Kelly, Resa M

Kelly, Resa M

Associate Professor, Chemistry
Department Chair, Secondary Education
Secretary/Councilor Division of Chemical Education/ACS




Preferred: (408) 924-4940


  • Doctor of Philosophy, Univ of Northern Colorado, 2005
  • Master of Science, Univ of Northern Colorado, 2004
  • Master of Arts, Univ of Northern Iowa, 2000
  • Bachelor of Arts (Chemistry), Univ of Northern Iowa, 1992
  • Bachelor of Arts (Psychology), Univ of Notre Dame, 1990


Professor Kelly's research interests involve studying how students learn from molecular visualizations. She also explores best practices for the design of molecular visualization tools (see the link below -Design Principles for Effective Molecular Animations). Dr. Kelly enjoys hiking and fitness classes in her free time.


Kelly, R. M. (2015). Insights into visualization design. DivCHED CCCE 2015 Spring ConfChem. May 8-14, 2015.

Kelly, R.M. (2014) Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations. Journal of Chemical Education 91(8), 1152-1161.

Kelly, R. (2013). How a qualitative study with chemistry instructors informed atomic level animation design. Pedagogic Roles of Animations and Simulations in Chemistry Courses; Suits, J.; Sanger, M., Eds.; American Chemical Society: Washington, DC.

Kelly, R. M., Barrera, J. H., & Mohamed, S. C. (2010) An Analysis of Undergraduate General Chemistry Students’ Explanations of the Submicroscopic Level of Precipitation Reactions. Journal of Chemical Education 87(1), 113-118. Publication date(Web): December 18, 2009.

Bishop, M. & Kelly, R. (2009). Bound to fail: challenges faced in the design of molecular level visualizations (Paper 6) Committee on Computers in Chemical Education Newsletter Publication date(Web): December 7-9, 2009.

Kelly, R. M. & Jones, L. L. (2008). Investigating students' ability to transfer ideas learned from molecular animations of the dissolution process. Journal of Chemical Education 85 (2), 303-309.

Kelly, R. M. & Jones, L. L. (2007). Exploring how different features of animations of sodium chloride dissolution affect students' explanations. Journal of Science Education and Technology 16(5), 413-429.

Kelly, R., Phelps, A., & Sanger, M. (2004). The effects of a computer animation on students' conceptual understanding of a can-crushing demonstration at the macroscopic, microscopic, and symbolic levels. Chemical Educator 9(3) 184-189.