Dr. Andrea Van Wyk

Assistant Professor of Chemistry
Office Location: 218 Cline Hall
Phone: 515-271-2172
Email: andrea.vanwyk@drake.edu
Website: https://sites.google.com/view/vanwyk-research-group/home

Dr. Andrea Van Wyk received her Ph.D. in chemistry from the University of Iowa and her B.A. in chemistry and mathematics from Simpson College. She joined Drake University in Fall 2024. She routinely teaches in the General Chemistry sequence and leads the Peer Learning Assistants (PLA) program in chemistry at Drake.

Dr. Van Wyk conducts chemistry education research (CER). This field of chemistry is concerned with how students learn chemistry and how instructors can best support student learning in chemistry. She is currently exploring 4 main areas of research:

1. Laboratory learning – laboratory curriculum analysis and development of more authentic research experiences
2. Peer Learning Assistants – Examining the role of peer learning assistants in introductory chemistry and biology courses and how the experience impacts their instructional beliefs and practices
3. Science communication – creating activities to encourage students’ science communication skills
4. Metacognition – how students develop metacognition and regulate their learning

She uses qualitative educational research methods to collect and analyze data to answer questions about chemistry education. Students with all backgrounds and interests are encouraged for these projects as diverse perspectives aid to the richness of qualitative research. Students gain expertise in proper data handling, coding software, interpreting data, designing research studies, and communicating their findings.

Publications

Van Wyk, A.L.; Julius, A.; Andrews, L.; Shrestha, B.; Shaw, S. K.; Cole, R. What’s on My Surfaces? Design and Implementation of an Indoor Surface Films CURE-Inspired Project. Chem. Educ. Res. Pract. 2025. https://doi.org/10.1039/D5RP00015G

Van Wyk, A. L.; Bhinu, A.; Frederick, K. A.; Lieberman, M.; Cole, R. S. Bridging the Science Practices Gap: Analyzing Laboratory Materials for Their Opportunities for Engagement in Science Practices. J. Chem. Educ. 2025, 102 (3), 970–983. https://pubs.acs.org/doi/full/10.1021/acs.jchemed.4c00744

Van Wyk, A. L.; Frederick, K.; Lieberman, M.; Cole, R.S.; “Increasing Authenticity of the Laboratory Through the MICRO Project: Analysis of Analytical Chemistry Laboratory Experiments for their Level of Inquiry.” Journal of Chemical Education 2024. https://pubs.acs.org/doi/10.1021/acs.jchemed.3c00945

Van Wyk, A. L.; Hunter, R. A.; Ott, L. S.; Cole, R. S.; Frederick, K. A., Supporting Student Inquiry and Engagement in the Analytical Lab: Pilot Studies from Three Institutions. In Active Learning in the Analytical Chemistry Curriculum, American Chemical Society: 2022; Vol. 1409, pp 161-180.

Roller, R.; Sumantakul, S.; Tran, M.; Van Wyk, A.; Zinna, J.; Donelson, D.; Finnegan, S.; Foley, G.; Frechette, O.; Gaetgen, J.; Jiang, J.; Rinaolo, K.; Cole, R.S.; Lieberman, M.; Remcho, V.; Frederick, K.A.; “Inquiry-Based Labs Using Paper Microfluidic Devices.” Journal of Chemical Education 2021. https://doi.org/10.1021/acs.jchemed.1c00214