Supporting the Growth and Impact of the Chemistry-Education-Research Community

Deborah G Herrington; Ryan D Sweeder; Patrick L Daubenmire; Christopher F Bauer; Stacey Lowery Bretz; Diane M Bunce; Justin H Carmel; Renée Cole; Brittland K DeKorver; Resa M Kelly; Scott E Lewis; Maria Oliver-Hoyo; Stephanie A. C Ryan; Marilyne Stains; Marcy H Towns; Ellen J Yezierski

doi:10.1021/acs.jchemed.8b00823

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Supporting the Growth and Impact of the Chemistry-Education-Research Community

Journal article

Open access

Peer reviewed

Supporting the Growth and Impact of the Chemistry-Education-Research Community

Deborah G Herrington, Ryan D Sweeder, Patrick L Daubenmire, Christopher F Bauer, Stacey Lowery Bretz, Diane M Bunce, Justin H Carmel, Renée Cole, Brittland K DeKorver, Resa M Kelly, …

Journal of chemical education, Vol.96(3), pp.393-397

03/12/2019

DOI: 10.1021/acs.jchemed.8b00823

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Abstract

Chemistry-education research (CER) has progressed considerably in the United States since emerging as a discipline in the 1970s. Although CER graduate programs have become well established at a few universities, their success and growth may not be assured. Even with an increasing number of chemistry departments across the United States employing one or more CER faculty, CER can still be a novel entity to many traditional chemists. CER faculty continue to face the challenge of educating colleagues and students about CER scholarship. To start conversations about how we as a community can begin to address some of these challenges, a group of CER faculty representing a variety of backgrounds and experiences were brought together for a symposium at the 2018 Biennial Conference on Chemical Education. Most talks at the symposium were given by copresenters who had not previously worked together but had experience within the given topic. This commentary is an extension of that symposium in which the presenters use their combined experiences in considering how undergraduate research, postdoctoral positions, mentoring, collaboration, and networking can enhance the growth and recognition of CER. In framing this commentary, we pose two questions to the CER community: (1) How do we strategically grow the CER community, considering the multiple pathways by which people enter CER? (2) What can be done to make CER a more widely accepted and recognizable discipline?

Graduate Education/Research

Administrative Issues

Professional Development

Chemical Education Research

Details

Title: Subtitle: Supporting the Growth and Impact of the Chemistry-Education-Research Community
Creators: Deborah G Herrington - Chemistry Department
Ryan D Sweeder - Lyman Briggs College
Patrick L Daubenmire - Department of Chemistry and Biochemistry
Christopher F Bauer - University of New Hampshire
Stacey Lowery Bretz - Department of Chemistry and Biochemistry
Diane M Bunce - Department of Chemistry
Justin H Carmel - Department of Chemistry and Biochemistry
Renée Cole - Department of Chemistry
Brittland K DeKorver - Chemistry Department
Resa M Kelly - Department of Chemistry
Scott E Lewis - Department of Chemistry
Maria Oliver-Hoyo - Department of Chemistry
Stephanie A. C Ryan - Ryan Education Consulting LLC
Marilyne Stains - Department of Chemistry
Marcy H Towns - Department of Chemistry
Ellen J Yezierski - Department of Chemistry and Biochemistry
Resource Type: Journal article
Publication Details: Journal of chemical education, Vol.96(3), pp.393-397
DOI: 10.1021/acs.jchemed.8b00823
ISSN: 0021-9584
eISSN: 1938-1328
Publisher: American Chemical Society and Division of Chemical Education, Inc
Language: English
Date published: 03/12/2019
Academic Unit: Chemistry
Record Identifier: 9984216567102771

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