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1991 was the year I decided to become an organic chemist. It took one course- Dr. David Sneddon's "Introduction to Organic Chemistry" at the University College of Cape Breton- to convince me.
I completed a BSc in Chemistry at Acadia University (1994), an MSc in Organic Chemistry at the University of Waterloo (1997) and a PhD in Organic Chemistry at Queen’s University (2001).
Prior to joining Laurier in 2003, I was a postdoctoral fellow in the Department of Chemistry at the University of Illinois (Urbana-Champaign).
The main focus of my research is chemistry education. I enjoy exploring new teaching methods, particularly blended learning, and new methods for evaluating student learning in organic chemistry. I am also interested in metacognition and self-regulated learning and their relationship to student success in post-secondary education.
- Desire2Learn Innovation Award for Teaching and Learning (2018)
- Laurier Teaching Fellowship (2014)
- Ontario Confederation of University Faculty Associations (OCUFA) Teaching Award (2012)
- Wilfrid Laurier University Faculty Award for Teaching Excellence (2011)
Research opportunities for students interested in chemistry education and/or careers in education exist through the courses CH490 and CH495. Please contact me for more information.
- MacNeil, S. L., Wood, E., Arslantas, F. Development of a metacognition co-curriculum for a university course in introductory organic chemistry, Frontiers in Education, 2024, accepted May 1. (doi: 10.3389/feduc.2024.1402599)
- Cooper, J., Wood, E., Williams, M., Arslantas, F., MacNeil, S. Examining students’ performance with two partial-marks multiple-choice testing formats: considering confidence and risk-taking, Journal of Assessment and Institutional Effectiveness, 2024, accepted March 7.
- Wood, E., Klausz, N., MacNeil, S. Examining the Influence of Multiple-Choice Test Formats on Student Performance,” Innov. High. Educ. 2022, 47, 515-531. (https://doi.org/10.1007/s10755-021-09581-7)
- Williams, M., Wood, E., Arslantas, F., MacNeil, S. Examining chemistry students’ perceptions toward multiple-choice assessment tools that vary in feedback and partial credit, Can. J. Chem. 2021, 99, 933-941. (dx.doi.org/10.1139/cjc-2020-0398)
- Arslantas, F.; Wood, E.; MacNeil, S. “Metacognitive Foundations in Higher Education Chemistry” In International Perspectives on Chemistry Education Research and Practice, ACS Symposium Series, 2018, p57-77.
- Williamson, C.; Maly, K. E.; MacNeil, S. L. “The Kemp Elimination in Water: A Laboratory Experiment for Introductory Organic Chemistry” In Comprehensive Organic Chemistry Experiments for the Laboratory Classroom; Afonso, C. A. M.; Candeias, N. R.; Simao, P.; Trindade, A. F.; Coelho, J. A. S.; Tan, B.; Franzen, R. (Eds.), Royal Society of Chemistry, 2016.
- MacNeil, S; Wood, E.; Zivcakova, L.; Glover, Robyn; Smith, P. “Learning Task Inventories (LTIs). Exploration of Optimal Conditions to Help Students Develop, Improve and Sustain Good Study and Learning Practices.” Collected Essays on Learning and Teaching. (2014).
- Williamson, C. L.; Maly, K. E.; MacNeil, S. L. “Synthesis of Imidazolium Room-Temperature Ionic Liquids: A Follow-Up to the Procedure of Dzyuba, Kollar, and Sabnis.” Journal of Chemical Education. (2013).
Contact Info:
T: 548.889.3885
Office location: BA403, Bricker Academic Building
Office hours: Varies by term; please check course syllabus.