The publications in this list cover a range of areas.

Discipline-centered teaching & learning (coupling subject area knowledge with instructional design and/or educational research)

Philosophy of Education (scholarship of teaching & learning; preparing future faculty and teachers)

Laboratory research (regioselectivity of 1,3-dipolar cycloaddition reactions of münchnones & related mesoionic compounds)

International Education

History of Chemistry

J.Chem.Educ.
Book Recs

2000
2001
2002
2003
2004
2005
2006
2007
2009
2010
2011
2012
2013
2014

2010-2019

80.
Coppola, B. P. “Do Real Work, Not Homework” In, Garcia-Martinez, J.; Serrano-Torregrosa, E., Eds. Chemistry Education: Best Practices, Innovative Strategies and New Technologies NY: Wiley (in press).
  This chapter identifies and gathers practitioner-level features for what we call "Real Work" principles, which derive from a combination of authentic instruction and situated learning.

79. Pontrello, J. K. Coppola, B. P. "Using Errors to Teach Through a Two-Staged Structured Review: Peer-Reviewed Quizzes and “What’s Wrong With Me?”"Journal of Chemical Education 2014, (dx.doi.org/10.1021/ed500286y).
  Describes a number of strategies for more intentionally using errors as a method of instruction.

78. Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Distinctive Targets, Challenges and Opportunities,” Journal of Research in Science Teaching 2014, 51 (6), 679-693.
  Introduction to the second JRST Special Issue on the titular topic, the essay explores the unique features of post-secondary science education research and sets out some challenges to advance and elevate the work.

77. Shultz, G. V.; Winshel, G. A.; Inglehart, R. C.; Coppola, B. P. “Eliciting Student Explanations of Experimental Results Using an
Online Discussion Board
,” Journal Chemical Education 2014, 91, 684-686.( dx.doi.org/10.1021/ed4007265)

  Online discussion is used to engage students in discussion and deliberation about organic chemistry laboratory.

76. Coppola, B. P. “The Distinctiveness of a Higher Education,” Journal Chemical Education 2013, 90 (8), 955-956.
  In an era where the delivery systems dominate the discussion about higher education, this essay argues for more expliciit consideration of what it is we are teaching (and why).

75. Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Understanding University Level Science Learning,” Journal of Research in Science Teaching 2013, 50 (6), 627-638.
  Introduction to the JRST Special Issue on the titular topic, the essay explores the distinctive difference brought by a deeper connection to the discipline in postsecondary education and, consequently, to postsecondary education research.

74. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In Svinicki, M., and McKeachie, W.J., McKeachie's Teaching Tips (14e). Belmont, CA: Wadsworth, 2013; pp. 277-287.
A practical overview of the literature on laboratory instruction for beginning instructors; necessarily brief and incomplete, but intended to provide entry points for practice.

73. Coppola, B. P.; Kerr, K. “Teaching in China: Two Views,” Change 2013, 45 (1), 58-66.
  Two reports on the experiences of US professors who taught mainstream classes, in China, in English: one in science, in a large research university in Beijing, and one in the humanities, in a more rural setting.

72. Vázquez, A.V.; McLoughlin, K.; Sabbagh, M.; Runkle, A, C.; Simon, Jeffrey; Coppola, B. P.; and Pazicni, S. “Writing-to-teach: A new pedagogical approach to elicit explanative writing in undergraduate chemistry students,” Journal of Chemical Education 2012, 89, 1025-1031.
  An application of creating and student-generated instructional materials in an introductory level physical chemistry class.

71. Coppola, B. P.; Zhao, Y. "U.S. Education in Chinese Lockstep? Bad Move" The Chronicle of Higher Education,  58 (58), February 5, 2012; https://chronicle.com/article/US-Education-in-Chinese/130669/.
  An editorial in the Chronicle's Point of View section that warns about the US moving in an educational direction that China is interested in moving away from, namely, standardized and uniform teaching and testing.


70.
Coppola, B. P. “Making Your Case: Ten Questions for Departments and Individuals Building an Argument for Work in Discipline-Centered Education” International Journal on the Scholarship of Teaching and Learning 2011, 5. http://www.georgiasouthern.edu/ijsotl.
Bringing an education-centered faculty member into a department needs to be a cooperative and thoughtful partnership between the candidate and the department. These are a 'top ten' list of questions that both parties ought to be answering.

69. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In Svinicki, M., and McKeachie, W.J., McKeachie's Teaching Tips (13e). Belmont, CA: Wadsworth, 2010; pp. 280-290.
A practical overview of the literature on laboratory instruction for beginning instructors; necessarily brief and incomplete, but intended to provide entry points for practice.

68. Moy, C. L.; Locke, J. R.; Coppola, B. P.; McNeil, A. J. “Improving Science Education and Understanding with Wikipedia” Journal of Chemical Education 2010, 87, 1159-1162.
In which the integration and evaluation of classroom assignments are described, where students improve Wikipedia entries.

67. Coppola, B. P. “Structure and Reactivity at the University of Michigan” In J. Ryan, T. Clark, & A. Collier (eds.). Assessment in the Disciplines (vol 5): Assessment in Chemistry. Tallahassee, FL: Association for Institutional Research, 2010; pp. 175-199.
Provides 3 case studies of alignment between explicitly stated learning goals, our pedagogical choices, and the methods we used to assess our outcomes.

2000-2009

66. Coppola, B. P. “Advancing STEM teaching and learning with research teams” In Baldwin, R., Ed. “Improving the Climate for Undergraduate Teaching and Learning in STEM Fields” New Directions in Teaching and Learning (No. 117) San Francisco: Jossey-Bass; 2009; pp. 33-44.
Reports on the use of "teaching groups" - an anology to research groups - as a way to better integrate two key faculty responsibilities (instructional development and future faculty education) into the life of mainstream research departments.

65. Michalchik, V., Rosenquist, A., Kozma, R., Coppola, B. P., Kreikemeier, P., & Schank, P. “Representational resources for constructing shared understandings in the high school chemistry classroom.” In J. Gilbert, M. Nakhleh, & M. Reiner (eds.). Visualization: Theory and practice in science education. New York: Springer; 2008; pp. 233-282.
Reports on the use of representational resources within a computer-based environment, called ChemSense, to support high school chemistry students’ representational practices and their understanding of key chemical concepts.

64. Coppola, B. P. “Selamat Datang di Indonesia: Learning about Chemistry and Chemistry Education in IndonesiaJournal of Chemical Education 2008, 85, 1204-1209.
Chemistry education practices at 3 major universities in Indonesia are described, based on the author's participation for 3 weeks as a Fulbright Senior Scholar

63. Coppola, B. P. “The Most Beautiful Theories…” Journal of Chemical Education 2007, 84, 1902-1911.
Award address for the 2006 James Flack Norris Award. Presents a historical reading of the development of Scholarship, an argument for how to view the Scholarship of Teaching and Learning, and introduces the framework for the IDEA Institute.

62. Coppola, B. P.; Banaszak Holl, M. M.; Karbstein, K. ACS Chemical BiologyClosing the Gap Between Interdisciplinary Research and Disciplinary Teaching2007, 2(8), 518-520.
Introduces the dual-mentorship post-doctoral program in research & teaching.  
61. Gottfried, A. C.; Sweeder,  R. D.; Bartolin, J. M.; Hessler, J. A.; Reynolds, B. P.; Stewart,  I. C.; Coppola, B. P.; Banaszak Holl, M. M. “Design and Implementation of a Studio-based General Chemistry Course at the University of MichiganJournal of Chemical Education 2007, 84, 265-270.
Outlines the rationale and first iteration of our approach to the integrated lecture/lab design for General Chemistry.

60. Coppola, B. P.; Gottfried, A. C.; Gdula, R. L.; Kiste, A. L.; Ockwig, N. W. “The Great Wakonse Earthquake of 2003!  A short, problem-based introduction to the titration conceptJournal of Chemical Education 2006, 83, 600-603.
  An easy and situated introduction to the titration concept.

59. Coppola, B. P. “Learning progressions provide a clear map for designing Standards-based assessment” A Commentary on: Smith, C. A.; Wiser, M.; Anderson, C. A.; Krajcik, J.   “Implications of Research on Children’s Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic Molecular TheoryMeasurement: Interdisciplinary Research and Perspectives 2006, 14(1&2), 111-115.
  An invited commentary on a seminal paper about learning progressions in chemistry, One of the tricks to understanding learning progressions breaking away from the idea that they are the same as the rubrics you use when you design assessments; they are not a matter of how to score the right and wrong as someone learns... they are research-based pathways (progressions) that try to describe how to get from here to there.

58. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In, McKeachie, W. J., and Svinicki, M., McKeachie’s Teaching Tips (12 Ed.). Boston, MA: Houghton Mifflin, 2006; pp 266-277.
  A practical overview of the literature on laboratory instruction for beginning instructors; necessarily brief and incomplete, but intended to provide entry points for practice.

57. Hayward, L. M.; Coppola, B. P. “Teaching and Technology: Making the Invisible Explicit and Progressive through Reflection.” Journal of Physical Therapy Education 2005 19(3), 30-40.
A cross-disciplinary account, comparing instruction chemistry and physical therapy, of using student-generated, computer technology-based work.

56. Bonney, C.; Klemper, T.; Zusho, A.; Coppola, B. P.; Pintrich, P. R. “Student learning in science classrooms: What role does motivation play?” In, S. Alsop (Ed.), Beyond Cartesian Dualism: Encountering Affect in the Teaching and Learning of Science. Dordrecht, The Netherlands: Springer, 2005; pp. 83-97.
Educational psychological research on student motivation, specifically on 4 dimensions (task value, interest, self-efficacy, and achievement goals) is correlated with student performance.

55. Caserio,M.; Coppola, B. P.; Lichter,  R. L.; Bentley, A. K.; Bowman, M. D.; Mangham,  A. N.; Metz,  K. M.; Pazicni, S.; Phillips, M. F.; Seeman, J. I. “Responses to Changing Needs in U.S. Doctoral EducationJournal of Chemical Education 2004, 81, 1698-1705.
Summarizes a day-long Presidential Symposium held at the 2004 National ACS Meeting in Philadelphia. A variety of perspectives on the title question are presented, including history, funding, student perspectives, and the Carnegie Initiative on the Doctorate.

54. Varma-Nelson, P.; Coppola, B. P. “Team Learning.” In, Pienta, N.; Cooper, M. M.; Greenbowe, T.; “Chemist’s Guide to Effective Teaching” Saddle River, NJ: Pearson, 2005; 155-169.
A 4-part theoretical framework for team learning is presented, along with two quite different contextual examples: a large, successful national effort (PLTL) and a isolated, local effort (SSG).

53. Coppola, B. P.; Roush, W. R. “Broadening the Existing Intergenerational Structure of Scholarly Development in ChemistryPeer review 2004 6(3), 19-21.
A brief introduction to the UM Chemistry future faculty program, which was included in our dossier during our participation in the Carnegie Initiative on the Doctorate.

52. Coppola, B. P. "Have You Seen the Dog, Yet?" ‘Point of View,’ Inventio 2004 6(1) (http://www.doit.gmu.edu/inventio/)
One of the chief metaphors I use with students in my classes (see "Do the Math," also in this issue).

51. Coppola, B. P. "You Do the Math! Teaching with Trust" ‘Point of View,’ Inventio 2004 6(1) (http://www.doit.gmu.edu/inventio/)
One of the chief metaphors I use with students in my classes (see "Seen the Dog," also in this issue).

50. Stacey A. Nevins, Melissa M. Batchelor, Brett S. Duersch, Lawrence L. Lohr, Brian P. Coppola, Paul R. Pintrich, and Akane Zusho “Promoting Student Learning in a Large General Chemistry Course” Journal of College Science Teaching 2004, 12-16.
Literature-based modifications were made in one section of a first-year General Chemistry course. Evidence for increased student engagement and satisfaction were noted.

49. Zusho, A.; Pintrich, P. R.; Coppola, B. P. “Skill and will: The role of motivation and cognition in the learning of chemistry.” International Journal of Science Education 2003. 25,  1081-1094.
A research report on work done in the organic and general chemistry classes at the University of Michigan. Classroom design that emphasizes metacognitive issues can help student learning.

48. Coppola, B. P. "Writing a Statement of Teaching Philosophy" Journal of College Science Teaching 2002, 31, 448-453.
An update of the flyer done for the ACS. This publication has probably been one of my most often distributed one around the US. I get messages from all over about it because it is used in so many graduate student (future faculty) classes and programs.

47. Coppola, B. P. "Strength in Numbers. Making the Large Lecture Course Work for You." In, Stanley, C. A.; Porter, M. E. (Eds.) "Engaging Large Classes. Strategies and Techniques for College Faculty." Bolton, MA: Anker, 2002; pp 257-268.
A summary of some practice-based strategies from a practitioners point of view.

46. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In, McKeachie, W. J. McKeachie’s Teaching Tips (11 Ed.). Boston, MA: Houghton Mifflin, 2002; pp 235-244.
  An practical overview of the literature on laboratory instruction for beginning instructors; necessarily brief and incomplete, but intended to provide entry points for practice.

45. Coppola, B. P. "Treating Graduate Students with Dignity" ‘Point of View,’ The Chronicle of Higher Education,  48 (48), August 9, 2002, pB16.
  An editorial in the Chronicle's Point of View section advocating a more intentional return to the 'school' part of 'graduate school' and less emphasize on the boss/employee relationship.

44. Coppola. B. P., Jacobs, D. "Is the Scholarship of Teaching and Learning New to Chemistry?" In Huber, M. T.; Morreale, S. (Eds.), Disciplinary Styles in the Scholarship of Teaching and Learning.  A Conversation. Washington DC: American Association of Higher Educaton and The Carnegie Foundation for the Advancement of Teaching, 2001; pp. 197-216.
  An overview of the similarities and differences in the major viewpoints related to chemistry education: those from the Scholarship of Teaching and Learning, those from the Chemical Education Research community, and those from the mainstream teacher/professor.

43. Coppola, B. P. “The Technology Transfer Dilemma: Preserving morally responsible education in a utilitarian entrepreneurial academic culture.” HYLE: International Journal for Philosophy of Chemistry 2001, 7, 155-167. (link to URL)
  An argument here is made that an unintended consequence of the Bayh-Dole Act was to create a thornier dilemma for faculty members than might have been imagined at the time.

42. Coppola, B. P. "Full Human Presence" In, Reinarz, A. G. and White, E. R., (Eds) Beyond Teaching to Mentoring New Directions in Teaching and Learning no. 83,  San Francisco: Jossey-Bass, 2001; pp 57-73.
  A strong argument for the idea that excellence in the classroom and what we call mentoring is just "good teaching" that involves the intimate and reciprocal relationhip made by the instructor (mentor) and student (protege) as fully realized individuals. NOTE: there are parts of the "n-1" version of this paper, particularly the beginning quote and the point I was making, that I like better than the final edited version, so you are welcome to a copy of that, too. "Full Human Presence (the uncut version)"

41. Heady, J. E.; Coppola, B. P.; Titterington, L. C. "Assessment Standards." In, Siebert, E. D.; McIntosh, W. J., Eds. College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 57-63.
  A 6-part rubric for thinking about classroom assessment and research.

40. Coppola, B. P. "Structured Study Groups (SSGs): Using peer-facilitated instruction to develop self-assessment skills." In, Siebert, E. D.; McIntosh, W. J., Eds. College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 63-65.
  A brief vignette illustrating the value of student-generated information in a peer-led instructional environment.

39. Coppola, B. P. "Literature-based examinations and grading them: Well worth the effort." In, Siebert, E. D.; McIntosh, W. J., Eds.  College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 84-86.
  A brief vignette that outlines the relative value of NOT using just the same old recycled exam problems.

38. Coppola, B. P. "The counter-intuitive event: A performance-based assessment." In, Siebert, E. D.; McIntosh, W. J., Eds.  College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 65-68.
  A brief vignette that overviews a research method for uncovering deep understanding.

37. Coppola, B. P. "Strength in Numbers: Uniting the Fronts in Higher Education (Summary of Symposium)." In, Siebert, E. D.; McIntosh, W. J., Eds.  College Pathways to the Science Education Standards Arlington, VA: NSTA Press, 2001, 147-150.
  A brief vignette that overviews a symposium at an ACS meeting where some of the different constituencies involved in Chemistry Education presented their perspectives on the topic area.

36. Coppola, B. P.; Daniels, D. S.; Pontrello, J. K. "Using Structured Study Groups to Create Chemistry Honors Sections" In, Miller, J.; Groccia, J. E.; DiBiasio, D. (Eds.) "Student Assisted Teaching and Learning." New York: Anker, 2001; pp. 116-122.
  A practical overview of the peer-led program we use for the Honors Organic Chemistry option.

36. Kovac, J.; Coppola, B. P. “Universities as Moral Communities” Soundings: An Interdisciplinary Journal 2000, 83, 765-779.
  A broad discussion about the sort of moral responsibilities faculty members have when they take on the title "Professor."

35. Coppola, B. P. "Targeting Entry Points for Ethics in Chemistry Teaching and Learning" J. Chem. Educ. 2000, 77, 1506-1511.
  Following up an earlier publication, this one presents a series of actual examples from practice in which scientific ethics were integrated into first-year instruction.

34. Coppola, B. P. "Learning to Play a Rigged Game" The National Teaching and Learning Forum, 2000, 9(2), 6-9.
  A light essay that reminds readers they are better off playing by the rules than trying to change the rules.

1990-1999

 

33. Coppola, B. P.; Daniels, D. S. "Mea Culpa: Formal Education and the Dis-Integrated World"  Science and Education  1998, 7, 31-48.
  We pride ourselves in interdisciplinary education and research, and extoll our abilities to integrate. Interestingly enough, the world always has been, and always will be, integrated. We pulled it apart... so what we are really doing is just trying to put it back together. A short and updated version of the conference report.

32. Coppola, B. P.; Daniels, D. S. "Mea Culpa: Formal Education and the Dis-Integrated World" In, D. Aerts, S. Gutwith, S. Smets, and L. Van Langenhove (Eds.) Science, Technology, and Social Change Brussels: Kluwer, 1999, 107-128.
  An international meeting called "Einstein meets Magritte." We pride ourselves in interdisciplinary education and research, and extoll our abilities to integrate. Interestingly enough, the world always has been, and always will be, integrated. We pulled it apart... so what we are really doing is just trying to put it back together.

31. Coppola, B. P. "Day 2-to-40: Proceedings from a Chemical Education Symposium" Chem. Educator 1998, 3 (1): S 1430-4171(98)01161-0.  URL: http://journals.springer-ny.com/chedr.
  An overview of the meeting held at the University of Michigan in 1996, featuring an array of ongoing instructional development efforts from around the US.

30. Coppola, B. P. " Progress in Practice. Three Plenaries 1. Richard N. Zare: Enhance, Enable, and Elucidate." Chem. Educator 1998, 3 (3): S 1430-4171(98)03215-0. 
Avail. URL: http://journals.springer-ny.com/chedr.
  A summary of the plenary address given by Richard Zare at the 1996 Ann Arbor meeting.

29. Coppola, B. P. "The -ills of Education Reform" Chem. Educator 1998, 3 (1): S 1430-4171(98)01162-X. 
URL: http://journals.springer-ny.com/chedr.
  A brief overview of motivation theory: the skill, the will, and the thrill.

28. Coppola, B. P.; Pearson, W. H. "Heretical Thoughts II.  These on Lessons We Learned from our Graduate Advisor that have Impacted on our Undergraduate Teaching" Journal of College Science Teaching  1998, 27, 416-421.
  A follow-up to the 1996 Hoffmann/Coppola essay; this time an homage to the sort of thinking and learning skills we picked up during graduate school and how they apply to our teaching.

27. Coppola, B. P. “Deeper Beneath the Surface of the Chemical Article.”  Chemical Intelligencer 1998, 4(2), 40-49.
  One of the favorite things I have ever written - a history piece on the non-classical carbocation [carbenium ion, carbonium ion' problem, and the contribution that my UM colleague, Rich Lawton, made to that story, during graduate school.

26. Coppola, B. P.; Noe, M. C.; Hong, S. S.-K. "Regiocontrol in the 1,3-Dipolar Cycloaddition Reactions of Mesoionic Compounds with Acetylenic Dipolarophiles." Tetrahedron Lett. 1997, 41, 7159-7162.
  Our best paper on this subject: an example of how we adapted an observation of regiocontrol to prepare, deliberately, the 'unnatural' regioisomer from the one you usually get in these reactions.

25. Bazzett, T.; Geiger, A.; Coppola, B.; Albin, R. "The neuronal NOS inhibitor L-MIN, but not 7-NINA, reduces neurotoxic effects of chronic intrastriatal administration of quinolinic acid." Brain Research 1997, 775, 229-232.
  A collaboration with Terry Bazzett, whose student needed to do some chemistry.

24. Coppola, B. P.; Daniels, D. S. "Mea Culpa: Formal Education and the Dis-Integrated World"  LSAmagazine  1997, 21(1), 11-16.
  A short, for-the-public version of our much longer argument about the nature of integration in instruction in higher education.

23. Coppola, B. P. "Progress in Practice: Can Undergraduate Student Affiliate Groups Survive After the (Re)Energizers Graduate?" Chem. Educator 1997, 2(4): S 1430-4171(97)04132-5.  Avail. URL: http://journals.springer-ny.com/chedr.
  One of the constants in organizations: can innovations survive the innovators, and how can the innovators try to put something in place to ensure that survival?

22. Coppola, B. P. "Progress in Practice: Bookends and Boilerplate 1. Vigilance for the Obligations for Scholarship in Chemical Education" Chem. Educator 1997, 2(3): S 1430-4171(97)03128-1.  Avail. URL: http://journals.springer-ny.com/chedr.
  An essay on making sure we not only talk the talk, but also walk the walk..

21. Ege, S. N.; Coppola, B. P. ; Lawton, R. G. "The University of Michigan Undergraduate Chemistry Curriculum. 1. Philosophy, Curriculum, and the Nature of Change", J. Chem. Educ. 1997, 74, 74-83.
  The first half of the magnum opus on the 1989 curriculum change in the department of chemistry at the University of Michigan.

20. Coppola, B. P. ; Ege, S. N. ; Lawton, R. G. "The University of Michigan Undergraduate Chemistry Curriculum. 2. Instructional Strategies and Assessment", J. Chem. Educ.  1997, 74, 84-94.
  The second half of the magnum opus on the 1989 curriculum change in the department of chemistry at the University of Michigan.

19. Coppola, B. P. "Progress in Practice: Organic Chemistry in the Introductory Course 2. The Advantages of Physical Organic Chemistry" Chem. Educator 1997, 2 (2): S 1430-4171(97)02113-4.  Avail. URL: http://journals.springer-ny.com/chedr.
  Some of the details of the changes made in shifting organic chemistry to a first-year class.

18. Coppola, B. P. "Progress in Practice: Organic Chemistry in the Introductory Course." Chem. Educator 1996, 1 (5): S 1430-4171(96)05065-0.  Avail. URL: http://journals.springer-ny.com/chedr.
  An overview of the changes made in shifting organic chemistry to a first-year class.

17. Coppola, B. P. "Progress in Practice: Teaching and Learning with Case Studies." Chemical Educator 1996, 1 (4): S 1430-4171(96)04050-2. URL: http://journals.springer-ny.com/chedr.
  A short but practical guide to using case studies in chemistry teaching and learning.

16. Coppola, B. P.; Daniels, D. S. "The Role of Written and Verbal Expression in Learning.  Promoting and Improving Communication Skills for Students in an Undergraduate Chemistry Program" Language and Learning across the Disciplines 1996, 1(3), 67-86.
  A comprehensive look at the use of student-generated work in the peer-led instructional program for Honors Organic Chemistry.

15. Coppola, B. P. "The Scholarship of Teaching" Chemical  Educator 1996, 1 (3): S 1430-4171(96)03038-5.
URL: http://journals.springer-ny.com/chedr.
  Advanced by Carnegie Foundation for the Advancement of Teaching, this is an esssay on the Scholarship of Teaching idea.

14. Coppola, B. P. “Progress in Practice: The Synergy Derived from Knowing Pedagogy as well as Chemistry”, Chemical Educator 1996, 1 (2): S 1430-4171(96)02024-9. 
URL: http://journals.springer-ny.com/chedr.
  One of the brightest ideas in education during the late twentieth century is PCK: Pedagogical Content Knowledge - a combination of the knowledge that can be deployed and the skills to know what to use when.

13. Coppola, B. P.; Daniels, D. S. “Structuring the Liberal (Arts) Education in Chemistry”, Chemical Educator 1996, 1 (2): S 1430-4171(96)02018-3. 
URL: http://journals.springer-ny.com/chedr.
  What are liberal arts learning skills and how does teaching and learning chemistry fit into that picture?

12. Hoffmann, R.; Coppola, B. P. “Some Heretical Thoughts on What Our Students are Telling UsJournal of College Science Teaching 1996, 25, 390-394.
  Anyone who has ever taught knows what it is like to sit with that stack of 'teaching evaluations' after the term is over - we dismiss the good, we obsess on the bad, and we just need a stiff drink to go along with them.

11. Coppola, B. P. “Exploring the Cooperative and Collaborative Dimensions of Group Learning.” Chemical Educator 1996, 1(1): S 1430-4171(96)01006-0.
URL: http://journals.springer-ny.com/chedr.
  An argument for the distinction between these two seemingly interchangeable terms.

10. Coppola, B. P.; Smith, D. H. “A Case for Ethics.”  Journal of Chemical Education 1996, 73, 33-34.
  An argument in support of teaching scientific ethics during undergraduate education.

9. Coppola, B. P.; Lawton, R. G. “‘Who Has the Same Substance that I Have?’ A Blueprint for Collaborative Learning Activities.”  Journal of Chemical Education 1995, 72, 1120-1122.
  A brilliant idea, frankly, on how to take your old, tired verification labs - and exercises from just about any discipline - and turn them into true investigations and constructivist-based instruction.

8. Coppola, B. P. “Progress in Practice: Using Concepts from Motivational and Self-regulated Learning Research to Improve Chemistry Instruction.” In, Pintrich, P. R. (ed.), Understanding Self-Regulated Learning.  New Directions for Learning and Teaching.  No. 63. San Francisco: Jossey-Bass, 1995, 87-96.
  A collaboration with Paul Pintrich, translating some of the ideas from self-regulated learning into practice.

7. Coppola, B. P., Hovick, J. W.; Daniels, D. S. “I Scream, You Scream...Journal of Chemical Education 1994, 71, 1080.
  In 1994, there was a culinary magazine report on using liquid nitrogen to make ice cream. What a terrific alternative, it seemed to us, to banging a nail into a board with a frozen banana, or watching a tennis ball shatter. Years and years later, LN2 ice cream is a staple of chemical demonstrations everywhere. This, however, is the paper that brought it to people's attention. The JCE editor made the decision to pubish this with no external review, and it appear within months... some things are that obvious.

6. Coppola, B. P.; Noe, M. C.; Schwartz, D. J.; Abdon, R.L. II; Trost, B. M."Intermolecular 1,3-Dipolar Cycloadditions of Munchnones with Acetylenic Dipolarophiles: Sorting out the Regioselectivity" Tetrahedron, 1994, 50, 93-116.
  In which we present evidence for the role of non-covalent effects in the regioselectivity problems associated with these reactions.

5. Coppola, B. P.; Noe, M. C.; Abdon, R. L. II; Konsler, R. G.“A New Observation of Limiting Case 1,3-Dipolar Cycloaddition.  Evidence for a Highly Unsymmetrical Transition State Structure with the Reactions of Mesoionic Compounds.” Journal of Organic Chemistry 1993, 58, 7324-7327.
  In which we discover the cycloaddition to step-wise boundary for the cycloaddition reactions of some mesoionic compounds.

4. Krajcik, J. S.; Blumenfeld, P.; Starr, M. L.; Palincsar, A.; Coppola, B. P.; Soloway, S. "Integrating Knowledge Bases: An Upper-Elementary Teacher Preparation Program Emphasizing the Teaching of Science," in, Rubba, P.A.; Campbell, L.M.; Dana, T.M. (Eds.) Excellence in Educating Teachers of Science. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1993.
  A program in which pre-service upper elementary teacher take a methods class coupled to a chemistry class, both structured to help make the translation between them.

3. Vasilios, M.; Turnbull, M.M.; Abdon, R. L. II; Coppola, B. P. "Substituent Effects on C-NMR Chemical Shifts in Dialkylaminochlorophosphines." Polyhedron., 1992, 11, 2759-2766.
  A collaboration with Mark Turnbull, who needs some calculations run.

1980-1989

2. Trost, B.M.; Coppola, B.P. "2-Bromo-3-(trimethylsilyl)propene.  An Annulating Agent for Five-Membered Carbo- and Heterocycles." Journal of the American Chemical Society 1982, 104, 6879-6881.
  A 2,3-propenyl dianion synthon based on a 2-substitued allyl silane.

1970-1979

1. Lyle, R.E.; Coppola, B.P.; Saavedra, J.E.; Lyle, G.G. "Selective Reactivity of the Bis-enamine of Piperazine-Cyclohexanone." Organic Preparations and Procedures International
1978
, 10, 304
  An odd observation of selectivity with a bis-enamine that I made as an undergraduate.

Shorter Communications, Letters, Notes and Briefs

 

Coppola, B. P. "Writing a Statement of Teaching Philosophy" Washington, DC: American Chemical Society Division of Career Services, 2000.

Coppola, B. P. "We Must Find Time for the Students" Consider, 2000, 17(8), 3.

Coppola, B. P. "Learning Tips for Students."  In, Seyhan N. Ege, Roberta W. Kleinman, and Peggy K. Zitek "Study Guide for Organic Chemistry, Structure and Reactivity, 4th Ed." Boston: Houghton Mifflin, 1999; pp. xiii-xxii).

Coppola, B. P. "New Wine in Old Bottles.  The Liberal Art of Undergraduate Chemistry Instruction" In "Best Practices Guidebook: The Classroom" J. Z. Daniels, Ed.  Committee on Institutional Cooperation: Champaign, IL, 1998, pp.47-55.

Coppola, B. P. Stereochemistry.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 4; Simon & Schuster Macmillan:New York, 1997; pp 1380-1388.

Coppola, B. P. Enantiomers.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 2; Simon & Schuster Macmillan:New York, 1997; pp 554-556.

Coppola, B. P. Diastereomers.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 2; Simon & Schuster Macmillan:New York, 1997; pp 469-470.

Coppola, B. P. Optical Activity.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 3; Simon & Schuster Macmillan:New York, 1997; pp 1076-1078.

Coppola, B. P. Chirality.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 1; Simon & Schuster Macmillan:New York, 1997; pp 347-351.

Coppola, B. P. Isomers.  In Macmillan Encyclopedia of Chemistry; Lagowski, J. J., Ed.; Volume 2; Simon & Schuster Macmillan:New York, 1997; pp 808-811.

Coppola, B. P. "While the Night is Still Young..." CHED Newsletter, Fall 1996 (Division of Chemical Education), 14-16.
  A light essay that reminds readers they are better off playing by the rules than trying to change the rules.

Coppola, B. P. "Structure and Reactivity: Structuring a Liberal (Arts) Education." In, Teaching Organic Chemistry 1996: Including Organic Chemistry in the Introductory Course  ACS Satellite Television Seminars.  Washington, DC: American Chemical Society, 1996, pp. 25-62.
  A light essay that reminds readers they are better off playing by the rules than trying to change the rules.

Books

Ege, S.N.; Coppola, B. P.; Boon, Steven R.; McKay, S.E. Test Item File for Organic Chemistry: Structure and Reactivity  (5th Ed.) Boston: Houghton Mifflin Co., 2004.

Ege, S. N.; Coppola, B. P.; Kleinman, R. W.; Zitek, P. K. Instructor's Manual for Organic Chemistry: Structure and Reactivity  (5th Ed.) Boston: Houghton Mifflin Co., 2004.

Coppola, B. P. Test Item File for Organic Chemistry: Structure and Reactivity  (4th Ed.) Boston: Houghton Mifflin Co., 1999.

Ege, S. N.; Coppola, B. P.; Kleinman, R. W.; Zitek, P. K. Instructor's Manual for Organic Chemistry: Structure and Reactivity  Boston: Houghton Mifflin Co., 1999.

Coppola, B. P. Test Item File for Organic Chemistry: Structure and Reactivity  (3rd Ed.) Boston: D.C. Heath, 1995.

Work featured in Books

"Structure and Reactivity. Introductory Chemistry at the University of Michigan"  Rapporteur  (with S. Ege) for Sheila Tobias, in Revitalizing Undergraduate Science.  Why Some Things Work and Most Don't. Tuscon: Research Corporation, 1992, 56-71.
  A light essay that reminds readers they are better off playing by the rules than trying to change the rules.

Conference or Symposia Proceedings (refereed as indicated)

Coppola, B. P., Kiste, A. L. "Evaluating Technologies for Student-Generated Work in a Peer-Led, Peer-Review Instructional Environment," Proceedings of the 2004 International Conference on Advances in Infrastructure for Electronic Business, Science, and Education on the Internet (Castello Chiola; IPSI-2004), July 28-Aug 1, 2004, Loreto Aprutina (Italy) (CD-ROM), Copyright © 2004 by the Institute of Electrical and Electronics Engineers, Inc. (IEEE), 12 pages. (refereed)

Coppola, B. P., Kiste, A. L. "Examination of Technologies for Student-Generated Work in a Peer-Led, Peer-Review Instructional Environment," Proceedings of the 2003 International Conference on Advances in Infrastructure for Electronic Business, Science, and Education on the Internet (Scuola Superiore G. Reiss Romoli; SSGRR-2003), July 27-Aug 2, 2003, L'Aquila (Italy) (CD-ROM), Copyright © 2003 by the Institute of Electrical and Electronics Engineers, Inc. (IEEE), 11 pages. (refereed)

Coppola, B. P., Stewart, I. S. "Technologies for Student-Generated Work in a Peer-Led, Peer-Review Instructional Environment", Proceedings of the 2002International Conference on Advances in Infrastructure for Electronic Business, Science, and Education on the Internet (Scuola Superiore G. Reiss Romoli; SSGRR-2002), July 29-Aug 4, 2002, L'Aquila (Italy) (CD-ROM), Copyright © 2002 by the Institute of Electrical and Electronics Engineers, Inc. (IEEE), 10 pages. (refereed)

Coppola, B. P. "I Cannot Write My Final Until My Class Finishes Its Multimedia Text", Proceedings of the 2001International Conference on Advances in Infrastructure for Electronic Business, Science, and Education on the Internet (Scuola Superiore G. Reiss Romoli; SSGRR-2001), August 6-12, 2001, L'Aquila (Italy) (CD-ROM), Copyright © 2001 by the Institute of Electrical and Electronics Engineers, Inc. (IEEE), 8 pages. (refereed)

Coppola, B. P. "Structured Study Groups Empower Student Learning", Proceedings of the 33rd Hawaii International Conference on System Sciences (HICSS-33), January 4-7, 2000, Maui, HI (CD-ROM), Copyright © 2000 by the Institute of Electrical and Electronics Engineers, Inc. (IEEE), 7 pages. (refereed)

Coppola, B. P. "Decisions, Decisions…" Proceedings from the On-Line Conference on Chemical Education (Fall 1999 CONFCHEM) "What Should Students Know When They Leave General Chemistry?" Sept. 7 - Oct. 15,1999. 

Avail. URL: http://www.ched-ccce.org/confchem/index.htm.

Coppola, B. P. "First, Do No Harm...The (Moral) Obligation of the Faculty" Proceedings from the On-Line Conference on Chemical Education, 1998.  Avail. URL: http://www.wam.umd.edu/ ~toh/ChemConf98.html

Coppola, B. P. "Reaction to the Symptoms versus Reaction to the Disease."  Proceedings from "Indicators of Success in Postsecondary SMET Education: Shapes of the Future" S. S. Millar, Ed.  National Institute for Science Education: Madison, 1998, pp. 101-112.

Kovac, J.; Coppola, B. P. "Universities as Moral Communities." Proceedings of the 1997 Conference on Values in Higher Education.  Avail. URL: http://funnelweb.utcc.utk.edu/ ~agb/values/proc1997/jk.htm . (refereed)

Coppola, B. P.; Lefurgy, S. T. "A Fully Integrated Computational Chemistry Component within a Large First-Year Honors Program" Proceedings from the Undergraduate Computational Science Education Awards Program, September 19, 1996, United States Department of Energy, Washington, D.C. (Available URL at http://uces.ameslab.gov/uces/awards).

Illustrations and Editorial Cartoons

Coppola, B. P.; Konsler, R. G. "Under the Hood" Chemical Intelligencer, 1999, 5(3), 34.

Coppola, B. P.; Daniels, D. S. "Under the Hood" Chemical Intelligencer, 1999, 5(2), 52.

Coppola, B. P.; Konsler, R. G. "Under the Hood" Chemical Intelligencer, 1997, 3(3), 43.

Coppola, B. P.; Konsler, R. G. "Under the Hood" Chemical Intelligencer, 1997, 3(2), 32.

Coppola, B. P.; Daniels, D. S.; Konsler, R. G. "Under the Hood" Chemical Intelligencer, 1997, 3(1), 51-53.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 707.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 651.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 503.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 417.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 360.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 296.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 215.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 155.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 96.

Jones, P.R.; Coppola, B.P. "Animated Alchemy." J. Chem. Educ. 1978, 55, 6.