ORCID Profile
0000-0001-7967-5147
Current Organisation
Deakin University
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Publisher: Royal Society of Chemistry (RSC)
Date: 2019
DOI: 10.1039/C8RP00187A
Abstract: Several common characteristics of the journey towards tertiary teaching expertise have been deduced through a detailed analysis of transcripts that originated from interviews conducted with ten recognised excellent tertiary chemistry teachers. The interviews were structured around Loughran's CoRe questions and yielded deep insights into the topic specific professional knowledge and reflective practice of the participants. The interview participants offered their insights into changes that occurred in their teaching strategies and practices as they progressed in their expertise. They also reflected on changes that they undertook over time within their teaching contexts in terms of engaging students and assessment, and what advice they wish that they had been given as new tertiary teachers. We have identified signposts of expert teacher professional knowledge and skill that further expand on our previously published outcomes including: seeking immediate feedback from students a tendency to reduce total content to a critical minimum reflective practice and a willingness and ability to modify teaching approaches. The outcomes support our previous findings that tertiary chemistry teachers had primarily developed their PCK through their own teaching experiences and awareness of their own students’ outcomes, filtered by their in idual beliefs and backgrounds. In this study, we provide new insight into the nature of inherent reflective practice that has evolved by experience rather than through formal professional development.
Publisher: American Chemical Society (ACS)
Date: 13-05-2003
DOI: 10.1021/OM030040M
Publisher: American Chemical Society (ACS)
Date: 29-12-2002
DOI: 10.1021/OM010661K
Publisher: Queensland University of Technology
Date: 20-02-2011
DOI: 10.5204/JLD.V4I3.80
Publisher: Informa UK Limited
Date: 15-03-2022
Publisher: International Union of Crystallography (IUCr)
Date: 25-07-2009
Publisher: Informa UK Limited
Date: 21-03-2017
Publisher: American Chemical Society (ACS)
Date: 18-07-2019
Publisher: Queensland University of Technology
Date: 09-03-2013
DOI: 10.5204/JLD.V6I1.107
Publisher: American Chemical Society (ACS)
Date: 11-2010
DOI: 10.1021/OM100835R
Publisher: American Chemical Society (ACS)
Date: 07-10-2022
Publisher: International Union of Crystallography (IUCr)
Date: 30-11-2013
DOI: 10.1107/S0108270113030692
Abstract: The complex [1,2-bis(di- tert -butylphosphanyl)ethane-κ 2 P , P ′]diiodidonickel(II), [NiI 2 (C 18 H 40 P 2 ] or (dtbpe-κ 2 P )NiI 2 , [dtbpe is 1,2-bis(di- tert -butylphosphanyl)ethane], is bright blue–green in the solid state and in solution, but, contrary to the structure predicted for a blue or green nickel(II) bis(phosphine) complex, it is found to be close to square planar in the solid state. The solution structure is deduced to be similar, because the optical spectra measured in solution and in the solid state contain similar absorptions. In solution at room temperature, no 31 P{ 1 H} NMR resonance is observed, but the very small solid-state magnetic moment at temperatures down to 4 K indicates that the weak paramagnetism of this nickel(II) complex can be ascribed to temperature independent paramagnetism, and that the complex has no unpaired electrons. The red [1,2-bis(di- tert -butylphosphanyl)ethane-κ 2 P , P ′]dichloridonickel(II), [NiCl 2 (C 18 H 40 P 2 ] or (dtbpe-κ 2 P )NiCl 2 , is very close to square planar and very weakly paramagnetic in the solid state and in solution, while the maroon [1,2-bis(di- tert -butylphosphanyl)ethane-κ 2 P , P ′]dibromidonickel(II), [NiBr 2 (C 18 H 40 P 2 ] or (dtbpe-κ 2 P )NiBr 2 , is isostructural with the diiodide in the solid state, and displays paramagnetism intermediate between that of the dichloride and the diiodide in the solid state and in solution. Density functional calculations demonstrate that distortion from an ideal square plane for these complexes occurs on a flat potential energy surface. The calculations reproduce the observed structures and colours, and explain the trends observed for these and similar complexes. Although theoretical investigation identified magnetic-dipole-allowed excitations that are characteristic for temperature-independent paramagnetism (TIP), theory predicts the molecules to be diamagnetic.
Publisher: American Chemical Society (ACS)
Date: 09-09-2021
Publisher: Queensland University of Technology
Date: 09-09-2014
DOI: 10.5204/JLD.V7I2.203
Publisher: Springer Science and Business Media LLC
Date: 22-09-2017
Publisher: American Chemical Society (ACS)
Date: 27-11-2020
DOI: 10.1021/OM0106579
Publisher: American Chemical Society
Date: 2016
Publisher: Office of Scientific and Technical Information (OSTI)
Date: 05-2000
DOI: 10.2172/764392
Publisher: American Chemical Society (ACS)
Date: 26-11-2014
DOI: 10.1021/CG500869Q
Publisher: Royal Society of Chemistry (RSC)
Date: 2006
DOI: 10.1039/B512865J
Publisher: The University of Sydney Library
Date: 22-12-2022
DOI: 10.30722/IJISME.30.05.002
Abstract: Teaching assistants (TAs) have a major impact on the undergraduate science student experience, and therefore training TAs is critical to support engagement and learning. We ran a one-day TA training program for two years and found that participation in the program increased TAs’ reflective practice and student-centered teaching over a semester of teaching. Open-ended pre-survey responses indicated that in addition to wanting to learn pedagogical approaches, TAs sought help managing challenging situations and student behaviour. Post-surveys confirmed that the program fulfilled most learning goals of TAs and they subsequently applied the new teaching approaches. Participants indicated high levels of empowerment within their teaching roles across the cognitions of impact, competence and meaningfulness, but low self-determination. All aspects of empowerment increased with experience.
Publisher: International Union of Crystallography (IUCr)
Date: 21-12-2008
Publisher: Queensland University of Technology
Date: 29-07-2013
Publisher: Wiley
Date: 23-02-2022
Abstract: The delivery of small molecule fluorophores with minimal compartmentalization is currently one of the most critical technical problems in intracellular labelling. Here we introduce sulfonated and phosphonated coumarin dyes, demonstrate rapid cell entry via a prodrug approach, and show a lack of interaction with membranes, organelles, or other compartments. The dyes show no specific localization and are evenly distributed in the cells. Our fluorogenic, clickable phosphonate derivatives successfully tagged model targets in intact cells and the increase in brightness upon click reaction was around 60‐fold.
Publisher: CSIRO Publishing
Date: 2022
DOI: 10.1071/CH19565
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 08-2021
Publisher: Informa UK Limited
Date: 24-09-2021
Publisher: American Chemical Society (ACS)
Date: 28-10-2004
DOI: 10.1021/OM0400954
Publisher: American Chemical Society (ACS)
Date: 06-08-2020
Publisher: American Chemical Society (ACS)
Date: 25-06-2002
DOI: 10.1021/OM0108705
Publisher: American Chemical Society
Date: 2016
Publisher: American Chemical Society (ACS)
Date: 02-12-2004
DOI: 10.1021/OM0305723
Publisher: Royal Society of Chemistry (RSC)
Date: 2018
DOI: 10.1039/C7RP00251C
Abstract: An established tool for collating secondary teachers’ pedagogical content knowledge (Loughran's CoRe) has been adapted for use by tertiary educators. Chemistry lecturers with a range of levels of experience were invited to participate in workshops through which the tool was piloted, refined and applied. We now present this refined tool for the tertiary teaching community to consider adopting. The teaching approaches of over 80 workshop participants were collected using the tool in a broad survey of tertiary chemistry teaching strategies. Participation in the workshops led to a significant gain in personal PCK for some in iduals. Analysis of responses received in the workshops revealed that the consensus model of secondary teacher professional knowledge and skill is also applicable to the tertiary level, and that the CoRe is a useful way to gain insight into the knowledge bases and topic-specific professional knowledge of tertiary chemistry teachers. The data were aggregated and coded inductively to distil the types of strategies commonly found to be useful for teaching particular tertiary chemistry topics. This resulted in collation of over 300 teaching strategies for 19 different chemistry topics, representing significant topic-specific professional knowledge of tertiary practitioners. To share and sustain this collection of teaching strategies, a website was built that is searchable by either chemistry topic or by type of teaching strategy, making it immediately useful to practitioners. Usage analytics data for the website confirm that many users have accessed the resource, showing that this is a practical way to transfer information between chemistry educators.
Publisher: American Chemical Society
Date: 2016
DOI: 10.1021/BK-2016-1235
Publisher: American Chemical Society (ACS)
Date: 22-06-2002
DOI: 10.1021/OM011045R
Publisher: Royal Society of Chemistry (RSC)
Date: 2005
DOI: 10.1039/B418550A
Publisher: Informa UK Limited
Date: 11-03-2022
Publisher: Springer Science and Business Media LLC
Date: 05-04-2022
Publisher: American Chemical Society (ACS)
Date: 02-12-2021
Publisher: CSIRO Publishing
Date: 2008
DOI: 10.1071/CH07430
Abstract: The synthesis of two new families of amino acid-containing chiral ligands, based on methyliminodiacetic acid and nitrilotriacetic acid cores, has been accomplished using a simple protection, solution-phase amide coupling, and deprotection strategy. The amino acids glycine, leucine, aspartic acid, and phenylalanine were used to demonstrate the versatility of the synthetic route, and that no epimerization occurs. The tridentate ligands bear C3 symmetry, whereas the bidentate ligands have C1 symmetry.
Publisher: American Chemical Society (ACS)
Date: 02-11-2021
DOI: 10.1021/ACSCHEMBIO.1C00168
Abstract: Channel-activating proteases (CAPs) play a fundamental role in the regulation of sodium transport across epithelial tissues mainly via cleavage-mediated fine-tuning of the activity of the epithelial sodium channel (ENaC). Hyperactivity of CAPs and subsequently increased ENaC activity have been associated with various diseases, including cystic fibrosis (CF). To date, there is only a limited number of tools available to investigate CAP activity. Here, we developed ratiometric, peptide-based Förster resonance energy transfer (FRET) reporters useful to visualize and quantify the activity of ectopic serine proteases including the CAPs prostasin and matriptase in human and murine s les in a temporally and spatially resolved manner. Lipidated varieties were inserted into the outer leaflet of the plasma membrane to detect enzyme activity on the surface of in idual cells, that is, close to the protease substrates. The FRET reporters (termed CAPRee) selectively detected the activity of ectopic serine proteases such as CAPs in solution and on the surface of human and murine cells. We found increased CAP activity on the surface of cells with a genetic background of CF. The new reporters will contribute to a better understanding of ectopic serine protease activity and their regulation under physiological and pathophysiological conditions.
Publisher: Queensland University of Technology
Date: 11-09-2014
DOI: 10.5204/JLD.V7I2.220
Publisher: American Chemical Society (ACS)
Date: 12-07-2012
DOI: 10.1021/CG300320R
Publisher: American Chemical Society (ACS)
Date: 17-08-2020
Publisher: American Chemical Society (ACS)
Date: 31-03-2005
DOI: 10.1021/OM040126V
Publisher: MDPI AG
Date: 31-08-2022
Abstract: Discussing socio-scientific issues in a secondary chemistry classroom poses a challenge to traditional classroom practice because students and teachers need to think more broadly about chemical processes. Allowing students to create open-ended maps to generate and represent their understanding of socio-scientific issues while also learning chemistry theory can develop Systems Thinking capacity in students. This manuscript presents three vignettes of the classroom use of mapping exercises within separate action research studies, involving erse school types, curricula, chemistry topics and student groups. The mapping exercises were effective to engage students in the development of Systems Thinking and were readily integrated into different curricula. Sequential student-generated maps for chemical processes illustrate increasing sophistication in their Systems Thinking approaches.
Publisher: American Chemical Society (ACS)
Date: 10-02-2007
DOI: 10.1021/OM060888L
Publisher: Springer Singapore
Date: 25-11-2016
Publisher: International Union of Crystallography (IUCr)
Date: 21-11-2007
Publisher: CSIRO Publishing
Date: 2023
DOI: 10.1071/CH23137
Location: United States of America
No related grants have been discovered for Madeleine Schultz.