Since the 1980s, Professor Bauer has been designing, implementing, and studying inquiry-based learning activities for students and for teachers from elementary through university level. His research interests include student attitudes, content misconceptions, and self-awareness as learners; discovery-based and cooperatively-structured college chemistry curricula; and faculty and future-faculty beliefs and practice. His work includes development of valid and reliable assessments of these issues, melding both quantitative and qualitative techniques derived from psychology, social psychology, and education. His work also encompasses a long history of outreach to the K-12 community as well as professional development for science faculty at all levels.
Ph.D., Chemistry, Colorado State University
M.S., Chemistry, University of Illinois at Urbana-Champaign
Bauer, C. F., & Chan, J. Y. K. (2019). Non-science majors learn about heat, temperature, and thermodynamics using the particulate nature of matter and guided-inquiry instruction. American Journal of Physics, 87(7), 550-557. doi:10.1119/1.5110500
Herrington, D. G., Sweeder, R. D., Daubenmire, P. L., Bauer, C. F., Bretz, S. L., Bunce, D. M., . . . Yezierski, E. J. (2019). Supporting the Growth and Impact of the Chemistry-Education-Research Community. Journal of Chemical Education, 96(3), 393-397. doi:10.1021/acs.jchemed.8b00823
Bauer, C., Hunnicutt, S., Ruder, S., Yezierski, E., & Ameral, K. (2019). Large Classes. In S. Simonson (Ed.), POGIL: An introduction to Process Oriented Guided Inquiry Learning for those who wish to empower learners. Stylus.
Bauer, C., Daubenmire, P., & Minderhout, V. (2019). The theoretical foundations of POGIL. In S. Simonson (Ed.), POGIL: An introduction to Process Oriented Guided Inquiry Learning for those who wish to empower learners. Stylus.
Chan, J. Y. K., & Bauer, C. F. (2015). Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs. Journal of Research in Science Teaching, 52(3), 319-346. doi:10.1002/tea.21197
Bauer, C. F. (2008). Attitude toward Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts. Journal of Chemical Education, 85(10), 1440. doi:10.1021/ed085p1440
Bauer, C. F. (2005). Beyond "Student Attitudes": Chemistry Self-Concept Inventory for Assessment of the Affective Component of Student Learning. Journal of Chemical Education, 82(12), 1864. doi:10.1021/ed082p1864
JENKINS, T. F., WALSH, M. E., SCHUMACHER, P. W., MIYARES, P. H., BAUER, C. F., & GRANT, C. L. (1989). LIQUID-CHROMATOGRAPHIC METHOD FOR DETERMINATION OF EXTRACTABLE NITROAROMATIC AND NITRAMINE RESIDUES IN SOIL. JOURNAL OF THE ASSOCIATION OF OFFICIAL ANALYTICAL CHEMISTS, 72(6), 890-899. Retrieved from http://gateway.webofknowledge.com/
Kheboian, C., & Bauer, C. F. (1987). Accuracy of selective extraction procedures for metal speciation in model aquatic sediments. Analytical Chemistry, 59(10), 1417-1423. doi:10.1021/ac00137a010
Jenkins, T. F., Leggett, D. C., Grant, C. L., & Bauer, C. F. (1986). Reversed-phase high-performance liquid chromatographic determination of nitroorganics in munitions wastewater. Analytical Chemistry, 58(1), 170-175. doi:10.1021/ac00292a042