个人简介

Dr. Brian P. Coppola is Arthur F. Thurnau Professor of Chemistry at the University of Michigan. He currently serves as the department’s Associate Chair for Educational Development and Practice, and also as the Associate Director for the University of Michigan-Peking University Joint Institute, in Beijing, China. Dr. Coppola received his B.S. degree in 1978 from the University of New Hampshire and his Ph.D. in Organic Chemistry from the University of Wisconsin-Madison in 1984. Moving to Ann Arbor in 1986, he joined an active group of faculty in the design and implementation of a revised undergraduate chemistry curriculum. His 1996-7 tenure review established a new policy within the College of Literature, Science and Arts at the University of Michigan, recognizing discipline-centered teaching and learning as an area that can be represented within the LSA departments. He was promoted to Full Professor of Chemistry in 2001-2. His publications range from mechanistic organic chemistry research in 1,3-dipolar cycloaddition reactions to educational philosophy, practice and assessment. From 2002-12, Professor Coppola served as the department’s fifth Associate Chair for Curriculum and Faculty Affairs, and in 2012 he was appointed as the first Associate Chair for Educational Development and Practice. In this capacity, he is primarily responsible for directing of the department’s future faculty program, in which undergraduate students, graduate students, and post-doctoral associates work with faculty members on teaching and learning projects within the department’s curriculum (see: https://sites.lsa.umich.edu/csie-um/). In 1994, Dr. Coppola received the 4th campus-wide "Golden Apple Award" for outstanding teaching, a recognition organized and administered solely by undergraduate students. In 1996, he was awarded a United States Department of Energy, Undergraduate Computational Science Education Award. In 1998, Dr. Coppola was selected as part of the first group of Carnegie Scholars affiliated with The Carnegie Foundation for the Advancement of Teaching's CASTL program (Carnegie Academy on the Scholarship of Teaching and Learning). In 1999, Dr. Coppola received the Amoco Foundation Award for Excellence in Undergraduate Teaching; and in 2002 he was elected as a Fellow of the American Association for the Advancement of Science. In 2003, he received the Kendall-Hunt Outstanding Undergraduate Science Teacher Award from the Society for College Science Teachers. In 2004 he was named the State of Michigan Professor of the Year in the CASE/Carnegie US Professor of the Year program; in 2006, he received the American Chemical Society’s James Flack Norris Award for work that has impacted the field of chemistry education. In 2009, he was selected as the CASE/Carnegie US Professor of the Year (for doctoral institutions). In 2012, he received the 2012-14 Robert Foster Cherry Award for Great Teaching. He is a member of the editorial boards of The Chemical Educator, The International Journal of Science Education, the Journal of Science Education and Technology, and the Journal of Chemical Education. He is an Associate Editor for The Journal for Research in Science Teaching, and he is the editor in chief of The Hexagon, the quarterly publication of Alpha Chi Sigma, the professional chemistry fraternity.

研究领域

Organic Chemistry Chemistry Education

"Discipline-centered teaching and learning" is the interdisciplinary area in which all faculty members participate, regardless of their preparation for it. Discipline-centered teaching and learning is a synthesis of two things: (1) a deep understanding of the subject matter, both content and the process of science, that comes with a comprehensive doctoral education, and (2) an application of the principles of teaching and learning that are derived from the learning sciences (i.e., from the fields of Education, Psychology, etc.). Expertise in the discipline creates a proper foundation from which a faculty member can do everything from designing effective instruction for a class of 400 first-year students to managing the doctoral education of graduate students in a research group. As a faculty member in the Department of Chemistry, I have divided my work between a number of areas: (1) exemplifying discipline-centered teaching and learning in the design, implementation, documentation, and evaluation in organic chemistry education; (2) as a mechanism for preparing future faculty, broadening the concept of a "research group" (which is the mechanism by which faculty members get big-idea research done) to the idea of forming "teaching groups;" and (3) the internationalization and globalization of science education. As the department's Associate Chair for Educational Development and Practice, I direct and oversee the various aspects of our future faculty program, which involves chemistry's undergraduate and graduate students, and post-doctoral associates, who wish to add a more formal experience in teaching and learning to their chemistry education. By partnering with faculty members who want to get involved in educational development, these students provide the needed time and energy - as they do in the laboratory - to see ideas about teaching and learning moved into practice. As Associate Director of the UM's Joint Institute with Peking University, I am working to establish strong cooperative working and collaborative relationships for the UM community with the premiere research institutions in China and in other parts of Asia.

近期论文

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Coppola, B. P. “Do Real Work, Not Homework” In, Garcia-Martinez, J.; Serrano-Torregrosa, E., Eds. Chemistry Education: Best Practices, Opportunities and Trends. Weinheim, Germany: Wiley-VCH, 2015;pp. 203-257.. Pontrello, J. K. Coppola, B. P. "Using Errors to Teach Through a Two-Staged Structured Review: Peer-Reviewed Quizzes and “What’s Wrong With Me?”"Journal of Chemical Education 2014, 91, 6842148-2154.(dx.doi.org/10.1021/ed500286y). Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Distinctive Targets, Challenges and Opportunities,” Journal of Research in Science Teaching 2014, 51 (6), 679-693. Shultz, G. V.; Winshel, G. A.; Inglehart, R. C.; Coppola, B. P. “Eliciting Student Explanations of Experimental Results Using an Online Discussion Board,” Journal Chemical Education 2014, 91, 684-686.( dx.doi.org/10.1021/ed4007265) Coppola, B. P. “The Distinctiveness of a Higher Education,” Journal Chemical Education 2013, 90 (8), 955-956. Coppola, B. P.; Krajcik, J. S. “Discipline-Centered Postsecondary Education Research: Understanding University Level Science Learning,” Journal of Research in Science Teaching 2013, 50 (6), 627-638. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In Svinicki, M., and McKeachie, W.J., McKeachie's Teaching Tips (14e). Belmont, CA: Wadsworth, 2013; pp. 277-287. Coppola, B. P.; Kerr, K. “Teaching in China: Two Views,” Change 2013, 45 (1), 58-66. Vázquez, A.V.; McLoughlin, K.; Sabbagh, M.; Runkle, A, C.; Simon, Jeffrey; Coppola, B. P.; and Pazicni, S. “Writing-to-teach: A new pedagogical approach to elicit explanative writing in undergraduate chemistry students,” Journal of Chemical Education 2012, 89, 1025-1031. Coppola, B. P.; Zhao, Y. "U.S. Education in Chinese Lockstep? Bad Move" The Chronicle of Higher Education, 58 (58), February 5, 2012; https://chronicle.com/article/US-Education-in-Chinese/130669/. Coppola, B. P. “Making Your Case: Ten Questions for Departments and Individuals Building an Argument for Work in Discipline-Centered Education” International Journal on the Scholarship of Teaching and Learning 2011, 5. http://www.georgiasouthern.edu/ijsotl. Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In Svinicki, M., and McKeachie, W.J., McKeachie's Teaching Tips (13e). Belmont, CA: Wadsworth, 2010; pp. 280-290. Moy, C. L.; Locke, J. R.; Coppola, B. P.; McNeil, A. J. “Improving Science Education and Understanding with Wikipedia” Journal of Chemical Education 2010, 87, 1159-1162. Coppola, B. P. “Structure and Reactivity at the University of Michigan” In J. Ryan, T. Clark, & A. Collier (eds.). Assessment in the Disciplines (vol 5): Assessment in Chemistry. Tallahassee, FL: Association for Institutional Research, 2010; pp. 175-199. Coppola, B. P. “Advancing STEM teaching and learning with research teams” In Baldwin, R., Ed. “Improving the Climate for Undergraduate Teaching and Learning in STEM Fields” New Directions in Teaching and Learning (No. 117) San Francisco: Jossey-Bass; 2009; pp. 33-44. Michalchik, V., Rosenquist, A., Kozma, R., Coppola, B. P., Kreikemeier, P., & Schank, P. “Representational resources for constructing shared understandings in the high school chemistry classroom.” In J. Gilbert, M. Nakhleh, & M. Reiner (eds.). Visualization: Theory and practice in science education. New York: Springer; 2008; pp. 233-282. Coppola, B. P. “Selamat Datang di Indonesia: Learning about Chemistry and Chemistry Education in Indonesia” Journal of Chemical Education 2008, 85, 1204-1209. Coppola, B. P. “The Most Beautiful Theories…” Journal of Chemical Education 2007, 84, 1902-1911. Coppola, B. P.; Banaszak Holl, M. M.; Karbstein, K. ACS Chemical Biology “Closing the Gap Between Interdisciplinary Research and Disciplinary Teaching” 2007, 2(8), 518-520. Gottfried, A. C.; Sweeder, R. D.; Bartolin, J. M.; Hessler, J. A.; Reynolds, B. P.; Stewart, I. C.; Coppola, B. P.; Banaszak Holl, M. M. “Design and Implementation of a Studio-based General Chemistry Course at the University of Michigan” Journal of Chemical Education 2007, 84, 265-270.