18. Galloway, K. R., Leung, M. W., & Flynn, A. B. (2018). Patterns of Reactions: A card sort task to investigate students’ organization of organic chemistry reactions. Chem. Educ. Res. Pract. 2018, ASAP

17.  Webber, D. M., & Flynn, A. B.  "How Are Students Solving Familiar and Unfamiliar Organic Chemistry Mechanism Questions in a New Curriculum?" J. Chem. Educ. 2018, ASAP 

16. Galloway, K. R.; Leung, M. W.; Flynn, A. B. "A Comparison of How Undergraduates, Graduate Students, and Professors Organize Organic Chemistry Reactions" J. Chem. Educ. 2018, 95 (3), 355-365

15. Galloway, K. R.; Stoyanovich, C.; Flynn, A. B. "Students’ interpretations of mechanistic language in organic chemistry before learning reactions" Chem. Educ. Res. Pract. 201718, 353.

14. Flynn, A. B.; Featherstone, R. B. "Language of mechanisms: exam analysis reveals students' strengths, strategies, and errors when using the electron-pushing formalism (curved arrows) in new reactions" Chem. Educ. Res. Pract. 201718, 64.

13. Bodé, N. E.; Caron, J.; Flynn, A. B."Evaluating students' learning gains and experiences from using" Chem. Educ. Res. Pract. 201617, 1156.

12. Bodé, N. E.; Flynn, A. B. “Strategies of Successful Synthesis Solutions: Mapping, Mechanisms, and More” J. Chem. Educ. 201693(4), 593–604. An ACS Editor’s Choice article.

11. Flynn, A. B.; Amellal, D. G. “Chemical information literacy: pKa values: Where do students go wrong?” J. Chem. Educ. 201693 (1), 39–45.

10. Stoyanovich, C. M.; Gandhi, A.; Flynn, A. B. “Acid–base learning outcomes for students in an introductory organic chemistry course” J. Chem. Educ201592, 220–229.

9. Flynn, A. B. “Structure And Evaluation Of Flipped Chemistry Courses: Organic & Spectroscopy, Large And Small, First To Third Year, English And French” Chem. Educ. Res. Pract.201516, 198–211

8. Flynn, A. B. “How do students work through organic synthesis learning activities?”  Chem. Educ. Res. Pract.201415, 747–762.

7. Flynn, A. B.; Caron, J.; Laroche, J.; Daviau-Duguay, M.; Marcoux, C.; Richard, G. “ A free, student-driven organic chemistry nomenclature learning tool” J. Chem. Educ. 201491 (11), 1855–1859. 

6. Flynn, A. B. “NMR Interpretation: Getting from Spectrum to Structure” J. Chem. Educ201289 (9), 1210–1212.

5. Flynn, A. B. “A Post-Class Question That Provides Feedback and Connects In- and Out-of-Class Learning”Collected Essays on Teaching and Learning Journal20125, 153–160.

4. Flynn, A. B. “Launch of an online interactive tool to support learning organic chemistry / Le lancement d’un outil interactif en ligne pour soutenir l’apprentissage de la chimie organique.” The Thinker / Le penseur, January 20125.

3. Flynn, A. B. “The development of a post-class question method and its integration with teaching” J. Chem. Educ201289 (4), 456–464.

2. Flynn, A. B.; Biggs, R. “The development and implementation of a problem-based learning (PBL) format in a senior undergraduate synthetic and medicinal chemistry laboratory course.” J. Chem. Educ201189(1), 52–57.

1. Flynn, A. B. “Developing Problem-Solving Skills through Retrosynthetic Analysis and Clickers in Organic Chemistry” J. Chem. Educ.201188 (11), 1496–1500.

 Left to Right: Mark, Kelli, Nik, Amanda, Michael Min Way, Rebecca, and Alison.  Photo credit: Marc Bélanger

Left to Right: Mark, Kelli, Nik, Amanda, Michael Min Way, Rebecca, and Alison. Photo credit: Marc Bélanger