Dr. Kathryn Kloepper
Associate Professor of Chemistry
Vice Provost of Engaged Learning
- Ph.D., University of Illinois at Urbana-Champaign
- B.S., University of Dallas
Analytical chemistry, scholarship of teaching and learning
Dr. Kathryn Kloepper teaches Quantitative Analysis and a summer online course for non-majors that includes hands-on labs. She previously taught General Chemistry, Instrumental Analysis, advanced lab courses, and two of the Great Books courses — Classical Cultures (includes the Republic, Nicomachean Ethics, the Elements, and the Aeneid), and Hebrew and Christian Traditions (includes excerpts from the Old and New Testaments, Augustine’s Confessions, and Summa Theologica).
Undergraduate researchers in the Kloepper group learn how to help evaluate approaches for engagement and learning in chemistry courses, including courses for non-majors. Methods for data collection and analysis come from the fields of the scholarship of teaching and learning (SoTL) and chemical education research (CER).
Prior to SoTL and CER work with undergraduates, 16 Mercer students worked with Dr. Kloepper between 2009-17 in her analytical chemistry research lab on biosurfactant discovery and kaolin characterization.
- Simon, L. E.; Genova, L. E.*; Kloepper, M. L. O.; Kloepper, K. D., “Learning postdisruption: Lesson from students in a fully online nonmajors laboratory course.” Journal of Chemistry Education, 2020, 97 (9), 2430-2438.
- Fishovitz, J.; Crawford, G. L.; Kloepper, K. D., “Guided heads-up: A collaborative game that promotes metacognition and synthesis of material while emphasizing higher-order thinking.” Journal of Chemistry Education, 2020, 97 (3), 681-688.
- Singiser, R.; Meyers, J.; Crawford, G.; Kloepper, K.D., editors, Communication in Chemistry, Symposium Series, American Chemical Society/Oxford University Press: Washington D.C., 2020.
- Singiser, R.; Meyers, J.; Crawford, G.; Kloepper, K. D., “Introduction to communication in chemistry.” In Communication in Chemistry, Symposium Series, American Chemical Society/Oxford University Press: Washington D.C., published early online 9/23/19.
- Crawford, G. L and Kloepper, K. D., “Exit interviews: Laboratory assessment incorporating written and oral communication.” Journal of Chemistry Education, 2019, 96 (5), 880-887.
- Kopp, A.; Kloepper, K. D.; Thomas, C., “Qualitative, Narrative Assessment of the Mercer University Great Books Program” in Qualitative Narrative Assessment: Core Text Programs in Review, edited by Kathleen Burke and David DiMattio, 2018.
- Kloepper, K. D. and Crawford, G. L., editors., Liberal Arts Strategies for the Chemistry Classroom, Symposium Series, American Chemical Society/Oxford University Press: Washington DC, 2017.
- Crawford, G.L. and Kloepper, K. D., “Introduction to liberal arts approaches.” In Liberal Arts Strategies for the Chemistry Classroom, Symposium Series, American Chemical Society/Oxford University Press: Washington DC, 2017, pp 1-10.
- Tuttle, M. D.; Comellas, G.; Nieuwkoop, A. J.; Covell, D. J.; Berthold, D. A.; Kloepper, K. D.; Courtney, J. M.; Kim, J. K.; Barclay, A. M.; Kendall, A.; Wan, W.; Stubbs, G.; Schwieters, C. D.; Lee, V. M. Y.; George, J. M.; Rienstra, C. M., “Solid-state NMR structure of a pathogenic fibril of full-length human alpha-synuclein.” Nature Structural & Molecular Biology, 2016, 23 (5), 409-415. Featured as the cover article/art.
- Kloepper, K. D. Stoplight quizzes: A multi-level assessment strategy for lecture and laboratory courses. Journal of Chemical Education, 2015, 92 (3), 509-511.
- Kloepper, K. D. “Bringing in the Bard: Shakespearean plays as context for instrumental analysis projects.” Journal of Chemical Education, 2015, 92 (1), 79-85.
- Kloepper, K. D. “Give them something to talk about: Participation strategies that improve student learning and engagement.” In the ACS Symposium Series Addressing the Millennial Student: New Pedagogy and Approaches to Improve Student Learning Outcomes in Undergraduate Chemistry, 2014, pp 11-24.
*Undergraduate student co-author