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Dr. Sachel Villafane-Garcia

Assistant Professor Chemistry

villafane-garcia sm

Research interests are in chemical education research, focused on understanding how the chemistry curriculum influences students' learning, interest in science, and preparation for the workforce.

 

Office: MH-535A
Phone: (657) 278-2190
Lab: MH-535
Phone:
Email:This email address is being protected from spambots. You need JavaScript enabled to view it.


Courses Taught

  • CHEM 120A General Chemistry

Education

Postdoctoral- ACS Examination Institute, University of South Florida, Tampa, FL
Ph.D. Chemistry (focus on Chemistry Education Research):  University of South Florida, Tampa, FL
M.S. Chemistry:  University of Puerto Rico, Mayaguez, PR
B.S. Chemistry:  University of Puerto Rico, Mayaguez, PR


Research Interests

Research interests are in chemical education research, focused on understanding how the chemistry curriculum influences students' learning, interest in science, and preparation for the workforce by:

  • Using quantitative and qualitative methods to understand different cognitive and affective factors
  • Using instruments that produce reliable and valid results to inform, evaluate, and improve instruction
  • Understanding instructors' decisions about the use of assessments to inform instruction

My research interests are also targeted to understand the experiences of underrepresented students in STEM and how they influence students' performance in chemistry and their persistence in chemistry courses and in STEM related careers.  Another research interest is focused on the characterization and effectiveness of the analytical chemistry curriculum. 


Selected Publications

Villafañe, S., Xu X., Raker, J. R., (2016) “Self-efficacy and academic performance in first-semester organic chemistry: Testing a model of reciprocal causation". Chem. Educ. Res. Pract. doi: 10.1039/C6RP00119J

Villafañe, S., Lewis, J. E., (2016) “Exploring a measure of science attitude for different groups of students enrolled in introductory college chemistry”. Chem. Educ. Res. Pract. doi: 10.1039/C5RP00185D

Villafañe, S., Heyen, B., Lewis, J.E., Loertscher, J., Minderhout, V., Murray, T. (2015) “Design and testing of an assessment instrument to measure understanding of protein structure and enzyme inhibition in a new context”. Bioch. Mol. Biol. Educ., 44(2), 179-190. doi: 10.1002/bmb.20931

Loertscher, J., Villafañe, S., Lewis, J.E., Minderhout, V., (2014) “Probing and Improving Student’s Understanding of Protein -Helix Structure Using Targeted Assessment and Classroom Interventions in Collaboration with a Faculty Community of Practice”. Bioch. Mol. Biol. Educ., 42 (3), 213-223.

Villafañe, S., Garcia, C. A., Lewis, J. E., (2014) “Exploring Diverse Students’ Trends in Chemistry Self-efficacy throughout a Semester of College-level Preparatory Chemistry”. Chem. Educ. Res. Pract. 15, 114-127.

Xu, X., Villafane, S., Lewis, J. E., (2013) “College Students’ Attitudes Toward Chemistry, Conceptual Knowledge and Achievement: Structural Equation Model Analysis”. Chem. Educ. Res. Pract., 14 (2), 188-200.

Villafane S., Bailey C., Loertscher, J., Minderhout, V., Lewis, J.E., (2011) “Development and Analysis of an Instrument to Assess Student Understanding of Foundational Concepts Before Biochemistry Coursework”. Bioch. Mol. Biol. Educ., 39 (2), 102-109.

Villafane S., Loertscher, J., Minderhout, V., Lewis, J.E., (2011) “Uncovering students’ incorrect ideas about foundational concepts for biochemistry”, Chem. Educ. Res. Pract., 12 (2), 210-218.