Ginger V. Shultz
University of Michigan
70 Papers
70 Citations
Ginger V. Shultz is an academic researcher from University of Michigan. The author has contributed to research in topics: Computer science & Chemistry. The author has an hindex of 15, co-authored 48 publications. Previous affiliations of Ginger V. Shultz include University of Oregon.
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Papers
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,Anne Ruggles Gere,Ginger V. Shultz +4 more
TL;DR: Examination of four WTL assignments in an introductory biology course found that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions, and the prevalent mode of remediation arose through directed peer- review comments followed by correction during revision.
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,Ashley Karlin,Atia Sattar,Barry C. Thompson,Anne Ruggles Gere,Ginger V. Shultz +7 more
TL;DR: This paper analyzed students' written responses using an analytical framework for recognizing students' mechanistic reasoning, originally developed with attention to the philosophy of science literature, to identify the presence of specific features necessary for mechanistic reason belonging to four broad categories: describing an overview of the reaction, detailing the setup conditions required for the mechanism to occur, describing the changes that take place over the course of the mechanism, and identifying the properties of reacting species.
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Polymer-Based Solar Cells: State-of-the-Art Principles for the Design of Active Layer Components
Barry C. Thompson,Petr P. Khlyabich,Beate Burkhart,Alejandra E. Aviles,Andrey E. Rudenko,Ginger V. Shultz,Christi F. Ng,Lorenzo B. Mangubat +7 more
- 01 Mar 2011
TL;DR: In this article, the state-of-the-art in understanding the physical and electronic interactions between donor and acceptor components is examined, as is important for understanding future avenues of research and the ultimate potential of this technology.
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Analysis of the role of a writing-to-learn assignment in student understanding of organic acid–base concepts
Jennifer A. Schmidt-McCormack,Jessyca A. Judge,Kellie Spahr,Ellen Yang,Raymond Pugh,Ashley Karlin,Atia Sattar,Barry C. Thompson,Anne Ruggles Gere,Ginger V. Shultz +9 more
TL;DR: The acid-base writing-to-learn assignment as discussed by the authors was developed and evaluated to help students learn these definitions and be able to apply them, and the results demonstrate the efficacy of the writing assignment as an approach for promoting conceptual learning of acidbase chemistry.
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Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities
Trisha Gupte,Field M. Watts,Jennifer A. Schmidt-McCormack,Ina Zaimi,Anne Ruggles Gere,Ginger V. Shultz +5 more
TL;DR: In this article, a qualitative analysis of students' meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course was provided. But the assignment components such as authentic contexts, clear expectations, and peer review were not considered.
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