Donald J Wink’s scientific contributions

The rapidly evolving landscape of STEM education necessitates a proactive approach from educators to integrate current research and societal issues into curricula and adopt evidence-based best practices to create inclusive learning environments. To meet this need, the University of Illinois Chicago's Department of Chemistry initiated a project "Institutional Transformation through Curriculum and Faculty Development to Serve the Modern Chemistry Student" in 2021. The project focuses on revising undergraduate courses using evidence-based and student-centered approaches and providing professional development opportunities for both tenure-track and non-tenure track faculty. Within this context, we are employing Collaborative Action Research (CAR) as a professional development strategy. This involves a collaboration between chemistry education researchers and chemistry course instructors. As of Spring 2024, we have sequentially conducted CAR with three instructional teams—organic, inorganic, and biochemistry—each in a different semester. The CAR process involves reflecting on and identifying problems, suggesting literature-based solutions, implementing these solutions, and assessing the impact through data collection and analysis. Our collaboration has included a diverse group of instructors, including a graduate teaching assistant, three tenured faculty members, and two non-tenure track faculty members. While implementing CAR, we also examine the outcomes, challenges, and best practices. We employ various data collection instruments, including reflection journals, field notes, audio/video-recordings of CAR meetings, and exit interviews with participating instructors. Preliminary findings indicate that CAR enhanced instructors’ professional growth, reflective teaching, sense of ownership, and capacity to solve immediate issues within the context of their classrooms. Moreover, CAR contributed to building a culture of collaboration and shared inquiry in the department. The study's implications extend beyond its immediate context, offering insights into implementation of CAR in higher education settings.