Brian P. Coppola
Arthur F Thurnau Professor, Associate Chair, Educational Development and Practice,
Professor of Chemistry, College of Literature, Science, and the Arts
Research and Teaching Interests
"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.
AwardsL. Carroll King Lecturer, Northwestern University 2013
NewsBrian P. Coppola and Co-PI, Anne McNeil, are recipients of a Transforming Learning for Third Century Grant, 2013
The Cherry Award program at Baylor is designed to honor great teachers, stimulate discussion in the academy about the value of teaching and encourage departments and institutions to value their own great teachers. The winner of the Cherry Award receives an award of $250,000 and an additional $25,000 for his or her home department. He will also spend a semester at Baylor. For further information on this prestigious award, see UM press release and Baylor press release.
Brian Coppola is interviewed for the "C&EN Talks with..."
feature in the March 19, 2012 issue of Chemical and Engineering
News. 2012 Brian P. Coppola is awarded the Teaching Innovation Prize. 2011 Brian P. Coppola is named a finalist in the 2012 Robert Foster Cherry Competition 2011 Brian P. Coppola is the CASE/Carnegie Professor of the Year Awardee 2009
Brian P. Coppola is awarded the Teaching Innovation Prize. 2011 Brian P. Coppola is named a finalist in the 2012 Robert Foster Cherry Competition 2011 Brian P. Coppola is the CASE/Carnegie Professor of the Year Awardee 2009
Brian P. Coppola is named a finalist in the 2012 Robert Foster Cherry Competition 2011 Brian P. Coppola is the CASE/Carnegie Professor of the Year Awardee 2009
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. "The Distinctiveness of a Higher Education" Journal Chemical Education 2013, 90 (8), 955-956.
Coppola, B. P.; Kerr, K. "Teaching in China: Two Views," Change 2013, 45 (1), 58-66.
Coppola, B. P. "Laboratory Instruction: Ensuring an Active Learning Experience" In, Svinicki, M., and McKeachie, W. J., McKeachies Teaching Tips (14th Ed.). Belmont, CA: Wadsworth, 2013; pp 277-287.
Vazquez, 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. International Journal for the Scholarship of Teaching and Learning
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, Ryan, J.; Clark, T.; Collier, A. Assessment in the Disciplines (vol 5): Assessment in Chemistry Tallahassee, FL: Association for Institutional Research, 2010; pp. 175-199.