*Ralph, V.R., *Scharlott L.J., Schafer, A.G.L., Deshaye, M.Y., Stowe, R.L., & Becker, N.M. (2022) Advancing Equity in STEM: The Impact Assessment Design Has on Who Succeeds in Introductory Chemistry. Journal of the American Chemical Society-Au. https://doi.org/10.1021/jacsau.2c00221                           (*authors contributed equally)

Hunter, K. H., Rodriguez, J.-M. G., & Becker, N. M. (2022). A Review of Research on the Teaching and Learning of Chemical Bonding. Journal of Chemical Education, 99(7), 2451-2464. https://doi.org/10.1021/acs.jchemed.2c00034

Ralph, V. R., Scharlott, L. J., Schwarz, C. E., Becker, N. M., & Stowe, R. L. (2022). Beyond instructional practices: Characterizing learning environments that support students in explaining chemical phenomena. Journal of Research in Science Teaching, 59(5), 841-875. https://doi.org/10.1002/tea.21746

Stowe, R.S., Scharlott, L.J., Ralph, V.R., Becker, N.M., Cooper, M.C. (2021) You Are What You Assess: The Case for Emphasizing Chemistry on Chemistry Assessments. Journal of Chemical Education, ASAP. DOI: 10.1021/acs.jchemed.1c00532

Hunter, K.H., Rodriguez, J.M.G., Becker, N.M. (2021). Making sense of sensemaking: Using the sensemaking epistemic game to investigate student discourse during a collaborative gas law activity. Chemistry Education Research and Practice, 22, 328-346. DOI: 10.1039/D0RP00290A

Lazenby, K., Balabanoff, M. E., Becker, N. M., Moon, A., Barbera, J. (2021). From ideas to items: A primer on the development of ordered multiple-choice items for investigating the progression of learning in higher education STEM. Journal of Chemical Education, 98, 714-729. DOI: 10.1021/acs.jchemed.0c01121.

Rodriguez, J.-M. G., Lazenby, K., Scharlott, L. J., Hunter, K.H., Becker, N.M. (2020). Supporting engagement in metamodeling ideas in general chemistry: Development and validation of activities designed uing process oriented guided inquiry learning criteria. Journal of Chemical Education, 97, 4276–4286. DOI: 10.1021/acs.jchemed.0c00321

Rodriguez, J.-M. G., Harrison, A.R., Becker, N.M. (2020). Analyzing students’ construction of graphical models: How does reaction rate change over time? Journal of Chemical Education, 97, 3948–3956. DOI: 10.1021/acs.jchemed.0c01036

Lazenby, K., Becker, N.M. (2020). Evaluation of the students’ understanding of models in science (SUMS) for use in undergraduate chemistry. Chemistry Education Research and Practice, 22, 62-76. DOI: 10.1039/D0RP00084A 

Rodriguez, J.-M. G., Hunter, K. H., Scharlott, L. J., Becker, N. M. (2020). A review of research on process oriented guided inquiry learning: Implications for research and practice. Journal of Chemical Education, 97, 3506–3520. DOI: 10.1021/acs.jchemed.0c00355.

Rodriguez, J.-M. G., Stricker, A. R., Becker, N. M. (2020). Exploring the productive use of metonymy: Applying coordination class theory to investigate student conceptions of rate in relation to reaction coordinate diagrams. Journal of Chemical Education, 97, 2065–2077. DOI: 10.1021/acs.jchemed.0c00496.

Rodriguez, J.-M. G., Stricker, A. R., Becker, N. M. (2020) Students’ interpretation and use of graphical representations: Insights afforded by modeling the varied population schema as a coordination class. Chemistry Education Research and Practice, 21, 536–560. DOI: 10.1039/C9RP00249A.

Lazenby, K., Stricker, A., Brandriet, A., Rupp, C. A., Mauger-Sonnek, K.;,Becker, N. M. (2020). Mapping undergraduate chemistry students’ epistemic ideas about models and modeling. Journal of Research in Science Teaching, 57, 794–824. DOI: 10.1002/tea.21614.

Lazenby, K., Rupp, C. A., Brandriet, A., Mauger-Sonnek, K., Becker, N. M. (2019). Undergraduate chemistry students’ conceptualization of models in general chemistry. Journal of Chemical Education, 96, 455–468. DOI: 10.1021/acs.jchemed.8b00813.

Lazenby, K., & Becker, N. M. (2019). A Modeling Perspective on Supporting Students’ Reasoning with Mathematics in Chemistry. ACS Symposium Series It’s Just Math: Research on Students’ Understanding of Chemistry and Mathematics, 9-24. DOI: 10.1021/bk-2019-1316.ch002

Lazenby, K., Rupp, C. A., Brandriet, A., Mauger-Sonnek, K., & Becker, N. M. (2019). Undergraduate Chemistry Students’ Conceptualization of Models in General Chemistry. Journal of Chemical Education, 96(3), 455-468. DOI: 10.1021/acs.jchemed.8b00813 

Brandriet, A., Rupp, C. A., Lazenby, K., & Becker, N. (2018). Evaluating students' abilities to construct mathematical models from data using latent class analysis. Chemistry Education Research and Practice, 19, 375-391. DOI:10.1039/C7RP00126F

Becker, N. M., Rupp, C. A., & Brandriet, A. (2017). Engaging students in analyzing and interpreting data to construct mathematical models: An analysis of students’ reasoning in a method of initial rates task. Chemistry Education Research and Practice. DOI: 10.1039/C6RP00205F

Becker, N., Noyes, K., & Cooper, M. (2016). Characterizing students' mechanistic reasoning about London Dispersion Forces. (2016). Journal of Chemistry Education, 93, pp 1713–1724, DOI: 10.1021/acs.jchemed.6b00298

Becker, N., Stanford, C. & Cole, R. (2015). Translating across macroscopic, sub-microscopic, and symbolic level: The role of instructor facilitation in an inquiry-oriented physical chemistry class. Chemistry Education Research and Practice,16, 769-785. DOI: 10.1039/C5RP00064E 

Cole, R., Becker, N., & Stanford, C. (2014). Discourse analysis as a tool to examine teaching and learning in the classroom. In D. M. Bunce & R. S. Cole (Eds.), Tools of chemistry education research, ACS Symposium Series. Washington, D.C.: American Chemical Society. DOI:10.1021/bk-2014-1166.ch004 

Becker, N. M., & Cooper, M. M. (2014). College chemistry students’ understanding of potential energy and atomic-molecular Interactions. Journal of Research in Science Teaching, 51, 1098-2736 DOI:10.1002/tea.21159  

Becker, N., Towns, M. H., Cole, R., Wawro, M., Sweeny, G. & Rasmussen, C. (2012). Explanations grounded in the particulate nature of matter: A sociochemical norm in a physical chemistry class. Chemistry Education Research and Practice, 14, 81-94. DOI:10.1039/C2RP20085F  

Towns, M. H., Raker, J. R., Becker, N., Harle, M., & Suttcliff, J. (2012). Representations used in undergraduate biochemistry classrooms:  Development of a taxonomy of external representations in biochemistry and connections to the biochemistry tetrahedron. Chemistry Education Research and Practice, 13, 296-306. DOI:10.1039/C2RP00014H 

Becker, N., & Towns, M. (2012). Students' understanding of mathematical expressions in physical chemistry contexts: An analysis using Sherin's symbolic forms. Chemistry Education Research and Practice, 13, 221-236. DOI:10.1039/C2RP00003B 

Cole, R., Becker, N., Towns, M., Rasmussen, C., Wawro, M., & Sweeny, G. (2012). Adapting a methodology from mathematics education research to chemistry education research: Documenting collective activity. International Journal of Science and Mathematics Education, 10, 193-211. DOI:10.1007/s10763-011-9284-1