Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom.

Writing is an important skill for communicating knowledge in science, technology, engineering, and mathematics (STEM) and an aid to developing students' communication skills, content knowledge, and disciplinary thinking. Despite the importance of writing, its incorporation into the undergraduate STEM curriculum is uneven. Research indicates that understanding faculty beliefs is important when trying to propagate evidence-based instructional practices, yet faculty beliefs about writing pedagogies are not yet broadly characterized for STEM teaching at the undergraduate level.

Developing Expertise in H NMR Spectral Interpretation.

Advancements in organic chemistry depend upon chemists' ability to interpret NMR spectra, though research demonstrates that cultivating such proficiency requires years of graduate-level study. The organic chemistry community thus needs insight into how this expertise develops to expedite learning among its newest members. This study investigated undergraduate and doctoral chemistry students' understanding and information processing during the interpretation of H NMR spectra and complementary IR spectra.

Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions.

Tetracarbon-ylbis(η-cyclo-penta-dien-yl)bis(diphenyl-phosphine)dimolybdenum(Mo-Mo) hexane solvate.

The title compound, [Mo(2)(C(5)H(5))(2)(C(12)H(11)P)(2)(CO)(4)]·C(6)H(14), is a centrosymmetric Mo complex in which two Mo atoms are connected by an Mo-Mo bond [3.2072 (12) Å]. Each Mo atom is coordinated by an η(5)-cyclo-penta-dienyl ligand, two carbonyl ligands and a diphenyl-phosphine ligand in a piano-stool fashion.