Class of 1934 Course Survey Teaching Effectiveness Award, 2012 and 2013
Class of 1940 W. Roane Beard Outstanding Teacher Award, 2011
Freshman Advisory Board "Best Freshman Professor" Award, 2010 and 2011
Outstanding Undergraduate Academic Advisor, Faculty, 2010
As director of the freshman chemistry program, Carrie's responsibilities include co-chairing the Freshman Chemistry Committee, providing administrative supervision and support, planning of assessment and feedback, pedagogical development, and coordination and training of teaching assistants in the freshman program in addition to teaching freshman program courses. Carrie also serves as an academic advisor, is the faculty advisor for Georgia Tech chapter of the Student Affiliates of the American Chemical Society, and teaches freshman seminar for chemistry and biochemistry majors.
Carrie's primary teaching responsibilities are in the freshman program. She has taught Chemical Principles I and II (CHEM 1211K and 1212K) extensively since 2010. She also teaches and supports General Chemistry (CHEM 1310).
Carrie also teaches Freshman Seminar (GT 1000) sections for chemistry and biochemistry majors each fall. The course serves as an introduction to college life, but Carrie also emphasizes opportunities available within the department and attempts to help establish a sense of community for the new students.
Carrie has also been involved in the development and support of CETL 8000, a graduate teaching assistant preparation course.
As a teaching post-doctoral fellow Carrie studied the problem-solving strategies of freshman chemistry students using a semi-structured interview protocol and statistical analysis to determine whether students still demonstrate a gap in conceptual versus algorithmic understanding more than a decade after the phenomenon was first identified in the literature. The long-term goal of the research was to determine how the thought processes of students who excel in both areas differ from those who do not and how best to transfer that knowledge. She has continued examining the metacognitive skills of freshman chemistry students at Tech through projects focusing on group preparation of chapter outlines and documented problem solving in lecture.