Associate Professor, Chemistry
Project Director, Chemistry-Foundation
Secretary/Councilor, Division of Chemical Education/ACS
Additional Contact Information
Professor Kelly earned a B.A. in Psychology at the University of Notre Dame, and a B.A. in Chemistry at the University of Northern Iowa. For six years she worked as a chemistry teacher at Burke High School in Omaha, Nebraska and Valley High School in West Des Moines, Iowa while also earning her M.A. in Science Education from the University of Northern Iowa. She then went on to the University of Northern Colorado to earn her M.S. in Chemistry and Ph.D. in Chemical Education. Dr. Kelly's research interests involve studying how molecular visualizations affect students' explanations, and examining 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.Publications:
Kelly, R.M. (2014) "Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations." Journal of Chemical Education DOI: 10.1021/ed500182g. Publication date (Web) June 13, 2014.
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.