Bio

Ted Clark received his B.A. in Chemistry, History, and Religious Studies from the University of Detroit in 1991 and earned his Ph.D. in Chemistry from the University of Michigan in 1997. He joined The Ohio State University as a postdoctoral researcher with Dr. Philip Grandinetti and has since held various roles, including Instructional Laboratory Supervisor for analytical chemistry courses (2003–2007) and Associate Director of the Ohio Center for Undergraduate Research – Research Experiences to Enhance Learning (OCUR-REEL) program (2007–2011). Dr. Clark is now a Professor of Teaching and an active researcher in chemical education. His work focuses on metacognitive learning strategies, AI-supported personalized learning, active learning pedagogy, and technology-enhanced instruction, including the integration of PhET simulations in laboratory and large-enrollment courses. He has been deeply engaged in teacher professional development, particularly in Modeling Instruction, and played a key role in designing and leading the online certificate program “Advanced Chemistry Knowledge for Educators.” His contributions to STEM education have been recognized with multiple awards, including the Ohio PKAL STEM Educator of the Year Award, the OSU Provost Award for Distinguished Teaching by a Lecturer, and the Mid-Career Faculty Excellence Award. These honors highlight his dedication to excellence in teaching, research, and innovative pedagogical practices.

Publications in the Journal of Chemical Education

Clark, T.M., Tafini, N. (2024) Exploring the AI-Human Interface for Personalized Learning in a Chemical Context.

Clark, T.M. (2024). Using Multiple PhET Sims to Investigate Greenhouse Gases within a Real-World Context.

Clark, T.M., Clark, C.T., Jeong, S., Cervenec, J. (2024) Using Content Area Reading to Support an Interdisciplinary Storyline Involving Climate Science.

Clark, T.M., Fhaner, M., Stoltzfus, M., Queen, M.S. (2024) Using ChatGPT to Support Lesson Planning for the Historical Experiments of Thomson, Millikan, and Rutherford.

Clark, T.M., Ricciardo, A., Turner, D.A. (2024). Distributed Active Learning (DAL): An approach to reduce class size in large enrollment courses.

Clark, T.M., Anderson, E., Dickson-Karn, N., Soltanirad, C., Tafini, N. (2023) Comparing the performance of college chemistry students with ChatGPT for calculations involving acids and bases.

Clark, T.M. (2023) Investigating the use of the artificial intelligence chatbot ChatGPT with chemistry exam questions.

Clark, T.M. (2023) Narrowing achievement gaps in general chemistry courses with and without in-class active learning.

Clark, T. M., Dickson-Karn, N., Anderson, E. (2022) Strategies undergraduate students use to solve a volumetric analysis problem before and after instruction.

Clark, T. M., Turner, D.A., D.C. Rostam. (2022). Evaluating and improving questions on an unproctored online general chemistry exam.

Clark, T. M., Dickson-Karn, N., Anderson, E. (2022). Calculating the pH of a Strong Acid or a Strong Base Before and After Instruction in General Chemistry.

Clark, T. M., Callam, C. S., Paul, N. M., Stoltzfus, M. W., & Turner, D. (2020). Testing in the time of COVID-19: A sudden transition to unproctored online exams.

Clark, T. M., Ricciardo, R., & Weaver, T. (2016). Transitioning from expository laboratory experiments to course-based undergraduate research in general chemistry.

Clark, T. M., & Chamberlain, J. M. (2014). Use of a PhET interactive simulation in general chemistry laboratory: Models of the hydrogen atom.

Clark, T. M., Cervenec, J., & Mamais, J. (2011). “The Price is Right” for Your Classroom.