb, T., Robnett, R., Shuster, M., Cotner, S., & Ballen, C. (2020). CBE—Life Sci. Educ., 19(4), mr2. doi.org/10.1187/cbe.20-05-0085

Large-scale models of radiation chemistry and the principle of detailed balancing

Stanbury, D., & Harshman, J. (2019). J. Phys. Chem. A, 123(47), 10240–10245. doi.org/10.1021/acs.jpca.9b07470

Anatomy of STEM teaching in North American universities

Stains, M., Harshman, J., Barker, M. K., et al. (2018). Science, 359(6383), 1468–1470. doi.org/10.1126/science.aap8892

A review and evaluation of the internal structure and consistency of the Approaches to Teaching Inventory

Harshman, J., & Stains, M. (2017). Int. J. Sci. Educ., 39(7), 918–936. doi.org/10.1080/09500693.2017.1310411

Using teacher action research in high school chemistry to develop novel assessment tools

Husting, C., Harshman, J., & Yezierski, E. (2017). J. Teach. Action Res., 3(2), 14–29.

Putting the R in CER: How the statistical program R transforms research capabilities

Harshman, J., Nielsen, S., & Yezierski, E. (2017). ACS Symposium Series: Computer-Aided Data Analysis in Chemical Education Research (CADACER). doi.org/10.1021/bk-2017-1260.ch006

Assessment data-driven inquiry: A review of how to use assessment results to inform chemistry teaching

Harshman, J., & Yezierski, E. (2016). Sci. Educ., 25(2), 97–107. ERIC record

Characterizing high school chemistry teachers’ use of assessment data via latent class analysis

Harshman, J., & Yezierski, E. (2016). Chem. Educ. Res. Pract., 17, 296–308. doi.org/10.1039/C5RP00215J

Test-retest reliability of the Adaptive Chemistry Assessment Survey for Teachers: Measurement error and alternatives to correlation

Harshman, J., & Yezierski, E. (2016). J. Chem. Educ., 93(2), 239–247. doi.org/10.1021/acs.jchemed.5b00620

Formative assessment in high school chemistry teaching: Investigating the alignment of teachers’ goals with their items

Sandlin, B., Harshman, J., & Yezierski, E. (2015). J. Chem. Educ., 92(10), 1619–1625. doi.org/10.1021/acs.jchemed.5b00163

Guiding teaching with assessments: High school chemistry teachers’ use of data-driven inquiry

Harshman, J., & Yezierski, E. (2015). Chem. Educ. Res. Pract., 16, 93–103. doi.org/10.1039/C4RP00188E

Seeing chemistry through the eyes of the blind: A case study examining information processing of multiple gas law representations

Harshman, J., Bretz, S. L., & Yezierski, E. (2013). J. Chem. Educ., 90(6), 710–716. doi.org/10.1021/ed3005903