Faculty & Staff
Hannah Sevian, PhD
Professor of Chemistry and Graduate Program Director, College of Science and Mathematics
Areas of Expertise
Chemistry Education, Science Education, Science Communication
PhD, Physical Chemistry, University of Wisconsin-Madison
Professional Publications & Contributions
- Sevian, Hannah, and Vicente Talanquer. "Rethinking chemistry: a learning progression on chemical thinking." Chemistry Education Research and Practice 15, no. 1 (2014): 10-23.
- Weinrich, M. L., and H. Sevian. "Capturing students’ abstraction while solving organic reaction mechanism problems across a semester." Chemistry Education Research and Practice 18, no. 1 (2017): 169-190.
- Ngai, Courtney, and Hannah Sevian. "Capturing Chemical Identity Thinking." Journal of Chemical Education 94, no. 2 (2017): 137-148.
- Stains, Marilyne, and Hannah Sevian. "Uncovering implicit assumptions: a large-scale study on students’ mental models of diffusion." Research in Science Education 45, no. 6 (2015): 807-840.
- Banks, Gregory, Michael Clinchot, Steven Cullipher, Robert Huie, Jennifer Lambertz, Rebecca Lewis, Courtney Ngai et al. "Uncovering Chemical Thinking in Students’ Decision Making: A Fuel-Choice Scenario." Journal of Chemical Education 92, no. 10 (2015): 1610-1618.
- Cullipher, Steven, and Hannah Sevian. "Atoms versus Bonds: How Students Look at Spectra." Journal of Chemical Education 92, no. 12 (2015): 1996-2005.
- Clinchot, Michael, Courtney Ngai, Robert Huie, Vicente Talanquer, Jennifer Lambertz, Gregory Banks, Melissa Weinrich, Rebecca Lewis, Pamela Pelletier, and Hannah Sevian. "Better Formative Assessment." The Science Teacher 84, no. 3 (2017): 69-75.
Lab Location: ISC-3600, Lab Phone: 617.287.6188
Research in the Sevian lab is concerned with studying how students develop chemical thinking and reasoning over many years of training in chemistry (middle school, high school, undergraduate, and graduate school), how problem-solving in chemistry is similar to and different from problem-solving in other disciplines, how a focus on green chemistry influences students' learning of chemistry, how scientists can learn from teachers to communicate science more effectively, and policies and practices needed to ensure chemical literacy. The unifying feature of our work is that it is directed at improving equity and creating capacity for students, particularly in urban public education, to have access to learning chemistry.
Current grant funding:
- NSF DRL-1621228 (Supporting Chemistry Teachers to Assess and Foster Chemical Thinking), $2.6m, 2016-2020. Project website: www.acctproject.org