Thomas A. Holme

Chemical Education
Professor
Laboratory for Surface Studies
PhD, Rice University
(414) 229-3970
e-mail: tholme@uwm.edu
Holme Research Group Page
Theoretical Research
Selected Publications

My interest in Chemistry Education Research lies in two, potentially complementary areas, applications of new technologies and assessment of student learning.

Efforts to enhance learning by supplementing classroom instruction with web-based materials have gained considerable ground in the past five years. We have been active in developing these new forms of learning, but much work remains to be done on how they affect student learning. For example, we are interested in the question, "How does the availability of lecture outlines on the web prior to classroom instruction affect student behavior (note-taking) in class?" This question leads to other interesting issues in terms of the use of Powerpoint presentations in the classroom and other technology intense classroom teaching techniques and their influences on student learning. We apply qualitative research techniques in these areas - attempting to determine how students have learned by investigating their notes, student interviews and survey instruments.

Assessing student learning has always been central to teaching. When classroom reforms are made, however, the assessment of learning is often carried out as an afterthought. We are interested in the ways that assessment is the driving force behind student motivation and persistent classroom reform methods. Specifically, we are working to determine how to assess student problem solving skills and strategies that they use to solve problems in chemistry. We are not assuming correct answers on common chemical questions infers a robust problem solving strategy on the part of the student and our research project is designed to understand how learning to solve chemistry problems affects long term student ability in general problem solving situations.