Kimberly Diane Edwards
· Professor of TeachingVerifiedUniversity of California, Irvine · Chemistry
Active 1997–2025
About
Kimberly Diane Edwards is a Professor of Teaching at the University of California, Irvine, within the Department of Chemistry. Her research interests focus on Chemical Education. She is associated with the UC Irvine School of Physical Sciences and is involved in various educational initiatives and programs related to chemistry. Her contact information includes an email address (kdmullen@uci.edu) and a phone number (949-824-8124). She is based in 580B Rowland Hall at UC Irvine, located at 1120 Natural Sciences II, Irvine, CA 92697-2025.
Research topics
- Computer Science
- Medicine
- Multimedia
- Psychology
- Chemistry
- Pedagogy
- Mathematics education
Selected publications
Journal of Chemical Education · 2025-10-17 · 4 citations
articleOnline grading platforms constantly evolve to meet the needs of educational institutions. Current grading systems require significant involvement from instructors and graduate teaching assistants (GTAs) to provide feedback to the students, especially for laboratory-based courses. Here, we report our initial efforts using artificial intelligence (AI)-assisted grading through Stemble. Stemble is a grading platform designed for chemistry courses that provides AI-generated feedback to students. Our initial efforts in implementing this platform for more than 2000 students and 50+ GTAs have demonstrated that AI assisted grading provides more-detailed feedback to students while decreasing the grading time needed for GTAs to review students’ work.
TokenATM Enables Automation of Token Economy for Large-Enrollment Courses
Journal of Chemical Education · 2025-11-18
articleSenior authorCorrespondingTokens are an artificial currency that can be exchanged for a limited number of opportunities in a course to meet the desired grading criteria for specific assignments, including deadline extensions and revisions, without instructor penalty. The TokenATM is a Family Educational Rights and Privacy Act (FERPA) cognizant, cross-platform desktop application that automates students’ token transactions via direct integration with the Canvas learning management system (LMS). We describe the development and implementation of the TokenATM in large-enrollment laboratory courses including General Chemistry, Introduction to Biology Research, and Organic Chemistry. Previous token economy management systems, including Google Forms, gated Canvas quizzes, and other online survey tools for each course are described along with relevant technological sustainability challenges. Since the implementation of the TokenATM, manual administrative processing time has transitioned to computer processing time. Statistics on token transactions are provided, and specific use cases for each course type are detailed to demonstrate the flexibility of the application with differing token options and course design. By making the TokenATM code open-access, we aim to provide a foundation for other institutions to individualize their own TokenATM applications for their courses’ needs.
ChemRxiv · 2025-06-06
preprintOpen accessOnline grading platforms constantly evolve to fit the needs of educational institutions. Current grading systems require significant involvement from instructors and graduate teaching assistants (GTAs) to provide feedback to the students, especially for laboratory-based courses. Here, we report our initial efforts using artificial intelligence (AI) assisted grading through StembleTM. Stemble is a grading platform designed for chemistry courses which provides AI-generated feedback to students. Our initial efforts in implementing this platform for more than 2000 students and 50+ GTAs have demonstrated that AI assisted grading provides more detailed feedback to students while decreasing grading time needed for GTAs to review students’ work.
Journal of Chemical Education · 2023-09-29 · 12 citations
articleOpen accessSenior authorCorrespondingThis paper describes the creation of a second quarter of a two-quarter sequence of argument-driven inquiry general chemistry laboratories. The course contains four projects investigating the chemistry of spices (vanilla, cinnamon, spearmint, and cloves) and incorporates a structured review and hands-on applications of fundamental concepts necessary to transition between general and organic chemistry (colligative properties, TLC, synthesis, characterization tests, and unknown determination). The inquiry-based curriculum was designed to give students increasing responsibility and freedom to develop experimental design skills. Specifications grading is used to increase concept iteration and encourage teamwork among students. Survey results for student learning style, feelings about chemistry, and perception of the course format are compared for the first and second quarter courses. Changes in survey responses show higher average positive responses in many categories for the second quarter course.
Journal of Chemical Education · 2023-01-31 · 17 citations
articleOpen accessSenior authorCorrespondingThis paper describes the creation of a theme-based first quarter, of a two quarter sequence, general chemistry laboratory course following an argument driven inquiry format and employing specifications grading. The course contains four, two-week projects investigating the chemistry of a popular sports drink. The sugar content, dye concentration, buffering capacity, and the kinetics of dye decomposition are investigated for various flavors of Gatorade. Specifications grading is used to foster teamwork and to provide an opportunity for revision and resubmission of student work. A modified LCAS survey measured student perception of course content.
ChemRxiv · 2020-07-03
preprintOpen accessSenior authorThe instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.
ChemRxiv · 2020-07-24 · 4 citations
preprintOpen accessSenior authorThe instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.
Journal of Chemical Education · 2020 · 31 citations
- Computer Science
- Computer Science
- Chemistry
The instruction of high enrollment general and organic chemistry laboratories at a large public university always has curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near future.
ChemRxiv · 2020-07-03
preprintOpen accessSenior authorThe instruction of high enrollment general and organic chemistry laboratories at a large public 10 university always have curricular, administrative, and logistical challenges. Herein, we describe how we met these challenges in the transition to remote teaching during the COVID-19 pandemic. We discuss the reasoning behind our approach, the utilization of our existing web-based course content, the additions and alterations to our curriculum, replacement of experimental work with videos, the results of both student and TA surveys, and lessons learned for iterations of these courses in the near 15 future.
Carolina Digital Repository (University of North Carolina at Chapel Hill) · 2019-08-20
articleOpen access1st authorCorrespondingThe North Carolina Digital Heritage Center (NCDHC) works with state memory and cultural institutions to provide online access to rare and unique historical materials related to North Carolina. As the archival and historical materials within the scope of the NCDHC mission are not the typical realm of public libraries, staff of public libraries may not be familiar with the unique concerns related to the appraisal and description of these materials in preparation for digitization. However, the NCDHC allows public libraries to provide remote access to their historical materials even if their experience with digitization is limited. The results of this study demonstrate that public libraries that wish to contribute materials to a collaborative digital initiative like the NCDHC can participate successfully in digitization projects, despite certain perceived obstacles.
Frequent coauthors
- 208 shared
Cyrus P. Zabetian
University of Washington
- 154 shared
James B. Leverenz
- 148 shared
Ignacio Mata
Cleveland Clinic
- 131 shared
Dora Yearout
Seattle Institute for Biomedical and Clinical Research
- 130 shared
Thomas J. Montine
- 117 shared
John Q. Trojanowski
University of Pennsylvania
- 117 shared
Jia Y. Wan
University of California, Irvine
- 110 shared
Debby W. Tsuang
University of Washington
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