Faculty Profiles

Dorian Canelas
Associate Professor of the Practice of Chemistry
1223 French Family Science Cen, 124 Science Drive, Box 3236, Durham, NC 27708
(919) 660-1528
(919) 660-1605



Ph.D., University of North Carolina - Chapel Hill 1997

B.S., Northeastern University 1993

Research Areas:

Li, K., and D. Canelas. “Learners’ Perceptions and Experiences of Two Chemistry MOOCs: Implications for Teaching and Design.” American Journal of Distance Education, vol. 33, no. 4, Oct. 2019, pp. 245–61. Scopus, doi:10.1080/08923647.2019.1639469. Full Text

Canelas, D. A., et al. “Cooperative Learning in Large Sections of Organic Chemistry: Transitioning to POGIL.” Acs Symposium Series, vol. 1336, Jan. 2019, pp. 199–215. Scopus, doi:10.1021/bk-2019-1336.ch012. Full Text

Barbee, M. H., et al. “A Single Reaction Thread Ties Multiple Core Concepts in an Introductory Chemistry Course.” Journal of Chemical Education, vol. 95, no. 6, June 2018, pp. 939–46. Scopus, doi:10.1021/acs.jchemed.7b00977. Full Text Open Access Copy

Barger, M. M., et al. “Constructivism and personal epistemology development in undergraduate chemistry students.” Learning and Individual Differences, vol. 63, Apr. 2018, pp. 89–101. Scopus, doi:10.1016/j.lindif.2018.03.006. Full Text Open Access Copy

Shapiro, H. B., et al. “Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers.” Computers and Education, vol. 110, July 2017, pp. 35–50. Scopus, doi:10.1016/j.compedu.2017.03.003. Full Text Open Access Copy

Canelas, D. A., et al. “Cooperative learning in organic chemistry increases student assessment of learning gains in key transferable skills.” Chemistry Education Research and Practice, vol. 18, no. 3, Jan. 2017, pp. 441–56. Scopus, doi:10.1039/c7rp00014f. Full Text Open Access Copy

Hall, D. M., et al. “The science advancement through group engagement program: Leveling the playing field and increasing retention in science.” Journal of Chemical Education, vol. 91, no. 1, Jan. 2014, pp. 37–47. Scopus, doi:10.1021/ed400075n. Full Text

Comer, D. K., et al. “Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs.” International Review of Research in Open and Distance Learning, vol. 15, no. 5, Jan. 2014, pp. 26–82. Open Access Copy

Canelas, Dorian A., et al. “Top-down particle fabrication: control of size and shape for diagnostic imaging and drug delivery.Wiley Interdisciplinary Reviews. Nanomedicine and Nanobiotechnology, vol. 1, no. 4, July 2009, pp. 391–404. Epmc, doi:10.1002/wnan.40. Full Text

Canelas, D. A., et al. “Properties and toughening of heat-resistant thermosets based on unsaturated ester resins.” Journal of Applied Polymer Science, vol. 86, no. 4, Oct. 2002, pp. 821–43. Scopus, doi:10.1002/app.10976. Full Text


Cooke, B. P., and D. A. Canelas. “Transition of Mathematics Skills into Introductory Chemistry Problem Solving.” ACS Symposium Series, vol. 1316, 2019, pp. 119–33. Scopus, doi:10.1021/bk-2019-1316.ch008. Full Text

Goldwasser, M., et al. “Implementation of Online Lecture Videos in Introductory Chemistry.” Acs Symposium Series, vol. 1217, 2016, pp. 63–73. Scopus, doi:10.1021/bk-2016-1217.ch006. Full Text

Canelas, D. A. “Teaching college chemistry to the edges rather than to the average: Implications for less experienced science students.” Acs Symposium Series, vol. 1193, 2015, pp. 11–28. Scopus, doi:10.1021/bk-2015-1193.ch002. Full Text