College of Science and Mathematics

Dermot F. Donnelly-Hermosillo

Professor

Chemistry and Biochemistry | 559-278-5004 | Office: Science 1 Room 258

ddonnelly@csufresno.edu

Education

B.Sc., Ph.D., University of Limerick, Ireland
Postdoctoral Research, Victoria University of Wellington, New Zealand
Postdoctoral Research, University of California, Berkeley

Courses Taught

  • CHEM 10 - Chemistry and Society
  • CHEM 140T - Physical Science Outreach
  • CHEM 165SH - Peer Instruction in Chemistry
  • CHEM 170 - Chemistry in the Marketplace
  • CHEM 3A - Introductory Chemistry
  • NSCI 1A - Integrated Physical Science
  • CHEM 201 - Laboratory Teaching Techniques

Dr. Dermot Donnelly-Hermosillo is a Professor of Chemical Education in the Chemistry and Biochemistry Department, joining Fresno State in Fall 2015 after postdoctoral research at UC Berkeley and Victoria University of Wellington in New Zealand. An Irish native, he completed his BSc and PhD at the University of Limerick.

He specializes in the role of instructional technologies and curriculum to support enhanced student ownership and learning of scientific concepts. Such instructional technologies include simulations, virtual laboratories, and virtual reality. His other research interests include curriculum development and evaluation, professional development of teachers, and power dynamics in science classrooms.

For more information on Dr. Donnelly-Hermosillo's research, teaching, and service, please visit:

  1. Google Scholar Profile

  2. LinkedIn Profile

  3. Researchgate Profile

  4. Research Group Website
  • Chemical Education: K-16 Chemistry Students
  • Learning Sciences: Design and Comparison Studies; Systematic Review and Meta-Analysis Techniques
  • Educational Technologies: Virtual Labs, Simulations, and Virtual Reality.

Refereed Publications (*Graduate Student; **Undergrad. Student)

  1. Keller, J., Buxner, S., Donnelly-Hermosillo, D., Bailey, E., Citkowicz, M., Horvath, L., Moreno, D., Yisak, M., Zhu, B., Fulbeck, E., Sessoms, D., Vokos, S., Chen, C., & Pardo, M. (2025). Impact of teachers with research experiences: Student gains in STEM career awareness, perception of value of STEM learning, and persistence in STEM course tasks. Science Education, 109(3), 769–795. https://doi.org/https://doi.org/10.1002/sce.21926 
  2. Dyer, K., & Donnelly-Hermosillo, D.F. (2024). Student ratings of instruction: Updating measures to reflect recent scholarship. Research in Higher Education, 64, 1587–1613. https://doi.org/10.1007/s11162-024-09804-8 
  3. Sangha*, A. S., Donnelly-Hermosillo, D. F., & Nelson, F. P. (2024). Preservice elementary teachers’ perceptions of their science laboratory instructors in a phenomena-based laboratory and how it impacts their conceptual development. Journal of Research in Science Teaching, 61(3), 556–590. https://doi.org/https://doi.org/10.1002/tea.21926 
  4. Britter**, M., Donnelly-Hermosillo, D., & Gulacar, O. (2022). Shifts in power relations across group work activities for gas laws. Journal of Chemical Education, 99(7), 2484–2492. https://doi.org/10.1021/acs.jchemed.2c00177 
  5. Li*, M., Click*, J., & Donnelly-Hermosillo, D. F. (2022). Comparing simulation sequencing in a Chemistry online-supported project-based learning unit. Journal of Science Education & Technology, 31, 27–51. https://doi.org/10.1007/s10956-021-09929-w 
  6. Yukhymenko-Lescroart, M. A., Donnelly-Hermosillo, D. F., Cowan, C. C., & Berrett, B. D. (2021). A latent profile analysis of university faculty subtypes for mobile technology integration. Computers and Education Open, 100052. https://doi.org/10.1016/j.caeo.2021.100052 
  7. Hansen, A., Connors, P., Donnelly-Hermosillo, D., Full, R., Hove, A., Lanier, H., … Zavaleta, E. (2021). Biology beyond the classroom: Experiential learning through authentic research, design & community engagement. Integrative and Comparative Biology, 61(3), 926–933. https://doi.org/10.1093/icb/icab155 
  8. Hernandez*, T., Donnelly-Hermosillo, D. F., Person, E., & Hansen, A. K. (2021). “At least we could give our input”: Underrepresented student narratives on conventional and guided inquiry-based laboratory approaches. Integrative and Comparative Biology, 61(3), 992–1001. https://doi.org/10.1093/icb/icab014 
  9. Donnelly-Hermosillo, D. F., Gerard, L. F., & Linn, M. C. (2020). Impact of graph technologies in K-12 science and mathematics education. Computers & Education, 146, 103748. https://doi.org/10.1016/j.compedu.2019.103748 
  10. Wood**, J., & Donnelly-Hermosillo, D. F. (2019). Learning chemistry nomenclature: Comparing the use of an electronic game versus a study guide approach. Computers & Education, 141, 103615. doi:10.1016/j.compedu.2019.103615
  11. Donnelly, D. F., Namdar*, B., Vitale, J. M., Lai, K., & Linn, M. C. (2016). Enhancing student explanations of evolution: Comparing elaborating and competing theory prompts. Journal of Research in Science Teaching, 53(9), 1341–1363. doi:10.1002/tea.21331
  12. Donnelly, D. F., Vitale, J. M., & Linn, M.C (2015). Automated guidance for thermodynamics essays: Critiquing versus revisiting. Journal of Science Education and Technology, 24(6), 861-874. doi:10.1007/s10956-015-9569-1
  13. Donnelly, D. F., & Hume, A. (2015). Using collaborative technology to enhance pre-service teachers’ pedagogical content knowledge in science. Research in Science & Technological Education, 33(1), 61–87. doi:10.1080/02635143.2014.977782
  14. Donnelly, D. F., Linn, M. C., & Ludvigsen, S. (2014). Impacts and characteristics of computer-based science inquiry learning environments for precollege students. Review of Educational Research, 84(4), 572–608. doi:10.3102/0034654314546954
  15. Donnelly, D. F., McGarr, O., & O’Reilly, J. (2014). “Just be quiet and listen to exactly what he’s saying”: Conceptualising power relations in inquiry oriented classrooms. International Journal of Science Education, 36(12), 2029–2054. doi:10.1080/09500693.2014.889867
  16. Donnelly, D. F., & Boniface, S. (2013). Consuming and creating: Early-adopting science teachers’ perceptions and use of a wiki to support professional development. Computers & Education, 68(1), 9–20. doi:1016/j.compedu.2013.04.023
  17. Donnelly, D., O’Reilly, J., & McGarr, O. (2013). Enhancing the student experiment experience: Visible scientific inquiry through a virtual chemistry laboratory. Research in Science Education, 43(4), 1571–1592. doi:10.1007/s11165-012-9322-1
  18. Donnelly, D., McGarr, O., & O'Reilly, J. (2011). A framework for teachers' integration of ICT into their classroom practice. Computers & Education, 57(2), 1469–1483. doi:1016/j.compedu.2011.02.014

Peer-Reviewed Book Chapters

  1. Donnelly-Hermosillo, D., Gerard, L., & Linn, M. C. (2023). Designing virtual chemistry visualizations featuring environmental dilemmas to promote equitable knowledge integration. In Y. Dori, C. Ngai, & G. Szteinberg (Eds.), Digital Learning and Teaching in Chemistry(pp. 219–233). The Royal Society of Chemistry. https://doi.org/10.1039/9781839167942-00219 
  2. Linn, M. C., Donnelly-Hermosillo, D., & Gerard, L. (2023). Synergies between learning technologies and learning sciences: Promoting equitable secondary school teaching. In N. Lederman, D. Zeidler, & J. S. Lederman (Eds.), Handbook of research on science education (pp. 447–498). Routledge. https://doi.org/10.4324/9780367855758-19 
  3. Buxner, S., Vokos, S., Keller, J., Good,, Donnelly-Hermosillo, D., Horvath, L., Sessoms, D., Bailey, E., Citkowicz, M., Yisak, M., Moreno, D., Zhu, B., Fulbeck, E., Chen, C., & Pardo, M. (2022). Impacts of the STEM teacher and researcher (STAR) program on teachers, students, and classrooms. In Manier, L., York, T. T., & Calinger, B. (Eds.). (2022). Research in practice: Preparing and retaining K-12 STEM teachers in high-need school districts. Washington, DC: American Association for the Advancement of Science. https://doi.org/10.1126/aaas.add8017

Book

  1. Donnelly-Hermosillo, D. (2024). Playful Physical Science: Phenomena for Kids. Kendall Hunt Publishing. https://he.kendallhunt.com/product/playful-physical-science-phenomena-kids