BEGIN:VCALENDAR
VERSION:2.0
PRODID:-//Drupal//recurring_events_ical//2.0//EN
X-WR-CALNAME:Chemistry Department’s Brown & Williamson Seminar Series - D
 r. Matt Wu
BEGIN:VEVENT
UID:9116b17e-d81c-4cdc-b7e8-1e9b1b0d0a15@events.louisville.edu
DTSTAMP:20260824T150317Z
DTSTART:20260828T200000Z
DTEND:20260828T213000Z
SUMMARY:Chemistry Department’s Brown & Williamson Seminar Series - Dr. Ma
 tt Wu
CONTACT:James Kruger\, 5028528150\, email:james.kruger@louisville.edu
DESCRIPTION:Dr. Matt Wu from Ohio State University will present a chemistry
 -related seminar.\n\nGrowing up in Calabasas, California, Meng-Yang Matthe
 w Wu received a BS in Biochemistry at the University of California Los Ang
 eles in 2013. By 2016, he obtained his MS in Chemistry from the University
  of California San Diego. There, he developed a passion for teaching chemi
 stry while working as a Senior Teaching Assistant for Dr. Sandrine Berniol
 les. Simultaneously, he began his induction into the chemistry education r
 esearch community, collaborating with Dr. Thomas Bussey to investigate the
  features of a voltaic cell representation to which students would attend 
 using the Three Phase Single Interview Technique and an eye tracker. Event
 ually, he obtained his PhD from Purdue University in 2020. He had worked w
 ith Dr. Minjung Ryu to understand pre-service teachers’ experiences and 
 graduate students’ communities of practice. Specifically, he developed a
 nd established a conceptual framework that leverages good game design prin
 ciples to understand the affordances of productive failure within the inst
 ructional laboratory.\n\nAs a postdoctoral researcher at Miami University,
  he worked with Dr. Ellen Yezierski and Dr. Roy Tasker on the VisChem Inst
 itute, an intensive summer professional development program for in-service
  high school chemistry teachers. Together, they have contributed new insig
 hts on reimagining on chemistry lesson planning, pedagogical conceptual ch
 ange, teacher-teacher feedback, ontologies of teacher artifacts, and the h
 istoricity of chemistry pedagogy. In 2022, Dr. Wu was also selected to be 
 a CADRE Fellow.\n\nCurrently, Dr. Wu is interested in understanding chemis
 try graduate teaching assistants and how enacted pedagogy can fulfill exce
 llence and effectiveness in chemistry learning. He endeavors to re-purpose
  the utility of chemistry knowledge for greater sensemaking and world read
 iness so that both educators and learners can better navigate the complexi
 ties of today’s society.\n\nResearch Overview\n\nThe Wu Research Group e
 ndeavors to investigate, theorize, and develop teaching practices that max
 imize both chemistry conceptual understanding and research practices. We a
 re interested in identifying both cognitive and social assets that educato
 rs and learners bring into the classroom context. We seek to understand ho
 w to facilitate cutting-edge epistemologies so that chemistry knowledge ca
 n be connected to the multilayered fabric of everyday life. We also aim to
  adjust and reform both curricular and professional design principles so t
 hat students, graduate teaching assistants, and instructional chemistry st
 akeholders can all benefit. Our research effort will primarily be qualitat
 ive, leveraging video research principles, interviews, and ethnography. We
  will use educational philosophies and ascertain ways of importing them in
 to chemistry education research to improve the novelty and relevance of ou
 r work.\n\nPublications\n\nMiller, C., Wu, M.-Y. M. (2025). Signals from S
 taff Notes: Investigating Diachronous Messages for Being a Laboratory Teac
 hing Assistant. Journal of Chemical Education. DOI: 10.1021/acs.jchemed.4c
 01210 \n\nWu, M.-Y. M., & Rodriguez, J. M. G. (2024). “Navigating and A
 pplying Epistemic Integrity” as the Missing Science Practice: Re-envisio
 ning Ethics for Both Undergraduate Chemistry Students and Instructors. Jou
 rnal of Chemical Education, 101(8), 3135-3145. DOI: 10.1021/acs.jchemed.4c
 00064 \n\nWu, M. Y. M., & Yezierski, E. J. (2023). Investigating the mang
 le of teaching oxidation-reduction with the VisChem approach: problematizi
 ng symbolic traditions that undermine chemistry concept development. Chemi
 stry Education Research and Practice, 24(3), 807-827, DOI: 10.1039/D2RP003
 21J. \n\nWu, M. Y. M., & Yezierski, E. J. (2023). Secondary Chemistry Tea
 cher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Cha
 nge. Chemistry Education Research and Practice, 24(1), 245-262. DOI: 10.10
 39/D2RP00160H. \n\nWu, M. Y. M., & Yezierski, E. J. (2022). Exploring Ada
 ptations of the VisChem Approach: Advancements and Anchors toward Particle
 -Level Explanations. Journal of Chemical Education, 99(3), 1313-1325. DOI:
  10.1021/acs.jchemed.1c01275 \n\nWu, M. Y. M., & Yezierski, E. J. (2022).
  Pedagogical chemistry sensemaking: A novel conceptual framework to facili
 tate pedagogical sensemaking in model-based lesson planning. Chemistry Edu
 cation Research and Practice, 23(2), 287-299. DOI: 10.1039/D1RP00282A \n\
 nWu, M. Y. M., Magnone, K.M., Tasker, R., & Yezierski, E. J. (2021). Remot
 e Chemistry Teacher Professional Development Delivery: Enduring Lessons fo
 r Programmatic Redesign. Journal of Chemical Education, 98(8), 2518-2526. 
 DOI: 10.1021/acs.jchemed.1c00181 \n\nRyu, M., Nardo, J. E., & Wu, M. Y. M
 . (2018). An examination of preservice elementary teachers’ representati
 ons about chemistry in an intertextuality- and modeling-based course. Chem
 istry Education Research and Practice, 19, 681-693. DOI: 10.1039/C7RP00150
 A
GEO:38.2140;-85.7576
LOCATION:Chemistry Building
URL:https://events.louisville.edu/events/chemistry-departments-brown-willia
 mson-seminar-series-dr-matt-wu/2026-08-28
END:VEVENT
END:VCALENDAR