Kathryn N. Hosbein

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Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence

William E. Allen, Kathryn N. Hosbein, Anthony M. Kennedy, 2021 .

Design and Implementation of an Organic to Analytical CURE Sequence

William E. Allen, Kathryn N. Hosbein, Anthony M. Kennedy, 2021 .

Evaluation of the influence of wording changes and course type on motivation instrument functioning in chemistry

Regis Komperda, Jack Barbera, Kathryn N. Hosbein, 2018 .

Development and evaluation of novel science and chemistry identity measures

Jack Barbera, Kathryn N. Hosbein, Jack Barbera, 2020 .

The Application of Electrochemical Impedance Spectroscopy to Immediately Diagnose the Protective Quality of Coatings on Artistic and Architectural Metalwork

Kathryn N. Hosbein, 2016 .

Electrochemical Identification and Categorization of the Protective Quality of Intact and Damaged Coatings

Tami Lasseter Clare, Kathryn N. Hosbein, N. A. Swartz, 2014 .

Measuring Sheet Resistances of Dielectrics Using Co‐Planar Hydrogel Electrochemical Cells with Practical Applications to Characterize the Protective Quality of Paints on Sculptures

Tami Lasseter Clare, Kathryn N. Hosbein, Alice H. England, 2017 .

Alignment of theoretically grounded constructs for the measurement of science and chemistry identity

Kathryn N. Hosbein, Jack Barbera, K. N. Hosbein, 2020 .

Assessing the Protective Quality of Wax Coatings on Bronze Sculptures Using Hydrogel Patches in Impedance Measurements

Tami Lasseter Clare, Kathryn N. Hosbein, Alice H. England, 2016 .

Development of the Investigation Design, Explanation, and Argument Assessment for General Chemistry I Laboratory

Kathryn N. Hosbein, V. Sampson, J. Walker, 2020, Journal of Chemical Education.

Investigation of evidence for the internal structure of a modified science motivation questionnaire II (mSMQ II): a failed attempt to improve instrument functioning across course, subject, and wording variants

Michael M. Phillips, Kathryn N. Hosbein, Jack Barbera, 2020 .

Integrating Scientific Growth and Professional Development Skills in Research Environments to Aid in the Persistence of Marginalized Students.

Kathryn N. Hosbein, M. Mackiewicz, Dawn C. Mason, 2022, Journal of chemical education.

Tracking Student Argumentation Skills across General Chemistry through Argument-Driven Inquiry Using the Assessment of Scientific Argumentation in the Classroom Observation Protocol

Kathryn N. Hosbein, J. Walker, K. N. Hosbein, 2021 .

Course-Based Undergraduate Research Experiences as a Community of Practice (CoP)

Kathryn N. Hosbein, J. Walker, W. Allen, 2023, Journal of Chemical Education.

Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course

Kathryn N. Hosbein, J. Walker, 2022, Journal of Chemical Education.