Winter 2009 - Division of Chemical Education

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CHED Newsletter
Winter 2009
Chemistry: A Project of the
ACS
Review the chronology of this general
chemistry textbook, created by a team
led by the ACS Education Division. See
pages 7–8.
National Lab Day
President Obama declares National Lab
Day. See page 3 for details.
Published by the Division of Chemical Education, Inc.,
American Chemical Society
2
CHED Newsletter, Winter 2009
TABLE OF CONTENTS
Announcements, Materials, and Opportunities
ACS-Hach Programs: Continuing a Legacy of Commitment to Chemistry Education....................................................................... 30
Call for Nominations—the 2010 James Flack Norris Award for Outstanding Achievement in the Teaching of Chemistry .............. 31
College Mentors Wanted! The U.S. National Chemistry Olympiad Invites You to Apply for the College Mentor Position ............. 32
College Mentor Application Form ...................................................................................................................................................... 33
ConfCHEM Online Conference—Educating the Next Generation: Green and Sustainable Chemistry .............................................. 35
ConfCHEM Online Conference—Development and Assessment of Computer Simulations and Animations ................................... 35
DivCHED Website Offers Easy Access to Newsletter and to Meeting Info ....................................................................................... 30
Passer Education Fund ........................................................................................................................................................................ 31
University of Utah—Endowed Chair in Chemical Education ............................................................................................................ 32
Division Reports & News
2009 CHED Outstanding Service to the Division Award ..................................................................................................................... 5
ACS 2009 ChemLuminary Award Winners ......................................................................................................................................... 9
ACS DivCHED Examinations and Related Materials ........................................................................................................................ 12
DivCHED Connections ...................................................................................................................................................................... 17
DivCHED Election Results .................................................................................................................................................................. 8
DivCHED Publishes .......................................................................................................................................................................... 14
Endowment Fund—Form for Contributing to CHED Regional Award for Excellence in High School Teaching .............................. 6
From the Chair-Elect—Change and Changes ...................................................................................................................................... 4
From the Editor..................................................................................................................................................................................... 3
From the Member at Large ................................................................................................................................................................... 8
Know Your Way Around the Division ............................................................................................................................................... 15
News from the Exams Institute ........................................................................................................................................................... 11
National Lab Day.................................................................................................................................................................................. 3
Nomination Form for CHED Committees and Elected Positions ....................................................................................................... 16
Membership Form for the ACS Division of Chemical Education ...................................................................................................... 59
Passer Award Report .......................................................................................................................................................................... 14
The Termination of the ACS General Chemistry Project: A Chronology............................................................................................. 7
DivCHED Committee Reports
Biennial Conference Committee ......................................................................................................................................................... 14
High School Committee Report .......................................................................................................................................................... 13
International Activities Committee ..................................................................................................................................................... 15
Educational Society Connections
2010 International Conferences of Interest to Science Educators ....................................................................................................... 29
International Research Experiences for Undergraduates .................................................................................................................... 28
Preliminary Meeting Announcement—ECRICE and DidSci 2010 .................................................................................................... 28
Proceedings of the 2008 ICCE............................................................................................................................................................ 25
Report from Hamilton: 92nd Canadian Chemistry Conference .......................................................................................................... 27
Report from Scotland: IUPAC Congress and General Assembly ....................................................................................................... 25
Meetings
Schedule of ACS National Meetings & BCCE Meetings ............................................................................................................... 58
San Francisco, CA (ACS 239th National Meeting, March 21–25, 2010)
Symposia Topics/Organizers .............................................................................................................................................. 47
21st BCCE (University of North Texas, Denton, TX, August 1–5, 2010)
General Information ............................................................................................................................................................ 55
Boston, MA (ACS 240th National Meeting, August 22–26, 2010)
Symposia Topics/Organizers .............................................................................................................................................. 56
Symposium Summaries from Washington, D.C. (ACS 238th National Meeting, August 16–20, 2009)
Summaries .......................................................................................................................................................................................... 36
CHED Newsletter, Winter 2009
3
From the Editor
Paul Rillema [[email protected]]
The theme of the San Francisco meeting is sustainability. ACS
National has established a Sustainability Stakeholders Steering
Group (S3G) which hopes to accomplish two goals at the San
Francisco meeting: first, it would like to determine ten projects
to address in sustainability; and second, it would like to engage
eighty ACS members as volunteers in the sustainability effort.
As a means of obtaining input from ACS members, S3G has
established a Sustainability Engagement Event Planning Group
for the meeting. Member committees of the S3G were asked to
provide a representative from each of their committees, and I
was selected to represent the Divisional Activities Committee.
Select ACS personnel are also on the Planning Group. The plan
at San Francisco is to have a kick-off event on Sunday evening
in the Exposition area and a forum on Tuesday afternoon
leading to the submission of sustainability ideas from ACS
members. From the ideas submitted, ten will be selected and
supported by ACS National.
The winter edition of this newsletter can be accessed from the
main division Web page: <http://www.divched.org>. On the
left is a panel with different parts of the site indicated. Click on
“Newsletter” to reach a page with current and former
newsletters. Click on “Meetings” to access a page with
upcoming, current and former information.
The newsletter requires a username and a password. This is the
same for all division members. These are:
Username: chedmember
Password: 2009
Points to Ponder
“Life is too short for drama & petty things,
so kiss slowly, laugh insanely, Love truly and forgive quickly.”
~author unknown
“Every choice you make has an end result.”
~ Zig Ziglar
“Always do what is right. This will gratify some people and
astonish the rest.”
~Mark Twain
“When I get a little money, I buy books; if any is left I buy food
and clothes.”
~Erasmus
“A gem is not polished without rubbing, nor man perfected
without trials.”
~Chinese Proverb ■
Obama Declares the First
National Lab Day
to Take Place in May 2010
The story below is from Nature News. National Lab Day
is an initiative to bring inquiry-based labs to middle and
high schools across the U.S. You can sign up by going
to <www.nationallabday.org>. President Barack Obama
announced the establishment of National Lab Day as
part of his administration's new campaign for science
and technology education. The grassroots effort includes
community volunteers, organizations of teachers,
scientists and engineers and partnerships with private
businesses. It plans to give 10 million children, grades
six through 12, an opportunity to “launch rockets,
construct miniature windmills and get their hands dirty”,
Obama said during the announcement. NLD is no “bring
your daughter to work” day — the kids will be in it for
the long haul, relatively speaking. The first annual NLD
will run the first week of May 2010, and will be the
culmination of a series of laboratory activities, with
"laboratory" meaning everything from a facility with
bubbling chemicals, to a classroom, to a laptop linked to
the LHC. Teachers propose projects on the NLD
website, and scientists, sponsors and other volunteers
can then search through the proposals and decide which
they’d like to help out with. In line with Obama's claim
that “we're going to show young people how cool
science can be,” one of the proposed projects would
teach kids how to program apps for iPhones or Androids.
Another proposal wants to bring hands-on plate tectonic
studies to Ohio, and one in California hopes to study
endangered species, including running PCRs on DNA
from California condors. Obama’s “Educate to Innovate”
campaign also includes a number of larger business
partnerships; the private sector has already committed
more than $260 million, he said. For example, the
MacArthur Foundation is partnering with Sony and other
technology companies to fund science-related video
games, and Sesame Street will begin a two-year focus on
math and science.
4
CHED Newsletter, Winter 2009
DIVISION REPORTS & NEWS
Change and Changes
Chair–Elect, Susan Nurrenbern [[email protected]]
Appreciation, Recognition, and Congratulations
As we transition into 2010, I want to express my appreciation to
Mark Freilich whose year as chair has come to an end and to
Tom Greenbowe who has completed a three-year commitment
and ends his term as past-chair. Mark and Tom have been
sources of information and insight into the operations of the
ACS and the DivCHED.
A special note of recognition is extended to everyone who is
moving off a committee at this time for their service and
contributions to the success of CHED. It takes a lot of devoted
people and a lot of volunteer hours to sustain a successful ACS
division. You will see these efforts reflected in the committee
reports inside this Newsletter.
Congratulations to the winners of the most recent election and
to new members of committees who, I hope, are announced in
this Newsletter since I do not know the election and
appointment results as I prepare this submission.
CHED awarded $75 scholarships to two of its members, Bob
Belford and Jennifer Lewis, to attend ACS Leadership
Development System coursed at the Washington, D.C., 2009
ACS meeting.
Changes and Accomplishments
The electronic voting process seemed to work very well from
my perspective as a user. Thanks to Don Wink (and others who
I do not know but probably should) for his efforts to get that
process operational.
The Journal of Chemical Education is teaming with the ACS
for submission, review, and acceptance of papers and
publication of the Journal as an official ACS journal. Economic
pressures, streamlining the workflow, as well as issues related
to modern publication practices and reader preferences
necessitated a change of operations.
The task forces on Outreach (Vickie Williamson, chair) and
the Division Office (Jerry Sarquis, chair) reported their
findings to the Executive Committee regarding the current
status of each entity.
The CHED Executive Committee and Committee Chairs
attended a very informative workshop in Washington, D.C.
focused on fiduciary issues for volunteer organizations. The
imminent need to have insurance coverage for a variety of
CHED groups was immediately obvious to everyone.
Things to Accomplish
The Executive Committee has recommended that a second
workshop dealing with legal issues be held in San Francisco as
a follow-up to the successful workshop on fiduciary issues.
A working group, as I loosely refer to as Division Operations,
was formed (Renee Cole, Mickey Sarquis, Jerry Sarquis,
Ellen Yezierski and consultant Vickie Williamson) to build
on the information provided by the outreach and division office
task forces to explore members’ future needs and suggest
possible streamlined reorganization options that would continue
meeting the needs of members who interact with these units.
I have attended Executive Committee meetings as a guest over
the years and observed that action items generally get pushed
up against the adjournment time resulting in rushed discussion
and voting. The Division meeting, where it has been traditional
to summarize the business and issues from the Executive
Committee meeting to Division members, appears to be of
questionable value in its present format. ACS requires a
Division meeting but the CHED meeting is poorly attended
with the majority of attendees being members of the Executive
Committee who already know the news from the Executive
Committee meeting. It seems appropriate in this environment of
change to consider ways to restructure the available time at
national meetings to maximize the input toward the operational
business of the Division that your CHED leaders deserve to be
able to provide. At the Washington, D.C. meeting, a group
comprised of Tom Greenbowe, Tom Holme, Jennifer Lewis
and Ellen Yezierski was charged with investigating how the
national meeting agendas might be restructured to maximize the
amount of time devoted to decision-making processes.
Managing change to maximize the benefits and opportunities
while minimizing the negatives is the real challenge for any
organization and especially one as large as the ACS Division of
Chemical Education. I believe that CHED has the leadership
and expertise within its membership to deal with change and
changes that will serve the Division and its members well into
the future. ■
CHED Newsletter, Winter 2009
5
2009 CHED Outstanding Service to the Division Award
Anna Wilson, Chair Recognition Committee
In honor of his leadership, creativity, and dedication to helping
others as a member of the Division of Chemical Education, Inc,
the 2009 winner of the Outstanding Service to the Division
Award is John Gelder. He was presented with a glass apple on a
lighted base during the division reception at the Washington,
D.C. national ACS meeting, August 16, 2009.
John was nominated by a division member who sent a few
examples of John’s service to the division. I asked John for
some more information and here is what he replied:
While I started attending BCCEs in 1976 (Madison) my
first involvement with the Division was as a member of the
Committee on Computers in Chemical Education. I can
remember helping John Moore in Atlanta (in fact we drove
down together) doing a workshop with Scott Owen at
Atlanta University probably in the early 1980’s. When the
Biennial was in Stillwater in 1982, I served as Local
Events Chair. I think many remember me bringing a pet
snake to the start of the Fun Run. Then Dwaine encouraged
me to get involved with the Examinations Institute so I was
appointed to the General Chemistry Examination
Committee in early 1981.
the time was helping Mike Abraham and me on our NSF
MoLE Project. Following the Biennial at ISU I talked to
Kirk about helping develop a more sophisticated system
that did much more than accept abstracts. We have used
that Abstract Submission System for the last two Biennials,
and it is being used for the 2010 Biennial in Denton, TX.
Each year we have added features to increase its power.
Call for Nominations for 2010
The Division of Chemical Education, Inc. selects a division
member each year for the annual DivCHED “Outstanding
Service to the Division Award.” The award is presented at the
fall national ACS meeting during the Sunday evening CHED
reception. The guidelines for this award are that the awardees
be members of CHED and have contributed outstanding service
to CHED. Individuals who currently hold office or chair a
committee in CHED would not be eligible for this award until
their term of office has expired. I am accepting nominations for
the 2010 award. Please send your nomination with supporting
information to me. ■
Following the Biennial in Stillwater I was appointed to the
Biennial Committee. When the Division appointed Dwaine
as Director of the ACS Examinations Institute I started
helping in a variety of ways. Mostly I helped write and
grade the Olympiad Examination.
In 1994 I was appointed to the Board of Publication for the
Journal of Chemical Education. In 2001 I accepted the
responsibility of Chair of the Board of Publication. I
stepped down from that position in 2007, but I remained on
the Board.
Following the Biennial in Bellingham I volunteered to
create some software that could be used by the next
Biennial (Iowa State University) that allowed electronic
submission of abstracts. The ACS would allow the
Division to use their abstract system but it was going to be
very expensive. So I developed the first system with the
assistance of Kirk Haines, an undergraduate student who at
Sue Nurrenbern, Chair Elect; John Gelder,
Greenbowe, Past Chair, at the Division Reception
Tom
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CHED Newsletter, Winter 2009
7
The Termination of the ACS General Chemistry Project:
A Chronology
Morton Z. Hoffman, Boston University <[email protected]>
Member, GenChem Advisory Board; Member, GenChem Editorial Review Panel;
Member, Society Committee on Education; Councilor, Northeastern Section
In 2004, the general chemistry textbook, Chemistry: A Project
of the American Chemical Society, was published by W.H.
Freeman and Company. The book, which was written by a team
lead by Jerry Bell (ACS Education Division), had been classtested over four years through its preliminary meta versions,
during which time revisions had been made and supplemental
materials developed. The published text combined cooperative
learning strategies and active learning techniques with coverage
of all the traditional general chemistry topics; the supplemental
material included a powerful web companion to help students
visualize the atomic and molecular world and an extensive
Faculty Resource and Organizational Guide (FROG) for
instructors. The textbook and its supplements were reviewed
very favorably by Kimberlee Faison (Belmont University) [J.
Chem. Educ., 81, 1572 (2004)] and by Jeffrey Kovac
(University of Tennessee, Knoxville) [C&EN, 82 (29), 31
(2004)], the latter under the headline, “Innovative Teaching:
New textbook - an ACS project - provides an example of how
chemistry should be taught.”
Between 2004 and 2007, Chemistry was adopted at
approximately 50 institutions across the whole range of the
academic spectrum, including in a few high school advanced
chemistry courses; Chemistry has been used for more than five
years at my own institution in the large (~700 students) general
chemistry course. Workshops and information sessions about
the unique pedagogical aspects of the text and the supplements
were held regularly at ACS national and regional meetings,
Biennial Conferences on Chemical Education, and other
chemical education venues. A Spanish-language version of the
book, Quimica, was prepared, publicized at workshops, and
marketed in Latin America. The evident success of the book
and the potential impact it could have on the teaching of general
chemistry led to the development of plans toward the
preparation of a second edition.
In December 2005, the ACS Board of Directors established a
procedure whereby all the programs of the Society that are
supported by its budget would be reviewed on a regular basis to
assess their costs and effectiveness. The Program Review
Advisory Group (PRAG) was established to assist the Society
Committee on Budget & Finance (B&F) and the ACS Board in
fulfilling their responsibilities according to the Bylaws of the
Society. Among the programs that PRAG reviewed in 2006 and
2007 were those of the ACS Education Division; in particular,
the 2007 review included the GenChem Project.
At its meeting in Boston in August 2007, the ACS Board
received the recommendation of B&F, which had originated
from PRAG, that the GenChem Project be terminated. The
Board concurred, with the termination of all work effective
December 31, 2007.
The Society Committee on Education (SOCED), which
oversees the ACS Education Division, received the PRAG
report on the education programs in the latter part of 2007, and
was invited to comment on it, especially on those sections that
contained recommendations for continuing projects. At the end
of February 2008, SOCED responded with a very strong
statement in opposition to the termination of the GenChem
Project, and included a point-by-point rebuttal of the reasons
cited in the PRAG report that led to the recommendation of
8
CHED Newsletter, Winter 2009
termination. At the SOCED meeting in New Orleans in March
2008, a discussion was held as to whether the specific parts of
the PRAG report that deal with the GenChem Project and the
SOCED response should be made public.
disclosure and dissemination of the reasons for the termination.
Because the SOCED response was directed toward specific
recommendations in the PRAG report, it, too, may not be made
public.
During mid-2008, a request to B&F and the ACS Board was
drafted by SOCED to make public without reservations those
specific aspects of the PRAG report that dealt with the reasons
for the termination of the GenChem Project so that members of
the chemical education community, especially those who have
adopted Chemistry for their classes, could understand the
action. The text of the request was discussed further at the
SOCED meeting in Philadelphia in August 2008. After further
modification, the request for permission to disclose the reasons
for the termination decision was submitted by SOCED in
October 2008 for consideration by B&F and the ACS Board at
their meetings in December 2008.
The policy whereby the formal record of PRAG’s reviews and
recommendations is to be maintained confidential except to
select members of ACS governance and senior management
was stated in the August 2009 Councilor Bulletin by John
Adams, Chair, Program Review Advisory Group (p. 14). ■
In mid-December 2008, SOCED received a letter from the
Chair of the ACS Board of Directors that denied the request to
make public specific segments of the PRAG recommendations
concerning the GenChem Project, citing matters of
confidentiality and inconvenience, thus prohibiting any public
DivCHED Election Results
Chair-elect
Councilor
Arlene Russell
Gabriela Weaver
Alternate Councilor
Mickey Sarquis
Alternate Councilor
Jennifer Lewis
From the Member-at-Large
Maria Oliver-Hoyo [[email protected]]
The leadership of the Division of Chemical Education takes
very seriously their responsibilities to fellow chemical
educators. As the membership keeps growing, so do the
“behind the scenes” tasks and initiatives this group assumes.
For example, on the Friday before the official start of the ACS
national meeting in Washington, D.C., we attended a workshop
on fiduciary responsibilities which personally brought to my
attention issues about which I would have never thought, such
as professional liability insurance for members due to their
volunteer positions within the division. Only through the
proactive involvement in the division’s committees do these
opportunities become known and only through the active
engagement of our community will the division advances.
An initiative I will be promoting during the San Francisco
Spring ACS meeting and the 2010 BCCE this summer involves
the community of graduate students and post-docs in chemical
education. At this time we have a critical mass of graduate
students in the field that could benefit immensely from
networking and professional development activities. This
became obvious to me during the Chemistry Education
Research Graduate Student Conference that Dr. Stacey Lowery
Bretz organized this past summer at Miami University in Ohio.
Graduate students participated in a variety of workshops that
ranged from mock proposal review panels to simulated CER
Journal reviews. In addition, these graduate students interacted
closely with each other and with chemical educators already
established in the field. As many of us may recall, we started in
our positions very much as “isolated islands” and unfortunately,
the situation is still very real for many chemical educators in
chemistry departments across the nation. The motivation for
finding ways to better connect graduate students, post-docs, and
chemical educators is to lower the learning curves and heighten
preparedness for career choices. If you are a graduate student or
post-doc in chemical education and are interested in this
initiative,
please
send
me
an
e-mail
at
<[email protected]>. We will have an informal first
session in San Francisco to direct our efforts and then we will
meet again at the 2010 BCCE meeting in Texas. If you can’t
attend either one of these coming meetings but are interested in
this group let me know as well. My hope is that the group will
identify avenues that will facilitate networking opportunities
and will define action items that the community would like to
work on. ■
2009 ChemLuminary Award Winners
•
ACS Award for Volunteer Service to the American Chemical Society - Mary Virginia Orna
•
ACS President’s Award for Local Section Government Affairs - Delaware Section
•
ACS President’s Award for Local Section Government Affairs - Nashville Section
•
Outstanding Community Involvement in NCW - North Jersey Section
•
Outstanding Event for the General Public Using the Yearly Theme - Midland Section
•
Outstanding Event for a Specific Audience - Pittsburgh Section
•
Best High School NCW Event - Puerto Rico Section
•
Best Student Affiliate Event - Southern California Section
•
Outstanding Industrial Involvement - Cincinnati Section
•
Outstanding On-going NCW Event - Delaware Section
•
Greatest Community Involvement in Chemists Celebrate Earth Day - North Jersey Section
•
Creative & Innovative Use of the Chemists Celebrate Earth Day Theme - Idaho Section
•
Most Original Hands-on Activity or Chemical Demonstration - South Florida Section
•
Recognition of Innovation and Outstanding Service to Members of a Division - Division of Physical
Chemistry
•
Recognition of Innovation and Outstanding Service to Members of a Division - Division of Industrial &
Engineering Chemistry
•
Recognition of Innovation and Outstanding Service to Members of a Division - Division of Chemical
Technicians
•
Outstanding Local Section Career Program Award - Detroit (Small to Medium Large), Georgia (Large
to Very Large)
•
Outstanding Collaboration Between a Local Section and a Division - Northeast Tennessee Section and
Division of Chemical Technicians
•
Best Activity or Program in a Section Stimulating Membership Involvement - Greater Houston Section
•
Most Innovative New Activity or Program in a Local Section - Rochester Section
American Chemical Society
1155 Sixteenth Street, N.W. Washington, D.C. 20036 www.acs.org
•
Outstanding Performance by a Local Section - North Jersey (Very Large), Colorado (Large), Eastern New
York (Medium Large), Nashville (Medium), Brazosport (Medium Small), and Mobile (Small)
•
Best Overall Local Section Minority Affairs Committee - Puerto Rico Section
•
Outstanding Project SEED Program Award - Illinois Heartland Section
•
Helen M. Free Award for Public Outreach - David A. Katz
•
Outstanding Continuing Public Relations Program of a Local Section - Chicago Section
•
Best New Public Relations Program of a Local Section - Pittsburgh Section
•
ACS Student Affiliates Chapter Interaction Award - New York Section
•
Outstanding High School Student Program Award - New York Section
•
Outstanding Kids & Chemistry Award - Greater Houston Section
•
Outstanding Overall Local Section Women Chemists Committee - Richland Section
•
Outstanding or Creative Local Section Younger Chemists Committee Event - Michigan State University
Section
•
Outstanding Local Section YCC - Delaware Section
•
Outstanding New Local Section YCC - St. Louis Section
•
ChemLuminary Award for Diversity - Brazosport Section
•
Outstanding Regional Meetings – SERMACS 2007 and MARM 2008
•
Chemists with Disabilities Inclusion Award - Virginia Section
News from the Exams Institute
Tom Holme
The Exams Institute is moving on after a successful 75th
Anniversary year. We had some nice events, and you may see
folks who have worked with the Institute in the past few years
sporting our 75th Anniversary polo shirts for some years to
come. There are always more projects to complete and new
exams to write and develop and this coming year will be no
different.
We had several key exams released in 2009 – including a new
Toledo Placement Exam, new full-year and first term General
Chemistry exams and a new Instrumental Methods exam. The
full-year General Chemistry exam was crafted by a committee
chaired by Michael Schuder of Carroll University. The First
Term Exam was chaired by William Donovan of the
University of Akron and finally, the new Instrumental Methods
exam was chaired Robert Eierman of the University of
Wisconsin – Eau Claire. The first exam to be released in 2010
will be the second-term General Chemistry exam, produced by
a committee chaired by Charles Atwood of the University of
Georgia. It will be available by February, for use in courses
this spring.
One main reason why the new Toledo Placement exam was
released, in addition to the need for a refreshed exam, is that
we are now actively pilot-testing an on-line version of the
college entrance diagnostic exam built from the Toledo
Placement exam. Initial testing has included several hundred
students and has identified some ways that the electronic
delivery system can be made more user-friendly for students
who take the exams. Our “beta” level testing of the system
will proceed this spring. While we will still need to limit the
total number of participants for this level of development, we
are interested in finding more schools to participate in the use
of this new tool. Our exam is still designed to be used within
a proctored environment, so it is not a “take it on your own”
style diagnostic exam. If you are interested in participating
with the beta testing, and have a facility where you can have
students take exams within a proctored computer environment,
drop me an email – my address is in the closing paragraph of
this article, as always.
The Institute is also moving forward with it’s e-commerce
capacity building, particularly for the ordering and fulfillment
of student study guides. By the time this newsletter is out,
students will be able to order and pay for their study guides
on-line, a service that has been in demand for some time now.
Study guides will still be ink on paper, not downloaded from
the web, but the ordering will be more convenient for students.
CHEM ED EXAMS
The issue of copyright that has become a more significant
component of the business of running the Institute has moved
into the study guides as well. Last spring we had to have four
different sites shut down where students had scanned in an
entire study guide and placed it on a free download site. The
Institute staff spends roughly 25 hours a week monitoring our
web-search subscription to watch for exams, and now study
guides, that might show up on the internet.
The Institute continues work on several other projects,
including several with funding from the National Science
Foundation. In addition to the development of the electronic
delivery capacity we’ve already noted for placement exams
(and soon others) we are also building the capacity to use ACS
Exams as criterion referenced exams. In other words, rather
than only being able to compare students to each other (in the
traditional norm-referenced sense) we will have a map of the
content of the undergraduate curriculum, so instructors can
track student content knowledge. The design using an
anchoring concepts framework, where recurrent themes such
as chemical bonding or equilibrium provide the organizational
scheme, which makes it work across all courses. So far we
have done extensive work with workshop participants for
General Chemistry and Organic Chemistry, and have a wellvetted map for each of these areas. We have also carried out
alignment research, to identify how items from current ACS
Exams connect to this map. We expect to report on these
efforts in papers that will be submitted to the Journal of
Chemical Education by the time this newsletter is published.
Another major project is a large scale needs assessment
project to identify what chemistry instructors would need to
know about how they assess students. Because much of the
research on testing and assessment is done outside of
chemistry, we are trying to identify ways that we can develop
new materials that will help instructors use all forms of
assessment, including ACS Exams more effectively in their
teaching. If you hear from us this spring to participate in this
survey, we hope that you will take the time to fill it out. (We
will have incentives for participation as well, so you might
win a Kindle with some Chemistry related history books
loaded on it for your time in filling out the survey.
Finally, as always, new exam committees are forming this
spring. Opportunities to get involved with Biochemistry
exams and Gen-Org-Bio exams, in particular, are currently
open. Contact me at [email protected] if you would be
interested in serving on an ACS Exam writing committee.
ACS DivCHED Examinations and Related Materials for 2010
STOCK
CODE
DESCRIPTION
TIME
ITEMS (min)
GENERAL CHEMISTRY
GC09
General Chemistry–2009
(Two forms with different question orders are available.)
GC07
General Chemistry–2007
(Two forms with different question orders are available.)
GC08C
GC01C
GENERAL CHEMISTRY (CONCEPTUAL)
General Chemistry (Conceptual)–2008
General Chemistry (Conceptual)–2001
70
120
70
120
Var
60
Var
110
GENERAL CHEMISTRY (BRIEF Exam for Full-year Course)
GC10B General Chemistry–2010 (brief) (available 03/10)
50
GC06B General Chemistry–2006 (brief)
50
GC02B General Chemistry–2002 (brief)
50
GENERAL CHEMISTRY (FIRST TERM)
GC09F General Chemistry (First–Term)– 2009
(Two forms with different question orders are available.)
GC05F General Chemistry (First–Term)– 2005
(Two forms with different question orders are available.)
GENERAL CHEMISTRY (SECOND TERM)
GC10S General Chemistry (Second–Term)–2010
(Two forms with different question orders – available 02/10.)
GC06S General Chemistry (Second–Term)–2006
(Two forms with different question orders are available.)
GENERAL CHEMISTRY – PAIRED QUESTIONS
GC05PQF General Chemistry (1st-Term) Paired Question
GC07PQS General Chemistry (2nd-Term) Paired Question
GENERAL CHEMISTRY (ACS TEXTS)
GC04AF ACS Chemistry (1st-Term)–2004
CT09
ACS Chemistry in Context–2009
CT97
ACS Chemistry in Context–1997
GENERAL–ORGANIC–BIOCHEMISTRY
GB07
General–Organic–Biochemistry–2007
(Each subtest has 60 items, 55 minutes)
GB00
General–Organic–Biochemistry–2000
(Each subtest has 60 items, 55 minutes)
55
55
55
70
120
70
120
70
120
70
120
40
40
60
Var
Var
180
55
55
110
Var
Var
165
180
165
AN07
AN01
IA09
ANALYTICAL CHEMISTRY
Analytical Chemistry–2007
Analytical Chemistry–2001
Instrumental Methods–2009
50
50
60
100
100
110
OR08
OR04
OR10F
OR06F
ORGANIC CHEMISTRY
Organic Chemistry–2008
Organic Chemistry–2004
Organic Chemistry–2010 (available 10/10)
Organic Chemistry–2006
70
70
70
70
120
120
110
110
STOCK
CODE
DUCK08
DESCRIPTION
TIME
ITEMS (min)
END OF UNDERGRADUATE
Diagnostic of Undergraduate Chemistry
Knowledge–2008
60
120
BC07
BC92
BIOCHEMISTRY
Biochemistry–2007
Biochemistry–1992
60
60
110
120
IN09
IN02
IN98
INORGANIC CHEMISTRY
Inorganic Chemistry–2009
Inorganic Chemistry–2002
Inorganic Chemistry–1998
60
60
60
110
110
120
PH06C
PH06D
PH06Q
PH06T
PH06CS
PH99T
PH01D
PH00Q
PH01C
PHYSICAL CHEMISTRY
Physical Chemistry–2006 (Comprehensive)
Physical Chemistry–2006 (Dynamics)
Physical Chemistry–2006 (Quantum Chemistry)
Physical Chemistry–2006 (Thermodynamics)
Physical Chemistry–2006 (Combined Semester)
Physical Chemistry–1999 (Thermodynamics)
Physical Chemistry–2001 (Dynamics)
Physical Chemistry–2000 (Quantum Chemistry)
Physical Chemistry–2001 (Comprehensive)
60
50
50
50
Var
40
40
40
60
110
100
100
100
Var
90
90
90
110
CD06
CD97
TP09
TP98
UNDERGRADUATE PLACEMENT
California Chemistry Diagnostic Test–2006
California Chemistry Diagnostic Test–1997
Toledo Examination–2009 (three parts)
Toledo Examination–1998 (three parts)
44
44
60
60
45
45
55
55
GRADUATE PLACEMENT
(For graduate placement, use the corresponding end-of-year
undergraduate test in analytical, biochemistry, inorganic, instrumental
methods, organic, or physical chemistry.)
CS97
CHEMICAL HEALTH AND SAFETY
Chemical Health and Safety
75
60
PL90
POLYMER CHEMISTRY
Polymer Chemistry–1990
50
75
65
60
80
80
80
80
80
80
80
80
60
60
110
110
HIGH SCHOOL CHEMISTRY
CC98
ACS ChemCom Curriculum–1998
CC91
ACS ChemCom Curriculum–1991
HS09
High School Chemistry–2009
(Two forms with different question orders are available.)
HS07
High School Chemistry–2007
(Two forms with different question orders are available.)
HS05
High School Chemistry–2005
(Two forms with different question orders are available.)
HS06A Advanced High School Chemistry–2006
HS04A Advanced High School Chemistry–2004
Use Test Stock Code followed by /A to order answer sheets; e.g. GC05/A specifies answer sheets to accompany the GC05 exam.
Use Test Stock Code followed by /S to order scoring stencils; e.g. GC05/S specifies scoring stencils to accompany the GC05 exam.
GCSG
ORSG
PCSG
STUDY GUIDES
Preparing for Your ACS Examination in General Chemistry–The Official Guide (1998)
Preparing for Your ACS Examination in Organic Chemistry–The Official Guide (2002)
Preparing for Your ACS Examination in Physical Chemistry–The Official Guide (2010)
>110 pages
>160 pages
>120 pages
TEST-ITEM BANKS
Test-Item Banks are no longer available
LA1/P
LA1/C
LABORATORY ASSESSMENT MATERIALS
Small-Scale Laboratory Assessment Activities
paper (3-ring binder)
Small-Scale Laboratory Assessment Activities
Word Documents on CD
> 60 tasks
> 60 tasks
CHED Newsletter, Winter 2009
13
DIVCHED COMMITTEE REPORTS
High School Committee Report
Rich Goodman [[email protected]]
Jeff Hepburn co-chair of the High School Committee) has
been named the recipient of the 2010 James Bryant Conant
Award for Excellence in High School Chemistry Teaching and
also the recipient of the MWARM Award for excellence in
High School Chemistry Teaching in the Midwest region. Both
awards are ACS sponsored. Congratulations Jeff.
The High School Committee has increased their visibility
within the governing bodies of the Division of Chemistry
Education this summer at the national meeting in Washington,
D.C. and has put forth an ambitious agenda for the coming
year. Both Rich Goodman and Jeff Hepburn (co-chairs)
represented the high school committee on behalf of high school
chemistry educators at the Fiduciary Responsibilities
Workshop, the ExComm meeting, and meetings of the Program
Committee, the BCCE Committee, the International Committee
and at the Task Force with SOCED in high school
programming. They both attended the Business Meeting as well
and Rich attended the Councilors meeting on the final day of
the convention. Rich also was an invited guest at the Past
President’s Dinner and asked to say a few words, along with
Sally Mitchell, the 2009 recipient of the Conant Award, at the
invitation of Bruce Burstein, this year’s Past President of ACS.
The High School Committee has not only become very visible
in ACS but also very involved in every aspect of the Division
of Chemistry Education. Our input was not only heard, but very
well received. High school chemistry education has become a
priority in the division and has increased it’s visibility within all
of the ACS.
High school chemistry education initiatives have found their
way into many ACS endeavors. They include SOCED, the
Journal of Chemical Education and other publications, and the
high school programs at national meetings, the BCCE and at
task forces on chemistry education, including STEM Education.
High school chemistry resources are available at the high
school chemistry office at ACS. They include information
about the High School Chemistry Club Program, publications
of Chem Matters, Chemistry in the Community, and Chem Com,
as well as information about the ACS/Hach Foundation
Endowment. Project SEED and the Chemistry Olympiad
program information is also available at the High School
Chemistry Office. 2011 has been designated by the United
Nations as the International Year of Chemistry and the
Chemistry Olympiad is slated to be held in the United States in
2012.
The High School Committee is attempting to foster connections
between chemistry clubs and local sections. Speaker networks
are being formed and local sections are being encouraged to
place more emphasis on community outreach that includes high
school students and educators. We are encouraging high school
educators and chemistry club advisors to become more active in
connecting with High School Day chairs of the regional and
national meetings to promote unique and exciting professional
growth and development opportunities. Our goal is to increase
high school educator participation at these meetings and to offer
opportunities for student participation as well. Possibilities for
electronic communications and projects are being discussed for
those unable to attend national meetings. We are continuing our
discussions to increase our membership through discount
offerings and online services. Members of the High School
Committee as well as friends of the committee are actively
working on updating the High School Day Guide, a resource to
those planning high school chemistry events at local, regional
and national meetings. The national meeting this spring in San
Francisco, CA promises to have a very exciting high school
chemistry day program. The theme is “Green Chemistry.” The
Biennial Conference this summer to be held at the University of
North Texas in Denton, TX promises to be especially exciting
for high school chemistry teachers. Look for announcements
calling for symposia, workshop and paper contributions. We
not only encourage your attendance at this conference but also
to your contributions.
The High School Committee has been working very hard to
assemble a conscientious and cohesive group of dedicated
professionals. Our committee has made great strides to bring
together all of the factions within ACS affiliated with high
school chemistry education and to begin the process of
coordinating our efforts to efficiently streamline our services to
make them all more accessible to our membership. At the same
time we hope to increase our membership and involve more
high school educators to take on leadership roles in promoting
chemistry education within their communities and assisting in
the implementation of programs at the regional and national
levels.
Happy “Mole Day” to all. Please feel comfortable
communicating with Rich Goodman and Jeff Hepburn, cochairs of the High School Committee. We welcome your input
and suggestions. ■
14
CHED Newsletter, Winter 2009
Biennial Conference Committee
I. Dwaine Eubanks [[email protected]]
The 21st BCCE is rapidly approaching, and some deadlines are
now receding into history. If you plan to submit an abstract,
please note that the 2010 BCCE website opens for abstract
submission on November 23, 2009. Also, the workshop
proposal deadline is December 11, 2009. When this piece was
written in mid-October, ten workshops had already been
scheduled. Now is the time to block August 1–5, 2010 on your
calendars for what the organizers are calling “The 20Ca10Ne
Roundup,” hosted by the University of North Texas in Denton.
Point your browser to <http://bcce2010.org> for up-to-date
information.
A conference budget and memorandum of agreement are two
critical documents for hosting a Biennial Conference, and the
BCC tries to get these documents finalized at least two years in
advance of each BCCE. We’re happy to report that those
documents are now in place for the 22nd Biennial Conference,
which will be hosted by Pennsylvania State University July 29
through August 2, 2012. They plan to put up their website
immediately following the 2010 conference.
The Grand Valley State University organizers are well ahead of
the game in preparing for the 23rd BCCE August 2–7, 2014.
They have already designed their logo, reserved rooms for
meetings and lodging, set up financial accounts, and submitted
drafts of their budget and memorandum of agreement the BCC
for review.
The BCC is actively cultivating several prospective sites for the
24th BCCE in 2016. The Committee’s goal is to have several
Letters of Intent (to submit an offer to host a BCCE) in hand by
the November 30, 2009 deadline. If there’s anyone out there
whom we are not pursuing that would like to be considered,
please contact me right away. My e-mail address is
<[email protected]>. ■
Passer Award Report
Richard Jones [[email protected]]
The Dorothy and Moses Passer Education Fund Committee
awarded one Award from the Septermber 1, 2009 deadline.
Brahmadeo Dewprashad, Borough of Manhattan Community
College, has been funded to attend the 2009 National
Conference on Case Study Teaching in Science in Buffalo, NY
on September 25–26, 2009. The next deadline for an award is
January 1, 2010. Please see the information concerning the
criteria for applying on page 31 of this Newsletter. ■
DIVCHED PUBLISHES
Journal of Chemical Education
Available by subscription. Published monthly. Submissions for possible publication should be sent to the Journal’s editorial office. See page 23 of this newsletter for
contact information.
Journal of Chemical Education: Software
Available by subscription or as single issues. Electronic,
videodisc, CD-ROM, and computer media. To find out
about existing materials or to submit your own for possi-
ble publication contact JCE: Software’s editorial office.
See page 23 of this newsletter for contact information.
ACS DivCHED Exams
Standardized exams available for a wide range of
courses as well as test-item banks, small-scale lab assessment activities, and a student study guide for general
chemistry. To purchase ACS Standardized exams or to
help write an exam, contact the ACS DivCHED Examinations Institute. See page 22 of this newsletter for contact information.
CHED Newsletter, Winter 2009
15
Report from the International Activities Committee
Lucy Pryde Eubanks [[email protected]]
CHED Travel Award Update
At the Washington, D.C., meeting, the International Activities
Committee received and approved the final report from the
2009 Travel Award winner, Tyson Miller. You can learn more
about his enriching experiences while participating in the 92nd
Canadian Chemistry Conference, May 30–June 3, 2009, in
articles submitted to the CHED Newsletter, to the Journal of
Chemical Education, and for posting on the CHED website. At
the time of this writing, applications are still coming in before
the October 31 deadline for the 2010 Travel Award. The winner
will be selected by the end of November. While it is too late to
apply for 2010 by the time you are reading this report, please
think ahead and encourage your eligible colleagues to apply or
take this opportunity to nominate yourself for the 2011 Award.
International Year of Chemistry, 2011
The United Nations has approved 2011 as the International
Year of Chemistry. There are many plans developing for this
celebration, including coordination with specific national
events, design of globally-run experiments, and development of
a website with oral and written histories of chemists in many
countries. Additionally many outreach activities aimed at the
general public are in the works. There have been four themes
chosen for 2011. They are Environment, Health, Energy, and
Food.
One of the highlights of the year will be the IUPAC World
Chemistry Congress to be held in Puerto Rico, July 30–August
7, 2011. The conference theme is “Chemistry Bridging
Innovation among the Americas and the World.” For this
meeting, CHED-IAC will be participating in a grant proposal in
conjunction with the Committee on Science (COMSCI), to
provide travel funds for young chemists, including graduate
students and postdoctoral fellows, to attend this meeting.
44th International Chemistry Olympiad (IChO), 2012
Looking ahead, another major event on the horizon is the 44th
International Chemistry Olympiad (IChO) to be hosted by ACS
in Washington, D.C., in July of 2012. Many of the activities
will be held at the University of Maryland, College Park, MD.
CHED-IAC will be helping in any way requested by the
Organizing Committee, and will be presenting opportunities for
involvement to CHED members as more specific plans develop.
Jack Kotz, once again a mentor for the U.S. team, applauded
the performance of the U.S. students at the 41st IChO held in
Cambridge, England, in July of 2009. In case you missed the
news, our students received one gold and three silver medals at
that event! IChO will be held in Tokyo, Japan in 2010 and in
Ankara, Turkey in 2011.
Looking Back and Looking Forward
This is my final report as chair of the International Activities
Committee. It has been a long and very rewarding part of my
service to the Division of Chemical Education, made possible
by many enthusiastic Committee members. Thank you to
everyone who has shared the vision and the work! Please
continue your support as we transition to our new and very
capable chair, Carmen Gauthier, who has enthusiastically
consented to accept the position of IAC chair for 2010–2012. ■
KNOW YOUR WAY AROUND THE DIVISION
If you need to pay membership dues, want to make a contribution to the DivCHED Service Award fund, or want to know
about money, budgets, etc., contact the Treasurer.
If you want to change your mailing address, want a Division
publication, or want to know about official Division actions,
etc., contact the Secretary.
If you want to receive this CHED Newsletter (or not receive it),
contact the Secretary.
If you want to bring an idea before the Executive Committee or
want to make an opinion known, contact the Member-atLarge.
Addresses for all members of the Executive Committee are
always on the inside back cover of the Newsletter.
If you want to contribute something to CHED News, contact
the Editor. The Newsletter Editor’s address is always on the
back cover. The deadline for contributions to the next CHED
Newsletter is also on the back cover.
Nomination Form for CHED
Committees & Elected Positions
Below are listed the various committees or elected positions of the CHED Division. If you are interested in serving, or if
you know of division members who are willing to become involved please fill out this form. For more information,
please visit the Division of Chemical Education website at <www.acs.org> or contact the individuals listed below.
Committees
Elected Positions (3 year terms)
Biennial Conference Committee (BCC)
Chemistry Education Research Committee (CER)
College Chemistry Consultant’s Service (CCCS)
Chemistry in the Two Year College (COCTYC)
Computers in Chemical Education (CCCE)
Finance (FC)
High School Chemistry (HSCC)
International Activities (CIA)
Long-Range Planning (LRPC)
Membership (MC)
New Member
Passer Portfolio
Personnel & Nominations (CPN)
Program (PC)
Project Chem Lab (PCL)
Recognition
Regional Meetings
Web Committee
Chair-Elect (Chair, Immediate Past Chair)
Secretary/Councilor
Treasurer
Member-at-Large
(3 positions)
Alternate Councilor (4 positions)
Boards
Board of Publications (J. Chem. Ed.)
Board of Trustees (Exams Institute)
Name: _________________________________________________________________________________
Institution: ____________________________________E-Mail_____________________________________
Committee or Position: ____________________________________________________________________
Name: _________________________________________________________________________________
Institution: ____________________________________E-Mail_____________________________________
Committee or Position: ____________________________________________________________________
Please return form to either:
Marcy Towns, Chair, Personnel & Nominations
Purdue University
560 Oval Dr., Chemistry Dept.
West Lafayette, IN 47907-2084
Fax: 765-494-0239; Tel: 765-496-1574
E-mail: [email protected]
Mark Freilich, Chair, Div. of Chem. Ed.
University of Memphis
109 Smith Chemistry Bldg.
Memphis, TN 38152-3550
Fax: 901-678-3447; Tel: 901-678-4445
E-mail: [email protected]
CHED Newsletter, Winter 2009
17
DIVISION OF CHEMICAL EDUCATION, INC.
AMERICAN CHEMICAL SOCIETY
OFFICE OF THE SECRETARY
DivCHED CONNECTIONS, 2009
November 2, 2009
EXECUTIVE COMMITTEE1
Chair
Mark B. Freilich
The University of Memphis
109 Smith Chemistry Bldg.
Memphis, TN 38152-3550
901-678-4445; fax 901-678-3447
[email protected]
Councilors
Mickey Sarquis (07–09)
Miami University-Middletown
Department of Chemistry
Middletown, OH 45042
513-727-3278; 513-727-3328 (fax)
[email protected]
Chair-elect
Susan C. Nurrenbern
Purdue University
Department of Chemistry
560 Oval Drive
West Lafayette, IN 47907-2084
765-494-0823; fax 765-494-0239
[email protected]
Jerry L. Sarquis (08–10)
Miami University
Dept. of Chemistry
Oxford, OH 45056
513-529-2819; 513-529-5715 (fax)
[email protected]
Immediate Past Chair
Thomas J. Greenbowe
Iowa State University
Department of Chemistry
3051 Gilman Hall
Ames, IA 50011-3111
515-294-4050; fax 515-294-0105
[email protected]
Secretary/Councilor
Donald J. Wink (08–10)
University of Illinois-Chicago
Department of Chemistry
845 W. Taylor Street
Chicago, IL 60607-7061
312-996-3161; (fax) 312-996-0431
[email protected]
Treasurer (09–11)
Anna M. Wilson
2225 South Earl Avenue
Lafayette, IN 47905-2266
765-474-6553; (fax) 765-494-0239
[email protected]
Member-at-Large
Maria T. Oliver-Hoyo (08–10)
North Carolina State Univ.
Department of Chemistry
Dabney Hall
Raleigh, NC 27695-8204
919-515-2355; fax 919-515-5079
[email protected]
1
Laura Pence (09–11)
University of Hartford
Department of Chemistry
West Hartford, CT 06117
860-768-4356; 860-768-4540 (fax)
[email protected]
Alternate Councilors
Jennifer Lewis (07–09)
University of South Florida
Chemistry Department
4202 East Fowler Ave., CHE205
Tampa, FL 33620-8001
813-974-1286; (fax) 813-974-3203
[email protected]
Gabriela C. Weaver (07–09)
Purdue University
Department of Chemistry
560 Oval Drive
West Lafayette, IN 47907-2084
765-496-3055; (fax) 765-494-0239
[email protected]
Renée Cole (08–10)
University of Central Missouri
Dept. of Chemistry & Physics
415 W.C. Morris Building
Warrensburg, MO 64093
660-543-8704; fax 660-543-4843
[email protected]
Editor, J. of Chemical Education
Norbert J. Pienta
University of Iowa
Department of Chemistry
305 Chemistry Bldg.
Iowa City, IA 52242-1294
319-3356-1309
Fax 319-335-1270
[email protected]
Director, ACS Exams Institute
Thomas A. Holme
ACS DivCHED Examinations Institute
Iowa State University
0213 Gilman Hall
Ames, IA 50011
Fax: 515-294-4492
1-800-854-1672
[email protected]
OTHER USEFUL DATA:
Newsletter Editor
Paul Rillema
Wichita State University, Chemistry Dept.
Wichita, KS 67260-0051
316-978-3732; 316-978-3431 (fax)
[email protected]
Outreach Office
Linda N. Fanis
Business Manager/Outreach Coordinator
Journal of Chemical Education
1101 University Ave.
Madison, WI 53706-1396
608-262-5153
[email protected]
Division Office
Susan Greer
Purdue University, Dept. of Chemistry
560 Oval Drive
West Lafayette, IN 47907-2084
765-494-9264; 765-494-0239 (fax)
[email protected]
Ellen J. Yezierski (09–11)
Grand Valley State University
327A Padnos Hall of Science
1 Campus Drive
Allendale, MI 49401-9403
616-331-3808; fax 616-331-3230
[email protected]
Note: The Executive Committee (ExCom) has 15 members; all are elected except the Editor, J. Chem. Educ., and the Director, Examinations Institute. Only
these 15 members have a vote on issues before or actions pending before the Executive Committee in its semiannual meetings.
18
CHED Newsletter, Winter 2009
COMMITTEE CHAIRS
Executive Committee (ExComm)
Mark B. Freilich (Address page 17)
Finance Committee
Mark B. Freilich (Address page 17)
Board of Publication (PUB)
Diane M. Bunce
Catholic University
Chemistry Department
620 Michigan Ave., N.E.
Washington, D.C. 20064
202-319-5390; fax 202-319-5381
[email protected]
High School Chemistry (HSCC)
Richard Goodman, co-chair
Horace Greeley High School
Science Department
70 Roaring Brook
Chappaqua, NY 10514-1710
914-861-9449
[email protected]
Board of Trustees, ACS
Exams Institute (EXAM)
Stacey Lowery Bretz
Department of Chemistry
Miami University
Oxford, OH 45056
513-529-3731; fax 513-529-5715
[email protected]
High School Chemistry (HSCC)
Jeff Hepburn, co-chair
Des Moines Central Academy
1812 Grand Avenue
Des Moines, IA 50309
515-242-4862; fax: 515-242-8252
[email protected]
Biennial Conference (BCCE)
I. Dwaine Eubanks
Professor Emeritus of Chemistry
Clemson University
335 Woodland Way
Clemson, SC 29631
864-654-8269 fax: 864-653-7315
[email protected]
Chemistry Education Research
Michael J. Sanger
Middle Tennessee State University
Department of Chemistry
239 Davis Science Building
Murfreesboro, TN 37132
615-904-8558; fax 615-898-5182
[email protected]
Chemistry in Two-Year Colleges
(COCTYC)
Candice McCloskey Campbell
Georgia Perimeter College, Dunwoody
2101 Womack Road
Dunwoody, GA 30338-4497
770-274-5060
[email protected]
Computers in Chem Ed (CCCE)
Scott VanBramer
Widener University
Department of Chemistry
Chester, PA 19013
[email protected]
610-499-4516
International Activities (CIA)
Lucy Pryde Eubanks
Department of Chemistry
Clemson University
Clemson, SC 29634
864-654-8269; fax 864-653-7315
[email protected]
Long Range Planning Committee
(LRPC)
Loretta Jones
1511 Glenmere Blvd.
Greeley, CO 80631
970-356-8999
[email protected]
Membership Committee (MC)
Allene Johnson
152 Lexington Ave.
Maplewood, NJ 07040-3509
937-763-6883
[email protected]
New Member Committee
Jennifer Lewis
(Address page 17)
Passer Portfolio Committee
Richard F. Jones
Sinclair Community College
Liberal Arts & Science Rm. 6122
444 West Third Street
Dayton, OH 45402-1460
937-512-2916; fax 937-512-2409
[email protected]
Personnel & Nominations (CPN)
Marcy H. Towns
Purdue University
Department of Chemistry
560 Oval Drive
West Lafayette, IN 47907
765-496-1574; fax 765-494-0239
[email protected]
Program Committee (PC)
Julie Smist
Springfield College
Department of Chemistry & Biology
School-Bemis Science Center 216
Springfield, MA 01109-3797
413-748-3382; fax 413-748-3761
[email protected]
Project ChemLab (PCL)
Carolyn Allen
University of North Carolina
Chemistry Department
Charlotte, NC 28223
704-547-4765
[email protected]
Recognition Committee
Anna M. Wilson (Address page 17)
Regional Meeting Committee
Mike McGinnis
North Georgia College & State Univ.
205 Rodgers Hall
Dahlonega, GA 30597
706-864-1504
[email protected]
Web Committee
Jon L. Holmes
Journal of Chemical Education
209 North Brooks
Madison, WI 53715-1116
608-262-7917
[email protected]
CHED Newsletter, Winter 2009
19
2009 COMMITTEE ROSTERS
(First listing is that of the Chair, for addresses, see p. 18)
Biennial Conference Committee
Dwaine Eubanks, Chair 2008–2010
Amina El-Ashmawy (2007-09)
Jeff Cramer (2009-11)
Laura Eisen (2006-11)
Cheryl Frech (2006-11)
John Gelder (2009-11)
Rich Goodman (2009-11)
Bill Harwood (2007-09)
Jeff Hepburn (2008-11)
Richard Jones (2009-11)
Cathrine “Kate” Reck (2009-11)
Ann Sullivan (2009-11)
Steve Wietstock (2009-11)
Chemical Education Research
Michael Sanger, Chair (2008-10)
Gautam Bhattacharya (2007-09)
Bob Blake (2008-10)
Dawn Del Carlo (2005-10)
Dan Domin (2008-10)
Bill Harwood (2007-09)
Deborah Herrington (2006-11)
Willy Hunter (2007-09)
Tyson Miller (2008-10)
Greg Rushton (2009-11)
Cianàn Russell (2009-11)
Vickie Williamson (2009-11)
Ningfeng (Peter) Zhao (2009-11)
Committee on Chemistry in the Two
Year College (COCTYC)
Candice McCloskey Campbell,
Chair (2009)
Dolores Aquino
Andy Aspaas
Kelly Befus
Jeffrey Cramer, Past-Chair (2008)
Michaeleen Lee
Lance Lund (Chair-elect)
R. Mark Matthews
Frank Ramdayal
Jim Schneider
C. Michele Turner
Computer Committee
Scott VanBramer, Chair (2006-09)
Jack Barbera (2009-11)
Bob Belford, Chair-elect (2010-12)
Renée Cole (2008-10)
Liz Dorland (2006-11)
Resa Kelly (2009-11)
Paul Kelter (2007-09)
Brian Pankuch (2006-11)
John Penn (2008-10)
Michael Sanger (2008-10)
Gwen Sibert (2008-10)
Jerry Suits (2009-11)
Gary Trammell (2005-10)
Finance Committee
(Chair, Chair-elect, Treasurer)
Mark Freilich, Chair (2009)
Susan C. Nurrenbern,
Chair-elect (2010)
Tom Greenbowe, Past-Chair (2008)
Chris Bauer, Board of Publication
Anna Wilson, Treasurer
High School Committee
Rich Goodman, Co-Chair (2009-11)
Jeff Hepburn Co-Chair (2009-11)
Lynn Hogue (2008-10)
Allene Johnson (2006-11)
Linda D. Monroe (2009-11)
Penney Sconzo (2008-10)
Rick Smierciak (2008-10)
Fred Vital (2008-10)
Deanna York (2008-10)
Ellen J. Yezierski (2009-11)
International Activities
Lucy Pryde Eubanks,
Chair (2007-09)
Dolores Aquino (2008-10)
Margaret Asirvatham (2009-11)
Charles (Butch) Atwood (2008-10)
Eun-Woo Chang (2006-11)
Carmen Valdez Gauthier, Chair-elect
(2006-09)
Morton Hoffman (2005-10)
Richard F. Jones (2007-09)
David Katz (2007-09)
John (Jack) Kotz (2007-09)
Zafra Lerman (2005-10)
David Malik (2007-09)
Mary Virginia Orna (2009-11)
John Penn (2008-10)
Paul Rillema (2007-09)
Hessy Taft (2009-11)
Gabriela Weaver (2005-10)
Michael Wedlock (2007-09)
Long Range Planning Committee
Loretta Jones, Chair (2009-11)
Rich Bauer (2008-10)
Laura Eisen (2008-10)
Ingrid Montez (2009-1)
Doug Mulford (2008-10)
Laura Pence (2009-2010)
William R. Robinson (2009-11)
Arlene Russell (2009-11)
Susan Shih (2009-11)
Barbara Sitzman (2009-11)
Ellen Yezierski (2008-2010)
Mark Frelich, Ex-officio
Maria Oliver-Hoyo, MAL
Anna Wilson, Ex-officio
Membership Committee
Allene Johnson, Chair (2009-11)
David Heroux (2008-10)
Pam Lord (2008-10)
Dolores Aquino, 2YC3
Richard Jones, Liaison COCTYC
New Member Committee
Jennifer Lewis, Chair (2006-09)
Renee Beeton (2009-11)
Cheryl Frech (2009-11)
Deborah Herrington (2008-10)
Dan King (2008-10)
Tom Pentecost (2009-11)
Ann Sullivan (2008-10)
Maria Oliver-Hoyo (2008-10) MAL
20
CHED Newsletter, Winter 2009
Passer Portfolio Committee
Project ChemLab
Richard F. Jones, Chair (2006-09)
Mark Bryant (2007-10)
Clarita Bhat (2008-11)
Lucy Garmon (2008-11)
Angela Powers (2006-11)
Arlene Russell (2009-11)
Anna Wilson, Ex-officio
Carolyn Allen, Chair (2002)
(1992 or earlier)
Deen Allen (2003)
Luis Avila (2007)
Ronald Bailey (1992 or earlier)
Lisa Bell-Loncella (2002)
Daniel Bernier (2003)
Kenneth Brown (1994)
Ken Capps (2006)
G. Lynn Carlson (2001)
Roy Cohen (2004)
Van Crawford (1992 or earlier)
Kelley Donaghy (2001)
Tom Eberlein (2001)
Mark Fritz (2001)
Ping Furlan (2001)
Arthur Greenberg (2000)
Michael Guarnieri (2001)
John Hanson (2002)
Jim. Hardy (2001)
Alan Hazari (2003)
Tom Higgins (2005)
Gail Horowitz (2004)
Ian Hunt (2005)
Ramee Indralingam (2003)
Albert Jache (2001)
Michael Jansen (2001)
Ishenkumba Kahwa (2001)
Jim Konzelman (2001)
Leroy Laverman (2003)
Joe March (2001)
Sally McDuffie (2001)
Larry McGahey (2001)
Rob Milne (2002)
John Mitschele (2001)
Reshmi Mukherjee (2007)
Joao Nabais (2005)
Maria Oliver-Hoyo (2001)
Shallee Page (2002)
Owen Priest (2001)
Ponnadurai Ramasami (2002)
Manit Rappon (1992 or earlier)
Paul Rasmusen (1992 or earlier)
Jaak Raudsepp (2007)
Pat Redden (2001)
John Risley (2000)
Greg Rushton (2006)
Michael Seery (2005)
Marie Sherman (2001)
Darren Stoub (2001)
Louise Stracener (2002)
Jennifer Strahl (2009)
Worth Vaughn (2002)
Don Warner (2003)
Kathryn Williams (2002)
Personnel & Nominations
Marcy Towns, Chair (2007-09)
Melanie Cooper (2008-10)
Barbara Gonzalez (2008-10)
Richard Jones (2007-11)
Lee Marek (2008-10)
Rich Moog (2008-10)
Cinzia Muzzi (2007-10)
Maria Oliver-Hoyo (2008-10)
Jerry Sarquis (2005-10)
Gabriela Weaver (2007-09)
Don Wink (2005-10)
Program Committee
Julie Smist, Chair (2008-10)
George Bodner (2009-11)
Eun-Woo Chang (2004-09)
Nancy Dopke (2007-09)
Matt Fisher (2008-10)
Charity Flener (2007-09)
Carmen Gauthier (2009-11)
Bill Harwood (2009-11)
Judith Iriate-Gross (2009-11)
Wayne Jones (2009-11)
Trace Jordan (2008-10)
Eric Kantorowski (2008-10)
Kristin Leckrone (2007-09)
Irv Levy (2009-11)
Jennifer Lewis (2008-10)
Joe March (2009-11)
Tyson Miller (2009-11)
Cinzia Muzzi (2005-10)
MaryKay Orgill (2007-09)
Christina Ragain (2008-10)
Paul Rillema (2009-11)
Richard Schwenz (2008-10)
Vic Shanbhag (2005-11)
Nicole Snyder (2008-10)
Jackie Trischman (2008-10)
Cathy Middlecamp (2008-10),
Chair Emeritus
John Woolcock (1998)
John Zimmerman (2001)
Jim Zubrick (1992 or earlier)
Recognition Committee
Anna Wilson, Chair (2009)
Sue Nurrenbern (2010)
Mark Freilich (2009)
Loretta Jones (2006)
Jeff Cramer, Past Chair COCTYC
Jerry Sarquis (2008)
Regional Meeting Committee
Mike McGinnis, Co-Chair 2008-10
Frank Creegan, Co-Chair 2009-10
Claire Baker (2008-10)
Paul Charlesworth (2007-09)
Scott Davis (2007-09)
Amina El-Ashmawy (2007-09)
Cheryl Frech (2006-11)
Carmen Gauthier (2008-10)
Richard Hermens (2005-10)
Allene Johnson (2006-11)
Cinzia Muzzi (2007-09)
Paul Rillema (2006-11)
Steven Wood (2006-11)
Web Committee
Jon Holmes, Chair (2007)
Donald J. Wink, Co-Chair
CHED Newsletter, Winter 2009
21
ACS SOCIETY COMMITTEE ON EDUCATION (SOCED)
The mission of the Society Committee on Education (SOCED) is to support the development and implementation of programs that bring the
wonder, excitement, opportunities and challenges of modern chemical science to students of all ages, in order to (1) improve science literacy
and, in particular, heighten the interest of students in chemistry; (2) recruit students into the chemical sciences and retain them as contributors;
and (3) strengthen the science education infrastructure to meet the changing needs of the science community.
2009 Chair
Dr. Bryan Balazs
Lawrence Livermore
National Laboratory
7500 East Avenue
Livermore, CA 91550
925-423-5403
[email protected]
2007–2009
Mary K. Carroll
C. Cordon McCarty
Ingrid Montes
Douglas J. Sawyer
Derrick C. Tabor
2008–2010
Melanie M. Cooper
Alan W. Elzerman
Joseph A. Heppert
Eli M. Pearce
Thomas W. Smith
2009–2011
John V. Clevenger
Morton Z. Hoffman
Andrew D. Jorgensen
Joan A. Laredo-Liddell
Barbara P. Sitzman
Iona Black
Simon Bott
Deborah Cook
Mark Forman
Melissa D. Hellman
Diane Krone
Ieva L. Reich
Susan Shih
Donald J. Wink
2009 Consultants
John W. Moore
E. Ann Nalley
Bassam Shakhashiri
2009 Associates
Charles Baldwin
Addresses for members of SOCED may be obtained from the Education Division, ACS (address below).
ACS EDUCATION DIVISION
Address
Education Division
American Chemical Society
1155 16th Street, N.W.
Washington, D.C. 20036
Tel: 202-872-4075; Fax: 202-833-7732
Internet Format
[email protected]
“I” indicates person's first name initial
Division Director
Dr. Mary Kirchhoff
202-872-4562
Assistant Director
Kevin McCue
202-872-8728
Administrative Associate
Artina Norris
202-872-4075
Higher Education
Assistant Director
Jodi Wesemann
202-872-4587
Office of Professional Training
Assistant Director
Cathy Nelson
202-872-4589
Endowed Programs
(Project SEED, Olympiad,
ACS Scholars) Assistant Director
Cecilia Hernandez
202-872-6169
K-12 Education
Assistant Director
Terri Taylor
202-872-6341
Undergraduate Programs
Manager
Nancy Bakowski
202-872-6166
K-8 Science, Manager
James Kessler
202-872-6165
High School Chemistry Programs
Manager
Marta Gmurczyk
202-452-2105
Graduate Education &
Chemistry in Context
Corrie Kuniyoshi
202-872-4588
ChemMatters
Patrice Pages
202-872-6164
Chemistry in the Community
(ChemCom)
Michael Mury
202-872-6383
ChemunityNews
Artina Norris
202-872-4075
Technician Programs
Blake Aronson
202-872-6108
Experiential Programs in Chemistry
Lori Betsock
202-872-6188
College Textbooks
Jerry Bell
202-872-8734
Kids & Chemistry
Patti Galvan
202-872-6168
Web Presence
Natasha Bruce
202-872-4388
22
CHED Newsletter, Winter 2009
EXAMINATIONS INSTITUTE
Board of Trustees
Chair
Stacy Lowery Bretz (09–11)
(Address page 18)
Members
Tom Greenbowe (07–09)
Ex-officio, (Address page 17)
Richard F. Jones (06–11)
(Address page 18)
Maria Oliver-Hoyo (08–10)
Ex-efficio, (Address page 17)
Susan Schelble (09–11)
Metropolitan State College of Denver
P.O. Box 173364 CB 52
Denver, CO 80217-3362
303-521-6774; fax: 303-556-5399
[email protected]
Marcy H. Towns (02–10)
(Address page 18)
Anna M. Wilson (00–11)
Ex-officio, (Address page 17)
Laura E. Slocum (09–11)
Chemistry Instructor
University High School of Indiana
2825 West 116th Street
Carmel, IN 46032
317-733-4475, ext. 203
EXAMINATIONS INSTITUTE
Staff
Mailing Address/Telephone
ACS DivCHED Exams Institute
Iowa State University
0213 Gilman Hall
Ames, IA 50011
Fax: 515-294-4492
Toll Free Line: 1-800-854-1672
Director
Thomas A. Holme
[email protected]
Assessment Material Coordinator
Linda Buchholz
Associate Director
Kristen Murphy
University of Wisconsin—Milwaukee
P.O. Box 413
Milwaukee, WI 53201
414-229-4468
[email protected]
Web
www.chem.iastate.edu/chemexams
BOARD OF PUBLICATIONS
Chair (appointed member)
Diane M. Bunce
(Address page 18)
Secretary (Ex-officio)
Donald J. Wink (08–10)
(Address page 17)
Board Treasurer
(Appointed Member)
Christopher F. Bauer (09–11)
Department of Chemistry
University of New Hampshire
Durham, NH 03824
603-862-1550
[email protected]@unh.edu
John I. Gelder (07–09)
Oklahoma State University
Department of Chemistry
Stillwater, OK 74078
405-744-7005; fax 405-744-6007
[email protected]
Ellen J. Yezierski (09–11)
(Address page 17)
Barbara A. Sawrey (07–09)
University of California-San Diego
Associate Vice Chancellor
9500 Gilman Drive, #0001
La Jolla, CA 92090-0303
858-822-4358; fax 858-822-3044
[email protected]
Susan Nurrenbern (09–11)
(Address page 17)
Members (Ex-officio)
Mark Freilich (08-10)
(Address page 17)
CHED Newsletter, Winter 2009
23
JOURNAL OF CHEMICAL EDUCATION
Print • Software • Online • Books
Editor
Norbert J. Pienta (Address page 17)
Secondary School Editor
Erica Jacobsen
1204 Richmond Street
The Dalles, OR 97058
541-298-1392
[email protected]
(Erica is also Editor,
Classroom Activities)
Subscription Fulfillment
PIC (Publisher’s Information Center)
P.O. Box 1267
Bellmawr, NJ 08099-1267
800-691-9846 or 856-931-5825
Fax 856-931-4115
[email protected]
* Mary E. Saecker
608-262-2072; fax 608-262-7145
[email protected]
Business Manager
# Linda N. Fanis (Address page 17)
UW-Madison Assistant Editors
* Bernadette Caldwell
608-262-2072; fax 608-262-7145
[email protected]
Chemical Education Resource Shelf
Hal Harris
Department of Chemistry
University of Missouri-St. Louis
St. Louis, MO 63121
314-516-5344
Fax 314-516-5342
[email protected]
Advertising Representative
Don Serfass and Kris Ohrenick
The McNeill Group
800-275-5084 ext. 31
215-321-9662 ext. 31
fax 215-321-9636
[email protected]
[email protected]
[email protected]
JCE Software Orders
* Linda Fanis
UW-Madison Associate Editors
* Jon L. Holmes (Address page 18)
Secondary School, Assoc. Editor
Laura E. Slocum
(Address page 22)
Book/Media Review Editor
Cheryl B. Frech
University of Central Oklahoma
Department of Chemistry
100 N. University Drive
Edmond, OK 73034
405-974-5476
[email protected]
Manuscript Submissions
*Alice Teter
* Arrietta Clauss
608-262-7146; fax 608-262-7145
[email protected]
# Linda N. Fanis (Address page 17)
608-262-5153; fax 608-265-8094
[email protected]
* Edward Fedosky (NSDL)
608-262-7917; fax 608-262-7145
[email protected]
*Liana Lamont
608-262-2072; fax 608-262-7145
[email protected]
* Alice Teter
608-262-7146; fax 608-262-7145
[email protected]
* Randall Wildman
608-262-7151; fax 608-262-7145
[email protected]
JCE Store
http://store.jce.divched.org
* Journal House
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# Chemistry Building
1101 University Avenue
Madison, WI 53706-1396
NSDL = NSF's National Science, Technology, Engineering, & Mathematics Education Digital Library
Useful information:
1-800-991-5534 (U.S. only)
[email protected]
[email protected]
[email protected]
http://www.jce.DivCHED.org
24
CHED Newsletter, Winter 2009
BIENNIAL CONFERENCES ON CHEMICAL EDUCATION
21st, 2010: The CaNe Roundup
University of North Texas, Denton TX
August 1–5, 2010
www.bcce2010.org
General Chair:
Dr. Diana Mason
University of North Texas
Department of Chemistry
1155 Union Circle #310740
Denton, TX 76203-5070
Voice: 940-565-2491
FAX: 940-565-4318
E-mail: [email protected]
Program Chairs:
Amina El-Ashmawy
[email protected]
Maria T. Oliver-Hoyo
[email protected]
Shipping Address:
University of North Texas
Department of Chemistry
ATTN: Dr. Diana Mason
1508 W. Mulberry
Denton, TX 76203
OTHER APPOINTMENTS
Biotechnology Secretariat Representative
Anna Wilson
(address, page 17)
POLYED Liaison
Mary Harris
John Burroughs School
755 S Price Rd
St. Louis, MO 63124-1866
[email protected]
Materials Science Secretariat
Allan Smith
Department of Chemistry
Drexel University
32nd & Chesnut Streets
Philadelphia, PA 19104
215-895-1861
215-895-1265 (fax)
[email protected]
CHED Liaison to IUPAC
Morton Z. Hoffman
Boston University
Department of Chemistry
Boston, MA 02215-2507
617-353-2494; 617-353-6466 (fax)
[email protected]
CHED Newsletter, Winter 2009
25
Educational Society Connections
Report from Scotland: IUPAC Congress and General Assembly
Morton Z. Hoffman, Boston University [[email protected]]
U.S. National Representative to the IUPAC Committee on Chemistry Education (CCE)
CCE Conference Coordinator
Division of Chemical Education and SOCED Liaison to IUPAC
The 42nd IUPAC World Chemistry Congress (Theme:
Chemistry Solutions) was held at the Scottish Exhibition and
Conference Centre (SECC) on the banks of the River Clyde in
Glasgow, Scotland, August 2–7, 2009. The Congress, which
was organized by the Royal Society of Chemistry (RSC) with
Schering-Plough as the main sponsor, is an international
scientific conference; it meets biennially with the IUPAC
General Assembly, which is the occasion for meetings of its
governing bodies and committees.
World Chemistry Congress
The Congress <http://www.rsc.org/ConferencesAndEvents/
RSCConferences/IUPAC2009/> attracted over 2,000 attendees
from around the world for more than 600 oral presentations,
1,200 posters, and 27 exhibition displays. Plenary lectures were
given by Harold Kroto (Nobel Laureate, Florida State
University); Louise Johnson (Oxford University); Vivian Yam
(University of Hong Kong); Richard Zare (Stanford
University); Klaus Müllen (Max Planck Institute for Polymer
Research); Christopher Dobson (Cambridge University); Peter
Bruce (University of St. Andrews); Ben Feringa (University of
Groningen); Fraser Stoddart (Northwestern University).
The opening ceremony of the Congress took place in the Clyde
Auditorium of the SECC, which is affectionately known as the
“Armadillo,” and was followed by a welcoming reception
hosted by the City of Glasgow across the river at the Glasgow
Science Centre. Later in the week, about 500 delegates attended
the Congress Gala Evening in the Kelvingrove Art Gallery and
Museum. Welcomed by a traditional Scottish piper, attendees
had dinner in the magnificent stone surroundings of the Centre
Hall.
In attendance at the Congress and General Assembly were ten
participants from the U.S. in the IUPAC Young Observer
Program, which provides an opportunity for young scientists to
establish international collaborations, gain knowledge of global
research activities, and participate in IUPAC activities,
including membership on committees and task groups. The U.S.
Young Observers in Glasgow were Christopher Bielawski
(University of Texas, Austin); Stefanie Bumpus (University of
Illinois, Urbana-Champaign); Heather Colburn (Pacific
Northwest National Laboratory); William Connick (University
of Cincinnati); Ram Mohan (Illinois Wesleyan University);
Sherine Obare (Western Michigan University); Daniel
Rabinovich (University of North Carolina, Charlotte); Michelle
Rogers (Lubrizol Corporation); Jon Schwantes (Pacific
Northwest National Laboratory); Charles Sykes (Tufts
University); Ilya Zharov (University of Utah). For more
information about the Young Observer Program, see <http://
old.iupac.org/general/Young-Observer/index.html>.
Invited and contributed oral and poster presentations in the
Congress were made within seven topical groups: analysis and
detection, chemistry for health, communication and education,
energy and environment, industry and innovation, materials,
and synthesis and mechanism. Within the chemical education
symposium, which was convened by Tina Overton (University
of Hull), invited keynote talks were given by Bassam
Shakhashiri (University of Wisconsin, Madison); David Boud
(University of Technology, Sydney); Henry Kelly
Proceedings of the 2008 ICCE
The Book of Proceedings, “Chemistry Education in the ICT Age,” of the 20th ICCE (Mauritius, August 2008) is now
available from Springer in print and online. With 39 chapters and 460 pages, the book contains reviewed papers in broad
areas of chemistry education, and would be appropriate for personal and institutional libraries. For more information, see
<http://www.springer.com/education/science+education/book/978-1-4020-9731-7>.
26
(GlaxoSmithKline); unfortunately, George Bodner (Purdue
University) was unable to attend the Congress and give his
keynote talk. A total of more than 40 oral and poster
presentations were made in the areas of problem solving,
curriculum design, hands-on experiences, public outreach, and
other topics of interest. Among the attendees from the U.S. who
made contributed presentations in chemical education were
Juan Lopez-Garriga (University of Puerto Rico); B.N. Kumar
(Wagner College); Jerry Suits (University of Northern
Colorado); Bassam Shakhashiri; Daniel Rabinovich; and this
reporter. A symposium on Ethics, Science, and Development
was also part of the communication and education program.
The next IUPAC World Chemistry Congress and General
Assembly (Theme: Chemistry Bridging Innovation Among the
Americas and the World) will be held on July 30–August 7,
2011, at the Puerto Rico Convention Center in San Juan, PR, in
conjunction with the annual conference of the Puerto Rico
Chemists Association and in celebration of the International
Year of Chemistry (IYC); for more information see <http://
www.iupac2011.org>. Anticipated plenary speakers include the
following Nobel Laureates in Chemistry: Mario Molina (1995);
Roald Hoffmann (1981); Aaron Ciechanover (2004); Robert
Grubbs (2005); and Richard Ernst (1991). For more information
about IYC, see <http://www.chemistry2011.org>.
Committee on Chemistry Education (CCE)
CCE <http://www.iupac.org/web/ins/050> is a standing
committee of IUPAC with the following responsibilities: to
advise IUPAC governance on matters relating to chemistry
education, including the public appreciation of chemistry; to
maintain a portfolio of educational projects and to coordinate
the educational activities of IUPAC; to monitor chemistry
education activities throughout the world and that disseminate
information; to develop liaisons with international
organizations such as UNESCO, national and regional chemical
societies, chemical education committees, and organizations
concerned with the public appreciation of science. It consists of
eight titular members, an associate member from each of the
eight IUPAC technical divisions, and representatives nominated
by the national adhering organizations that are members of the
Union; in the case of the U.S., the relevant organization is the
National Academies. Among the priority areas of concern of
CCE are the ethical education of young chemists, the social
responsibilities of scientists, the multiple uses of chemicals for
peace and weapons, the relationship of chemistry and
sustainable development, and the shift from teacher-centered to
user-directed chemical education.
The CCE meeting, which was chaired by Peter Mahaffy
(Canada), began with the approval of the minutes of its last
meeting at the 20th International Conference on Chemical
Education (ICCE) in Mauritius in August 2008; it then received
the minutes of the CCE strategy meeting at the Canadian
Chemistry Conference in Hamilton, Ontario, in May 2009, and
heard reports from its subcommittees. The Subcommittee on
CHED Newsletter, Winter 2009
Chemistry Education for Development reviewed the impact of
the Flying Chemists Program (FCP) to the Philippines in 2008
for the revitalization of tertiary education, and the follow-up
microscale workshop in 2009. Future plans for FCP include
visits to Croatia in 2010 and Ethiopia in 2011. The
Subcommittee also described the 2009 Young Ambassadors for
Chemistry (YAC) workshop in Cypress, the upcoming YAC
event in Malaysia, and the recent meeting of the Network for
Inter-Asian Chemistry Educators (NICE) in Tokyo. For IYC, a
collaboration is being developed between CCE and the National
Association for Research in Science Teaching (NARST). The
Subcommittee on IYC offered suggestions for world-wide
student- and teacher-centered chemistry activities during 2011,
such as global experiments, local historical projects, chemistry
days or weeks, and poster contests, among others. Project task
groups were formed to develop these ideas further, and to
coordinate activities with national chemical societies and other
international organizations such as European Schoolnet and
UNESCO. Thomas Tritton, President of the Chemical Heritage
Foundation (CHF) in Philadelphia of which IUPAC is an
affiliate, attended the CCE meeting and expressed his interest to
have CHF involved in IYC activities.
Members of CCE presented reports about the chemical
education issues that confront their countries, such as
incorporating green chemistry into the curriculum, interesting
students toward the study of chemistry, improving the abilities
of chemistry students, and increasing the time spent by students
on the study of chemistry at the primary and secondary levels,
among others. My report on the state of chemical education in
the U.S. dealt specifically with the new ACS undergraduate
chemistry guidelines and the plans the ACS is developing for
the celebration of IYC, especially the petition campaign to the
Postal Service for the issuance of a commemorative stamp to
honor IYC and the contributions of chemistry toward the wellbeing of humankind.
A preview was presented of the 21st ICCE (Theme: Chemistry
Education and Sustainability in the Global Age), August 8–13,
2010, in Taipei, Taiwan <http://icce2010.gise.ntnu.edu.tw>,
where Yuan-Tseh Lee (Nobel Laureate, Academia Sinica,
Taiwan); Richard Zare (Stanford University); John Gilbert
(University of Reading, U.K.); David Treagust (Curtin
University, Australia); Joseph Krajcik (University of
Michigan); Jorge Ibanez (Universidad Iberoamericana,
Mexico); Lei Wang (Beijing Normal University) will be among
the plenary lecturers. Bids were received from Italy and Poland
for the 22nd ICCE in 2012; CCE voted to hold that meeting in
Rome in mid-July in conjunction with the 11th European
Conference on Research in Chemical Education (ECRICE).
The plan is to hold the 23rd ICCE in 2014 in North America at a
time immediately before or after the BCCE at Grand Valley
State University (Allendale, Michigan); expressions of interest
in submitting a bid should be made at the next CCE meeting,
which will be held in Taiwan prior to the start of the 2010
conference. ■
CHED Newsletter, Winter 2009
27
Report from Hamilton: 92nd Canadian Chemistry Conference
Tyson A. Miller [[email protected]], CHED Outreach Representative
The 92nd Canadian Chemistry Conference (CCC) was held at
the Hamilton Convention Centre in Hamilton, Ontario, from
May 30–June 3, 2009, and was sponsored and organized by the
Canadian Society for Chemistry (CSC). The CCC was
organized around invited and contributed oral presentations and
poster sessions by the technical divisions of the Chemical
Institute of Canada (CIC), and was very well attended, drawing
over 2,000 attendees. The chemical education program,
organized by Pippa Lock (McMaster University), consisted of
57 oral presentations over eight half-day symposia, including
one graduate student oral presentation and two posters. The
Chemical Education Division (CED), which is chaired by Noel
George (Ryerson University) and the CSC (Myra Gordon,
Scientific Program Administrator), provided a table free of
charge in the room where the chemical education sessions were
held to display ACS CHED outreach materials. All of the
materials that had been brought to Hamilton were picked up by
attendees, which numbered 40–100 per session.
The chemical education program consisted of eight symposia
covering a diverse range of topics (with organizers): 1)
Teaching Faculty Positions: Roles and Rewards (Andrew
Dicks, University of Toronto; Cecilia Kutas, University of
Toronto; François Gauvin, University of Manitoba); 2)
Interactive Engagement Strategies in the Chemistry Classroom
(Pippa Lock); 3) Innovations in the Chemistry Laboratory
(Jeff
Landry,
McMaster
University;
Michael
Mombourquette, Queen’s University); 4) Toward National
Learning Outcomes for Chemistry Curricula: Planning for
Program Alignment (Maggie Austen, York University; Leslie
Barton, Toronto French School); 5) The Public Understanding
of Chemistry (Geoffrey Rayner-Canham, Sir Wilfred Grenfell
College, Memorial University of Newfoundland); 6)
Technological Tools for Learning and Teaching Chemistry
(Noel George; Peter Mahaffy, King’s University); 7)
Strategies and Best Practices for Teaching Organic Chemistry
(Paul Zelisko, Brock University); 8) The Power of Narrative in
Teaching Chemistry: A Symposium in Memory of Robert
Haines, UPEI (Nola Etkin, University of Prince Edward
Island). Within the “Teaching Faculty” symposium was a
fascinating panel discussion about the role of teaching faculty
in Canadian universities and colleges, what scholarship and
teaching loads they are required to have, and their place among
the community of chemistry scholars. Among the invited
speakers from ACS CHED were Morton Z. Hoffman (Boston
University), “Peer Led Team Learning” and “ACS Guidelines
for Program Approval and Student Certification”, Paul B.
Kelter (Northern Illinois University), “Can We Change the
Culture of Chemistry Education?,” and this reporter who gave
two contributed oral presentations “Building Bridges, Bunnies,
and Comic Strips: Interactive Analogies in Organic Chemistry”
and “Flex(time), Cries, and Videotape: Are Recorded Exam
Review Sessions a Good Idea?”
Just prior to the CCC, the Conference of College Chemistry
Canada (C3), which is the Canadian equivalent of 2YC3 of
CHED, was held in Centennial College in Scarborough,
Ontario. The theme of the event was “A Better World through
Chemistry.” Sessions focused on how health, food, and the
environment benefit from advances in chemistry. The next C3
conference will be held at Thompson Rivers University in
Kamloops, British Columbia in 2010.
The 2009 CIC Award for Chemical Education was presented to
Normand Voyer (Département de chimie, Université Laval,
Quebéc). His award address was entitled “Promoting Chemistry
and Improving Chemistry Curriculum.” The talk showcased his
efforts to promote science careers, especially of high school and
undergraduate students, over the last 20 years. The Reg Friesen
Award, given to the top CED student presentation, was
presented to Russ Algar (University of Toronto Mississauga)
for his talk on “The ‘Black Box’ is Orange: Using LabVIEW to
Build a Fluorimeter and Demystify Analytical Instruments for
Students.”
This reporter was privileged for the opportunity to be an invited
guest at the executive and general meetings of CED, and to
serve for the first time as the CHED outreach representative to
the CSC chemical education division on behalf of CHED. The
former representative Morton Hoffman was also in attendance
at both meetings. CED announced the presentation of the 2009
Clara Benson Award, given in recognition of a distinguished
contribution to chemistry by a woman while working in
Canada, to Molly Shoichet (University of Toronto). CED also
announced its visibility at various 2009 Undergraduate Student
Conferences: Brock University, Ontario (March); Saint Francis
Xavier University, Nova Scotia (May); Thompson Rivers
University, British Columbia (May); Université de Sherbrooke,
Quebéc (October).
The 93rd CCC will be in Toronto, Ontario from May 29–June 2,
2010 in the Metro Toronto Convention Centre. For more
information about CED programming in Toronto, please
contact the Chemical Education session chair Andrew Dicks
<[email protected]>. Future CCC’s are in Montréal,
Quebéc (June 6–10, 2011) and in Calgary, Alberta (May 26–30,
2012).
Finally, this reporter acknowledges Morton Hoffman for
guidance and advice in serving as a CHED Outreach
Representative to the CSC, and to the ACS CHED-International
Activities Committee for financial support from the 2009
CHED-IAC Travel Award. ■
28
CHED Newsletter, Winter 2009
Preliminary Meeting Announcement—
ECRICE and DidSci 2010
The 10th European Conference on Research In Chemistry
Education (ECRICE) and the 4th International Conference
Research in Didactics of the Sciences (DidSci) will be held on
July 4–9, 2010, at the Pedagogical University of Kraków,
Poland <http://ecrice2010.ap.krakow.pl/>. All academicians,
doctoral students, science teachers, and researchers are invited
to partake of the events.
variety of plenary, invited, and contributed lectures, as well as
poster sessions. Abstracts of oral and poster contributions will
be peer-reviewed. The language of ECRICE will be English;
the language of DidSci will be English, Polish, Czech, and
Slovak.
There will also be an opportunity for participants to explore
Kraków, which is famous for its cultural heritage and friendly
atmosphere. ECRICE and DidSci will be held just after the 3rd
World Conference on Science and Technology Education in
Tartu, Estonia, June 28–July 2, 2010 <http://icase2010.org/>.
As part of a long tradition, ECRICE is organized under the
auspices of the Division of Chemical Education of the
European Association for Chemical and Molecular Sciences
(EuCheMS), formerly FECS (Federation of European Chemical
Societies and Professional Institutions). Previous meetings were
held in Istanbul (2008), Budapest (2006), Ljubljana (2004), and
Aveiro (2001). These conferences provide an opportunity for
participants to exchange experiences on research in chemical
education (ECRICE), and research and practice in natural
science education (DidSci) at every education level—from
primary school up to graduate studies.
The organizing committee of the 10th ECRICE and 4th DidSci
cordially invites you to attend and participate in these
meaningful conferences. We look forward to seeing you in
Kraków.
Prof. Jan Rajmund Pasko
Chair of the Organizing Committee
The aim of the conferences is to familiarize the scientific
education community with the most recent achievements from
various scientific centers. The program will feature a wide
Dr. Iwona Maciejowska
Secretary of the Organizing Committee ■
INTERNATIONAL RESEARCH
EXPERIENCES FOR UNDERGRADUATES
UNITED KINGDOM
•
FRANCE
•
ITALY
•
GERMANY
Requirements:
•
•
•
•
One semester or summer of prior research experience
Enrolled full time in chemistry or chemistry related discipline
Rising junior or rising senior at the end of the program
U.S. citizenship or permanent U.S. residency
Program Overview:
•
•
•
10 summer weeks
Competitive – limited number of scholarships available
Generous award – up to $5,600 for air travel, living expenses, insurance, pre-departure orientation, language instruction, and presenting at an ACS National meeting
Applications:
•
Open on November 15, 2009
•
Close around January 31, 2010
For more information visit <www.acs.org/ireu> or write to <[email protected]>
CHED Newsletter, Winter 2009
29
2010 International Conferences of Interest to Science Educators
January 6–9, Association for Science Education (ASE) Annual
Conference, Nottingham, England, <http://www.ase.org.uk/
htm/conferences/annual_conference_2010/index.php>
June 28–July 2, World Conference on Science and Technology
Education, Tartu, Estonia, <http://icase2010.org/>
January 14–16, Association for Science Teacher Education
(ASTE) International Conference, Sacramento, California,
<http://theaste.org/meetings/2010conference/index.htm>
July 4–9, European Conference on Research In Chemistry
Education (ECRICE) and International Conference on
Research in Didactics of the Sciences (DidSci), Kraków,
Poland, <http://ecrice2010.ap.krakow.pl/>
February 18–22, American Association for the Advancement
of Science (AAAS) Annual Meeting, San Diego, California,
<http://www.aaas.org/meetings/>
July 26–30, International Conference on Pure and Applied
Chemistry (ICPAC), Mauritius, <http://www.uom.ac.mu/
icpac/>
March 18–21, National Science Teachers Association (NSTA)
Conference, Philadelphia, Pennsylvania, <http://
www.nsta.org/conferences/2010phi/?lid=con>
August 1–5, Biennial Conference on Chemical Education
(BCCE), Denton, Texas, <http://www.bcce2010.org/>
March 20–24, National Association for Research in Science
Teaching (NARST) International Conference, Philadelphia,
Pennsylvania, <http://www.narst.org/
annualconference/2010conference.cfm>
March 21–25, American Chemical Society (ACS) National
Meeting & Exposition, San Francisco, California, <http://
acs.org/>
April 6–9, International Conference on Education, Training and
Informatics (ICETI) and International Conference on
Society and Information Technologies (ICSIT), Orlando,
Florida, <http://www.2010iiisconferences.org/ICETI>,
<http://www.2010iiisconferences.org/ICSIT>
August 8–13, International Conference on Chemical Education
(ICCE), Taipei, Taiwan, <http://icce2010.gise.ntnu.edu.tw/>
August 16–19, International Conference for the History of
Science in Science Education (ICHSSE), Sao Paulo, Brazil,
<http://www.hpsst-brazil2010.org/8th-ICHSSE/index.html>
August 22–26, ACS National Meeting & Exposition, Boston,
Massachusetts, <http://acs.org/>
August 29–September 2, Congress of the European
Association of Chemical and Molecular Sciences
(EuCheMS), Nürnberg, Germany, <http://
www.euchems.org/>
April 15–17, European Chemistry Thematic Network (ECTN)
Annual Meeting, Montpellier, France, <http://ectnassoc.cpe.fr/>
August 30–September 3, Quadrennial Conference of the
International Geoscience Educators Organisation (IGEO),
Johannesburg, South Africa, <http://web.wits.ac.za/
NewsRoom/Conferences/GeoSciEd>
May 27–29, Symposium on Chemistry and Science Education,
Bremen, Germany, <http://www.chemiedidaktik.unibremen.de/symp2010/>
October 6–10, Eurasia Conference on Chemical Sciences
(EuAsC2S-11), Dead Sea, Jordan, <http://www.euasc11.ju.edu.jo/>
May 29–June 2, Canadian Chemistry Conference (CCC) and
Exhibition, Toronto, Ontario, <http://www.csc2010.ca/>
November 20–23, International Chemistry Conference and
Exhibition on the Role of Chemistry in the Development of
Africa (ICCA), Luxor, Egypt, <www.sohag-univ.edu.eg/
conf11icca>
June 6–11, Gordon Research Conference (GRC) on Physics
Research and Education, South Hadley, Massachusetts,
<http://www.grc.org/programs.aspx?
year=2010&program=physedu>
December 15–20, International Chemical Congress of Pacific
Basin Societies (PacificChem), Honolulu, Hawaii, <http://
pacifichem.org/>
30
CHED Newsletter, Winter 2009
ANNOUNCEMENTS, MATERIALS, & OPPORTUNITIES
ACS-Hach Programs:
Continuing a Legacy of Commitment to Chemistry Education
Terri Taylor [[email protected]]
In January of 2009, the Hach Scientific Foundation donated $33
million to the American Chemical Society. Committed to the
support of pre-service and in-service high school chemistry
teachers, the legacy and programs of the Hach Scientific
Foundation will continue through the American Chemical
Society.
The Hach Scientific Foundation was established in 1982 by
Clifford and Kathryn Hach, founders of the Hach Co., an
analysis, instrumentation, and water chemistries business.
Through the efforts of the Foundation, Clifford and Kathryn
demonstrated their dedication to the disciplines of chemistry
and chemistry education.
The suite of ACS-Hach programs is comprised of three pillar
activities: the ACS-Hach Land Grant University Scholarships,
ACS-Hach Second Career Scholarships, and ACS-Hach High
School Chemistry Grants. Each activity is designed to promote
and support high quality teaching and learning in high school
chemistry classrooms at the pre-service or in-service levels.
ACS-Hach Land Grant University Scholarships provide
financial support at 72 land-grant colleges or universities to
undergraduate chemistry majors with an interest in teaching
high school chemistry. The selection of ACS-Hach Land Grant
University Scholars, typically two at each participating college
or university, is coordinated by committees at each of the
participating universities and is based upon chemistry aptitude,
interest in high school chemistry teaching as a career, and need.
Scholarship recipients receive $6,000 for full-time study and
$3,000 for part-time study.
ACS-Hach Second Career Scholarships provide financial
support to chemists interested in pursuing a Masters degree in
education or becoming certified as a chemistry/science teacher.
Candidates for this scholarship program have a Bachelors
degree or higher in chemistry, biochemistry, or chemical
engineering, have worked in a chemistry-related field and have
been accepted into an education masters program or teacher
certification program. Scholarship recipients receive $6,000 for
full-time study and $3,000 for part-time study. The application
period for this program is February 1–April 1 of each year.
The third program, ACS-Hach High School Chemistry Grants,
focuses on supporting in-service high school chemistry
teachers. The ACS-Hach High School Chemistry Grant is
awarded to teachers and institutions aiming to enhance the
teaching and learning of high school chemistry. Applicants can
receive up to $1,500 to support ideas that transform classroom
learning and encourage student development. Funding requests
have included support for unique professional development
opportunities, laboratory equipment, multimedia, and,
laboratory supplies. The application period for this program is
February 1–April 1 of each year.
For more information on the ACS-Hach Programs, contact
<[email protected]> or visit <www.acs.org/funding>. ■
DivCHED Website Offers Easy Access to Newsletter and to Meeting Info
The winter edition of this newsletter can be accessed from the main division Web page: <http://www.divched.org>. On the left is a
panel with different parts of the site indicated. Click on “Newsletter” to reach a page with current and former newsletters. Click on
“Meetings” to access a page with upcoming, current and former information.
The newsletter requires a username and a password. This is the same for all division members. These are:
Username: chedmember
Password: 2009
CHED Newsletter, Winter 2009
31
Call for Nominations—
The 2010 James Flack Norris Award for Outstanding Achievement
in the Teaching of Chemistry
Deadline: April 15, 2010
Nominations are invited for the 2010 James Flack Norris
Award, which consists of a certificate and an honorarium of
$3,000 and is given annually by the Northeastern Section
(NESACS). The presentation will take place at a ceremony and
dinner on November 2010, and will include a formal address by
the awardee. The Award was established in 1950 by NESACS
to honor the memory of James Flack Norris (1871–1940), a
professor of chemistry at Simmons College and M.I.T., chair of
NESACS in 1904, and ACS President in 1925–26.
and, where appropriate, a list of honors, awards, and
publications related to chemical education. Seconding letters
may also be included; these should show the impact of the
nominee’s teaching for inspiring colleagues and students
toward an active life in the chemical sciences, and attest to the
influence of the nominee’s other activities in chemical
education, such as textbooks, journal articles, or other
professional activity at the local, national, and international
level.
Nominees should have served with special distinction as
teachers of chemistry at any level: secondary school, college,
and/or graduate school. With the presentation of the first Award
in 1951, awardees have included many eminent teachers at all
levels whose efforts have had a wide-ranging effect on
chemical education. The recipient will be selected from an
international list of nominees who have served with special
distinction as teachers of chemistry with significant
achievements.
The nomination materials should consist of the primary
nomination letter, supporting letters, and the candidate’s
curriculum vitae. Reprints or other publications should NOT be
included. The material should not exceed thirty (30) pages, and
should be submitted electronically in Adobe PDF format
through April 15, 2010 to Ms. Marilou Cashman, NESACS
Administrative Secretary <[email protected]>. For more
information about the Award, see <http://www.nesacs.org/
awards_norris.html>.
A nomination in the form of a letter should focus on the
candidate’s contributions to and effectiveness in teaching
chemistry. The nominee’s curriculum vitae should be included
Questions about the Award or the nomination process should be
directed to the Chair of the Norris Award Committee, Prof.
Mary Shultz, Tufts University, <[email protected]>. ■
Applications Being Accepted for
The Dorothy and Moses Passer Education Fund
Richard Jones [[email protected]]
This fund was established by a generous donation of Dorothy
and Moses Passer. Moses (Mike) Passer was for many years the
head of the ACS Education Division. The fund supports grants
to provide support for teachers in programs at two- and fouryear colleges or universities that do not have any advanced
degree programs in the chemical sciences. The awards are to
support continuing education activities that must be directly
related to the applicant’s teaching and must take them away
from their campus. The applicant must be a full time faculty
member at his or her institution. The applications are reviewed
by a committee. There is no application form but the
application must include a description of the proposed activity
and how it relates to his/her teaching with dates, locations, titles
and contacts; a brief description of the applicant’s institution
and department; a short curriculum vita; an itemized estimate of
expenses, including the amount of aid requested and sources of
all supplemental funds. No support will be given for general
attendance at national, regional or local ACS meetings nor for
any sabbatical support. Closing dates are three times each year:
January 1, April 1, and September 1. All applications must be
received electronically. For further information or inquiries
contact Richard Jones, [email protected]; mailing
address: Sinclair Community College, Dayton, OH 45402.
■
32
CHED Newsletter, Winter 2009
College Mentors Wanted!
The U.S. National Chemistry Olympiad—A Program Sponsored by the American Chemical
Society—Invites You to Apply for the College Mentor Position
College educators are invited to apply for a position as mentor
for the U.S. National Chemistry Olympiad program. Duties
during the three-year term include helping to conduct the
national study camp for high school students held at the
United States Air Force Academy located in Colorado during
mid-June 2011, 2012 and 2013. Generally, in their second and
third year, mentors accompany four U.S. student competitors
to the International Chemistry Olympiad (IChO). During the
competition, the mentors will serve as members of the IChO
Jury. The 2012 and 2013 IChO events are scheduled to be held
in the U.S. and in Singapore, respectively. Most students at the
study camp have completed Advanced Placement Chemistry
or the equivalent; therefore instruction at the camp is well
beyond the level of high school general chemistry courses.
The curriculum also includes considerable laboratory work.
Successful applicants are expected to have background in one
or more of the areas of organic, inorganic, analytical, physical,
or biochemistry with classroom experience and should
demonstrate involvement with students in special projects or
activities. Applicants must be prepared to make a three-year
term commitment as outlined above. ACS pays all expenses
and travel costs, as well as an honorarium.
Interested individuals may obtain an application form at
<www.acs.org/olympiad> or by contacting:
Margaret Thatcher
Senior Program Associate
U.S. National Chemistry Olympiad Program
American Chemical Society
1155 Sixteenth Street, N.W.
Washington, DC 20036
(202) 872-6328
The deadline for completed applications is January 29, 2010.
Applicants must also arrange to have three letters of reference
forwarded to Cecilia Hernandez by February13, 2010 at the
above address. For more information, please call Cecilia
Hernandez at (202) 872-6169. ■
The University of Utah
Endowed Chair in Chemical Education
Applicants are invited to apply for the Ronald and Eileen Ragsdale Endowed Chair in Chemical Education, a new
tenured position at the associate or full professor level. Successful applicants should have experience and interest in
teaching general chemistry, in conducting outreach programs, and in pursuing chemical education research. An
attractive teaching load will enable the successful candidate to maintain and develop outreach and research activities
and to excel in the classroom. Preferred starting date is August 2010. Review of applications will begin December 1,
and continue until suitable candidates are identified. Reply to: Ragsdale Chair Search Committee, Department of
Chemistry, University of Utah, 315 South 1400 East, Room 2020, Salt Lake City, UT 84112-0850. The University of
Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess
a strong commitment to improving access to higher education for historically underrepresented students. The
University of Utah is an AA/EEO employer, strongly encourages applications from women and minorities, and
provides reasonable accommodation to the known disabilities of applicants and employees.
CHED Newsletter, Winter 2009
33
COLLEGE MENTOR
APPLICATION FORM
U.S. NATIONAL CHEMISTRY OLYMPIAD
(Term: 2011 - 2013)
If you are interested in applying for the position of college mentor for the U.S. National Chemistry Olympiad,
please submit the following items to Cecilia Hernandez, Office of K-12 Science, American Chemical Society,
Education Division, Room 834, 1155 Sixteenth Street N.W., Washington, DC, 20036, no later than
January 29, 2010.
Please note that applicants must be U.S. citizens to be considered for this position.
1. Completed USNCO mentor application form
2. A copy of your resume
3. Three letters of reference (no later than February 13, 2010)
Please call the U.S. National Chemistry Olympiad Office at 202-872-6328 if you need additional information.
Last Name:
First Name:
MI.:
Date:
Home Address:
City
State
Zip
State
Zip
School Name:
School Address:
City
Home Phone:
School Phone:
E-mail:
You may attach additional pages if necessary.
Fax:
34
CHED Newsletter, Winter 2009
1. List the academic degrees you have earned, the dates, and institutions.
2. List any institutes or workshops that you have attended over the last ten years.
3. List the courses you have taught, the dates, and institutions.
4. What is your knowledge level and ability in the different areas of chemistry?
5. Describe your experience organizing workshops, performing presentations, or otherwise working with your
colleagues.
6. Describe your work with highly motivated, competitive students.
7. Describe your experience teaching the laboratory component of your curriculum.
8. Explain why you are interested in being a mentor for the U.S. National Chemistry Olympiad program.
9. Explain what experience have you had working with other cultures outside of the US?
COLLEGE MENTOR APPLICATION FORM (Term: 2011 - 2013)
You may attach additional pages if necessary.
CHED Newsletter, Winter 2009
35
CONFCHEM Online Conference
Educating the Next Generation: Green and Sustainable Chemistry
May and June 2010
This conference will highlight the incorporation of green and
sustainable chemistry across the curriculum. Papers are sought
that will assist educators in providing students at all age levels
with course materials (lecture and laboratory) that illustrate the
integration of green and sustainable chemistry throughout the
chemical enterprise. Topics of significant interest include:
review. Those interested in contributing to this conference are
encouraged to contact one of the ConfChem organizers:
the relationship between the practice of green chemistry
and its impact on designing a sustainable civilization;
pedagogical activities that instill in students the knowledge
and practice of green chemistry;
laboratory exercises that facilitate the incorporation of
green chemistry across the curriculum;
the impact of green chemistry on chemical hygiene issues;
resources that facilitate the incorporation of these materials
into the curriculum.
Robert E. Belford, Department of Chemistry, University of
Arkansas,
Little
Rock,
AR
72204-1099,
[email protected], 501-569-8824
•
•
•
•
•
After the conference, contributors will have the option of
submitting their papers to the JCE ConfChem Feature for peer
Loyd D. Bastin, Department of Chemistry, Widener
University, One University Place, Chester, PA 19013,
[email protected], 610-499-4022
Dates & Deadlines:
January 1, 2010 Deadline for title and abstract
April 15, 2010 Deadline for papers
May 15, 2010
Beginning of Conference
Consult the CONFCHEM website for additional information:
<http://www.ched-ccce.org/confchem/index.html>.
■
CONFCHEM Online Conference
Development and Assessment of Computer Simulations and Animations for the Teaching and
Learning of Chemistry
January 2011
This conference will highlight the development, use, and
assessment of chemistry-based animations and simulations.
Possible paper topics may include:
•
•
•
What makes an educationally effective animation or
simulation?
What are the “best-practice” applications of animation/
simulations in the classroom or other learning
environments?
How do these technologies help students to learn?
•
What animations/simulations are available to chemistry
instructors?
Anyone interested in submitting a paper should contact Jack
Barbera, Department of Chemistry, University of Northern
Colorado, <[email protected]>.
Relevant Dates:
July 1st 2010
December 7th 2010
January 7th 2011
Deadline for title and abstract
Deadline for papers
Beginning of conference ■
36
CHED Newsletter, Winter 2009
SYMPOSIUM SUMMARIES FROM
ACS Exams 75th Anniversary and the State of Assessment
in the 21st Century
Tom Holme [[email protected]] and Kristen Murphy
[[email protected]]
This symposium provided both a look back and a look forward
in terms of assessment of chemistry content knowledge and the
role ACS Exams has played and will play in the future. The
first presentation was provided by Kristen Murphy (University
of Wisconsin – Milwaukee) who provided an overview of the
history of the ACS Exams Institute as gleaned from the
archives saved at the Institute. The second speaker was Arlene
Russell (University of California – Los Angeles) who provided
the story of a particular exam, the California Diagnostic that is
distributed in partnership between the ACS Exams and the
University of California Board of Regents. Susan Schelble
(Metropolitan State University – Denver) presented how she
has used ACS Exams in her courses for many years. By
keeping in touch with former students she has also been able to
collect data to show how performance on the ACS Organic
exam correlates with later performance on the MCAT exam.
After a break, the symposium turned from the initial, more
historical perspective to one that looked at the current and
future materials and research related to ACS Exams. Karen
Knaus (University of Colorado – Denver) presented research
on how the cognitive complexity of exam items can be reliably
judged and how this information correlates with student
performance on items within exams. The symposium then
turned to one challenging area of assessment, the chemistry
laboratory. Holly Gaede (Texas A&M University) presented a
methodology for assigning value to participation within groups
in a laboratory class that requires such group work. The system
used provides a scaling factor for report scores that takes the
groups score and adjusts how the individual score is calculated.
Jimmy Reeves (University of North Carolina – Wilmington)
then spoke about the General Chemistry Lab Assessment exam
under development for ACS Exams. He noted the origins of
the exam, and then described how it will be an electronic exam
that will include imbedded video information. A separate
practical exam was also noted. Finally, Robert Pribush
(Butler University) provided a description of the new
Diagnostic of Undergraduate Chemistry Knowledge (DUCK)
exam from ACS Exams. Bob chaired the committee that built
this new exam, and he described how the exam is designed to
be interdisciplinary and test students abilities to make
connections and interpret data. ■
Chemical Education at the Crossroads
Diane M. Bunce [[email protected]]
This symposium was a joint Presidential and DivCHED
symposium to reflect on the current state of chemical education
as John Moore, editor of the Journal of Chemical Education,
stepped down and Norbert Pienta started his term as editor of
the Journal. In keeping with this theme, Norbert Pienta,
University of Iowa, introduced the symposium with his
presentation “Making an Impact and Knowing When We
Have,” which included his vision of expanding the role of JCE
beyond that of Neil Gordon who founded the Journal. Norb
hopes to do this by not only maintaining the current
constituency of JCE readers but by also reaching 10,000
additional secondary science teachers and 1,000 community
college chemistry teachers who are not regularly using the
Journal at present.
Richard Zare, Stanford University, in his presentation “Report
from the ACS Board-Presidential Task Force on Education,”
reported the recommendations included in the report. These
recommendations center on the establishment of a Science
Coach Program that would engage chemists and partner them
with teachers in elementary, middle or high school to improve
and support classroom science teaching demonstrations, science
projects, and after school science opportunities. Funding for
this recommendation is still being sought.
Donald Wink, University of Illinois at Chicago, presenting on
behalf of his fellow presenters Stephanie A. Cunningham,
Michael Dianovsky, and Sara C Marchlewicz, all of the
University of Illinois at Chicago, along with Patrick L.
Daubenmire, of Loyola University Chicago, presented “High
School Chemistry Education: Filling the Research Gap with
Reality,” which described an ongoing project with the Chicago
Public Schools to develop an Instructional Development
System (IDS). Such a system includes curricula, teacher
training, and materials development. The current project
involves participation of 10–11 schools for a three-year time
frame. The ongoing evaluation component of this project has
established that the inquiry approach is difficult to use in this
environment because there is a good deal of pressure for
students to pass standardized tests and there are few resources
and little infrastructure to support this approach. In this
situation, teachers have to have ownership of the teaching
approach used and must have time themselves to develop how
inquiry will be used. To facilitate this self development,
coaches meet with teachers six different times during the year.
This is seen by the teachers as strength of the current project.
John Clevenger, Truckee Meadows Community College, in his
presentation “Community Colleges: Road More Traveled,”
CHED Newsletter, Winter 2009
reviewed the role of community colleges in educating students
in science. John also discussed the types of transfers that occur
between community colleges and 4-year schools. This preceded
John’s outlining of collaboration opportunities to facilitate
successful student transfers, provide opportunities for joint
chemical education research including outcomes assessment
and the sharing of facilities and equipment between institutions.
Melanie Cooper, Clemson University, presented “General
Chemistry Reform: An Oxymoron?” in which she discussed
some of the problems concerning how general chemistry is
currently taught (too broad, not designed for how people learn
and rigor defined in terms of ability to successfully complete a
complex calculation). Melanie reviewed some of the newer
approaches to learning and then described her current NSFfunded project called “Chemistry, Life, the Universe, and
Everything” that will present foundational concepts and use
assessment to guide student progress.
Michael Doyle, University of Maryland, in his presentation
“Challenges to Education in the Chemical Sciences in a Time
of Change,” discussed the concerns for present day research
institution chemistry faculties including less faculty time to
experiment with new teaching methods and technologies, the
increased separation of teaching and research, fewer traditional
instructional resources within the department/university and
larger class sizes. He also pointed out that every crisis can also
be viewed as an opportunity and so it is with our current
economic situation. Now is the time for faculty to increase their
efficiency of teaching by reviewing the curricula to see if
everything that is currently in the curricula is needed. It is also a
time to develop new resources within government, industry and
through private foundations. Even the problem of larger class
sizes might be the push we need to use and/or develop new
technologies for effective instruction.
Jeanne Pemberton, University of Arizona, presented
“Developing an Integrated View of ‘the Molecular Perspective’
across the Educational Continuum: Are We There Yet?” Jeanne
pointed out that our chemistry departments and courses are still
primarily organized by areas such as general, organic,
analytical and physical chemistry rather than by the underlying
molecular vision that unifies these sub disciplines. She
spotlighted the new Advanced Placement curriculum that is
being developed on both big conceptual ideas and a cognitive
framework. Cognitive frameworks are a way of imaging the
cognitive processes that students use and mapping them onto
the question of how do you know what students know?
Diane Bunce, Catholic University of America, presented
“Chemical Education Research: Future Directions,” in which
she presented the new direction that chemical education
research will need to take as it undergoes a maturing process.
Such direction will include the willingness and competence to
address the hard questions of how learning takes place and the
effect that different teaching innovations have on that process.
Such questions will require better research methodologies,
37
more sophisticated statistics and more knowledge about how to
implement them.
Thomas Holme, Iowa State University, presented “The Role of
Assessment in Deciding the Road Ahead for Chemical
Education.” Tom reminded us that teaching is personal but yet
corporate, both an art and data-driven. Devising instruments
that measure teaching in all of these forms requires instruments
of high quality that are both reliable and valid. Tom’s vision for
the Exams Institute goes beyond the traditional chemistry
instrument development to include instruments that will address
“Needs
Assessment”
and
“Programmatic
Outcome
Assessment.” The DUCK (Diagnostic of Undergraduate
Knowledge) examination which will soon be released by the
Exam Institute is one manifestation of this vision.
Joseph Francisco, Purdue University, presented “Is Today’s
Education Good Enough for Tomorrow’s Challenges in the
Chemical Enterprise?,” which concentrated on the aspirations
and assumptions that new college chemistry teachers make.
These include the ideas that there exists a homogeneous set of
study skills among students; there are no conflicting points of
view among students’ understanding; presenting information in
a lecture format is sufficient for helping students learn; and
students will study outside of class. Joe’s suggestions for
improving today’s education include the direct incorporation of
study skills intervention in our courses and teaching the next
generation of college teachers (our present graduate students) to
implement the best teaching strategies by modeling those
strategies ourselves.
Mary Kirchoff, American Chemical Society, in her
presentation “American Chemical Society: Serving Learners
and Educators,” reviewed the resources that the ACS Education
Division provides (ChemMatters, Inquiry in Action, ChemCom,
Chemistry in Context, online activities, career information and
surveys). Mary also described the communities that ACS has
set up to help people communicate with each other. These
include student member chapters, high school chemistry clubs
and activities for graduate students. ACS Education Division
provides such services as professional development
opportunities, guidelines for specific academic entities, and
diverse experiences for high school and college students. New
directions for the Education Division include work with NSDL,
international research experiences for undergraduates and
climate change education. These new directions, together with
the Hach Fellowships for undergraduate chemistry majors,
second career teachers and outreach grants to chemistry
teachers are indications of a diverse set of supports for the
teaching and learning of chemistry by the Society’s Education
Division.
Arthur Ellis, University of California - San Diego, in his
presentation “Rethinking Chemical Core Competencies,”
reminded the audience that students communicate and thus gain
the information they need from different sources than they did a
generation ago. Technology through iPhone Apps, Facebook,
38
YouTube, Twitter, blogs, cell phones as clicker substitutes for
ConcepTests, video lab manuals and distributed computing are
becoming the delivery methods of choice for many of our
students. Faculty that use these and other technologies in their
teaching are able to interact with students and engage them in
more user-inspired research that will benefit society both now
and into the future. Such work is already going on at several
colleges and universities in the country including UC-San
Diego where sustainability research including micro-weather
stations and genomics research is involving students from their
freshman year on.
John Moore, University of Wisconsin-Madison, on behalf of
himself and Elizabeth A. Moore, University of WisconsinMadison, presented “When You Come to a Fork in the Road,
Take It,” in which he reviewed the history of many of the
innovations that led to and were brought to fruition during his
tenure as editor of the Journal of Chemical Education. Some of
these milestones include Project Seraphim, Institute for
Chemical Education kits, KC? Discoverer, Chemistry Comes
Alive! software, ChemPages Labs, and ChemNetorials. It was
in the late 1970’s that the Computer Series first appeared in the
Journal and in the late 1980’s that JCE first published its own
software. Each of these contributed to the innovations in the
Journal that John developed during his tenure including a new
look for the Journal, the inclusion of Project ChemLab in the
OnLine JCE, the Chemistry Education Today section featuring
award addresses, commentaries and news, the Chemical
Education Research Feature, ChemEdDL, the new high school
teacher section and extension outreach activities/materials and
the development of National Chemistry Week and Earth Day
Issues of the Journal. As John quoted Marie Curie in closing
“One never notices what has been done; One can only see what
remains to be done, To concentrate on and think,” and so it is
with him as he now turns his attention and creativity to new
projects.
This symposium was recorded by ACS, and the entire audio
recording is available at <http://www.softconference.com/
ACSchem/am.asp>. Login and passwords are provided to those
who were registered for the ACS Fall meeting, Washington,
D.C., August 2009. Inquiries concerning access to these audio
recordings and Power Point presentations should be directed to
the American Chemical Society at <[email protected]> or call
800-333-9511 (M–F, 8:30 a.m.–5 p.m. EST). ■
CHED Newsletter, Winter 2009
Conklin of Wilmington College explained how his three
Fulbright exchanges led to the creation of an international
research symposium for undergraduates and founding of the
Fulbright Academy of Science and Technology. He said that
chemistry is an international language but chemists must learn
to work with people of different languages, cultures, and world
views. Robert Wei of Cleveland State University discussed
how his Fulbright experience led to the creation of a new
curriculum in environmental chemistry at a university in Sri
Lanka. He discussed cultural differences between Sri Lankan
and American students. Graduate student Daniel Heller of the
Massachusetts Institute of Technology explained how travel
abroad in graduate school can help advance a career and
provided tips on how to convince a professor to let their student
work outside the group. Among his more radical suggestions,
Dan suggested offering to give lectures at universities in
locations such as Bolivia and India so as to justify exotic
vacations. Graduate student Charity Flener of the University
of Illinois at Urbana-Champaign discussed how a Fulbright
exchange in the middle of her PhD candidacy enriched her
scientific knowledge by exposing her to new approaches to
chemical education. She said that the keys to a successful
exchange are to be choosy in selecting a group, set clear goals,
set up regular communication with bosses in both the U.S. and
the host country, and get a good laptop with internal webcam
and microphone.
The symposium concluded with a panel discussion on how to
fund international exchanges by Frank Wodarczyk from the
National Science Foundation, Vijay Vrenganathan from the
Institute of International Education, and Megan Brenn-White
from the Hessen University Consortium. The panel mentioned
the large variety of programs available and discussed how
science students are sometimes given priority selection for
international programs. Students interested in pursuing these
options should look at the following websites:
<http://www.nsf.gov/crssprgm/reu/list_result.cfm?
unitid=10003>
<http://www.iie.org/>
<http://www.hessen-universities.org/> ■
Enhancing Diversity at the Graduate and Postdoctoral
Levels
Megan Grunert [[email protected]]
Chemistry as a Second Language: Chemical Education in a
Globalized Society
Charity Flener Lovitt [[email protected]]
Six speakers spoke during this symposium that illustrated the
effect of international exchange on chemical education. Alfred
While the pipeline to careers in chemistry for women and
underrepresented minorities is known, statistics indicate that it
hemorrhages before, during, and after Ph.D. study. The goal of
this day-long symposium was to catalyze an open, constructive
conversation between students and postdoctoral associates,
CHED Newsletter, Winter 2009
educators, and other chemical professionals regarding diversity
at the graduate and postdoctoral levels.
The morning session focused on current research related to
gender and racial-ethnic diversity. Symposium co-organizer
Shannon Watt began the day by welcoming participants and
briefly outlining current statistics regarding diversity at all
postsecondary educational levels in chemistry. Sharon Neal
(University of Delaware) then presented recent trends on
underrepresented minority participation at the graduate and
postdoctoral levels, including a discussion of the current
postdoctoral system’s impact on participation by minority
groups. Rigoberto Hernandez (Georgia Tech) discussed the
importance of key transitions in the educational path on
retaining underrepresented minorities in academic careers.
Valerie Kuck (College of St. Elizabeth) followed with her
analysis on the hiring trends of top academic chemistry
departments as a function of their recently-hired faculty
members’ graduate and postdoctoral institutions, revealing that
the majority of female faculty hires come from a select group of
institutions. Valerie’s presentation was profiled in the August
17, 2009 issue of Inside Higher Education. Symposium
coorganizer Megan Grunert (Purdue University) completed
the morning’s research talks by sharing results from her
qualitative research study of how female graduate students view
prospective careers and make career decisions. The morning
session ended with a panel discussion on ways to advance
diversity, featuring Geraldine Richmond (University of
Oregon), Isiah Warner (Louisiana State University), Daryl
Chubin (American Association for the Advancement of
Science), and Luis Echegoyen (National Science Foundation).
The afternoon session, which focused on programs aimed at
broadening participation of women and underrepresented
minorities, began with a keynote talk by ACS President-Elect
Joe Francisco (Purdue University). Joe spoke about creating a
community for underrepresented minority graduate students at
Purdue by founding and supervising a National Organization of
Black Chemists and Chemical Engineers (NOBCChE) chapter.
David Collard (Georgia Tech) then shared lessons learned in
creating successful initiatives to retain, support, and provide
new opportunities for chemistry graduate students at Georgia
Tech, including a Women in Chemistry committee, a
NOBCChE student chapter, and student success lunch
seminars. Saundra DeLauder (North Carolina Central
University) discussed the activities and outcomes of the North
Carolina Alliance to Create Opportunity through Education
Program, which is a multi-institutional initiative focused on
broadening participation of underrepresented minorities in
technical fields. Shannon Watt (University of Michigan) then
presented results from her research study and data-driven
program to assess and address the institutional climate and
professional development needs of chemistry graduate students
and postdocs at Michigan. Linda Garverick (Coactive
Consultants) shared her work in developing and implementing a
leadership program for graduate women in science and
engineering fields, piloted with engineering students at the
Massachusetts Institute of Technology. Geraldine Richmond
39
(University of Oregon) completed the formal presentations by
speaking about the activities of the Committee on the
Advancement of Women Chemists (COACh), including
COACh’s workshops for women and underrepresented
minorities, current findings, and future directions. The
afternoon session concluded with a robust discussion among the
speakers and audience members. Conversations continued on a
less formal basis during the post-symposium reception, which
was sponsored by The Dow Chemical Company and its
Building Engineering and Science Talent (BEST) program. ■
Inquiry Materials Developed by or for Teachers
Deborah G. Herington & Ellen J. Yezierski
[[email protected]]
This half-day symposium highlighted high school and college
chemistry activities designed to support inquiry based
instruction. In addition, student and/or teacher data
demonstrating the effectiveness of the materials were presented.
The morning began with three high school teachers presenting
activities produced through the Target Inquiry project at Grand
Valley State University <www.gvsu.edu/targetinquiry>. Sarah
Toman from Western Muskegon Christian High School in
Michigan described her activity designed to help students learn
how to balance chemical equations by “building” reactants and
products and determining how many of each are necessary in a
reaction such that no atoms are “left over.” Her students
demonstrated a deeper understanding of the difference between
the information communicated by subscripts and coefficients in
addition to how chemical reactions depend on bond breaking
and forming. Alice Putti from Jenison High School in
Michigan continued the theme of models used in inquiry by
describing an activity she developed to help students build an
understanding of acid strength. Using petri dishes with beads
representing atoms and ions, Alice’s activity provides students
with particulate models of acid solutions that help produce data
for the discovery of the relationship between percent ionization
and acid strength. She also presented reports from other
teachers who have used this activity who have found it to be
well-designed and successful with students. The third and final
high school teacher to present was Debra Johnson from North
Muskegon High School in Michigan. Her activity included a
real world context (restless leg syndrome and antioxidants) to
frame the investigation of the oxidation states of iron to help
students construct an understanding of oxidation-reduction
reactions. Her activity focuses not only on concept development
but also procedural design and data analysis. It also
demonstrates how oxidation-reduction can be introduced earlier
in the topic sequence of a high school chemistry course.
Teacher comments from other users were positive; her students
40
reported that the chemistry in the lab was interesting while their
responses to the inquiry approach were mixed. These teachers
noted that the student guides and teacher guides for these
activities and more were available on the Target Inquiry
website.
Turning to materials developed for teachers by university
faculty, Anil Banerjee from Columbus State University
presented findings from his project based on the “Learn-TeachAssess Inquiry” model. High school chemistry and physics
teachers learned to use 12 inquiry activities and provided input
on their revisions. Classroom studies during implementation
compared to teachers not using inquiry showed that the students
of the teachers in the inquiry group asked more questions.
Teachers demonstrated a more developed understanding of
inquiry; however, they reported common barriers to inquiry
such as time constraints and the challenge of preparing students
for state testing. Chih-Che Tai from East Tennessee State
University described an inquiry activity developed as part of a
program for 8th grade students in Taiwan. Building on the
popular candle and water experiment, the activity uses
conceptual questions followed by accessible lab explorations
including candles with two different lengths to assess and
challenge students’ understanding at each stage of the
exploration. The activity helps students improve their
understanding of combustion while confronting many popular
misconceptions on the topic.
The final speaker was Scott Sinex from Prince George’s
Community College in Maryland. He presented tools he
developed known as Excelets which enable students to
investigate phenomena conceptually which are typically
introduced in a mathematical context. He demonstrated the
functionality of Excelets including topics such as bond lengths
in metallic solids and atomic size as a periodic trend. The tools
enable students to look for patterns and trends in data shown
through animations rather than through static graphics or tables
of numerical data. He has produced 29 Excelets in materials
science; many of which apply to general chemistry. Students
found the tools useful and preferred them over static graphs. ■
NSF Catalyzed Innovations in the Undergraduate
Curriculum
R.K. Boggess [[email protected]]
The 23rd National Science Foundation symposium, “NSF
Catalyzed Innovations in the Undergraduate Curriculum,” was
held as part of the Division of Chemical Education program at
the 238th American Chemical Society National Meeting and
Exposition. The speakers were chosen from recent NSF award
winners within the Adaptation and Implementation (A&I) and
CHED Newsletter, Winter 2009
the Phase I portions of the Course, Curriculum, and Laboratory
Improvement (CCLI) Program. The Symposium provided the
opportunity to report accomplishments and to inform others
considering curricular changes.
Ross Jilk of the University of Wisconsin – River Falls began
the symposium by describing their curriculum in which organic
chemistry rather than a typical general chemistry sequence was
offered for first-year students, pointing out that many of the
traditional topics covered in general chemistry can be
introduced in the organic chemistry courses. The new
curriculum was developed to address the perception that
students view general chemistry as being a series of
disconnected topics and to see if this sequence might reduce the
large number of DFW grades that are seen nationwide in
general chemistry. It has been shown that guided inquiry
methods engage students and make them feel connected to the
material being taught. Jeffrey Pribyl of Minnesota State
University, Mankato described the use of tablet PC’s with the
instructor-driven, rubric-based electronic grading system Fast
Grade that allows guided inquiry methods to be used in large
classes.
Integrating chemistry with other disciplines has been shown to
enhance student interest and appreciation for the sciences.
Maria Gelabert of Wagner College described a general
education interdisciplinary course, “Color Science,” in which
she introduced science principles into art, theater lighting,
graphics, and psychology laboratories. Although no net
improvement in grades resulted, the students’ perception of the
topics and material did increase. Keith Miller from the
University of Denver presented a different interdisciplinary
approach as he integrated a portable X-ray fluorimeter into the
sciences. Students enrolled in archeology, ecology, and water
quality chemistry courses performed discovery-based and
authentic research-based activities in the laboratory. Will
Lynch of Armstrong Atlantic State University demonstrated
another way in which X-ray fluorescence spectroscopy
enhanced learning as students enrolled in analytical, inorganic,
and physical chemistry courses used the technique to
investigate real-world based problems as diverse as doped
nanoparticles, coins, and sulfur oxidation states. The
development and use of hands-on powder X-ray diffraction
laboratory modules were described by Jennifer Aitken of
Duquesne University. Her students were enrolled in an honors
chemistry course and used the technique via three modules to
identify household solids. Additional modules were developed
for students to use in an integrated laboratory sequence in
which more complex household solids were to be identified.
Christina McCartha described the integration of a gas
chromatography-mass spectrometry (GC-MS) into the
chemistry curriculum at Newberry College. General chemistry
students studied the fragmentation pattern of simple
hydrocarbons via headspace injections as an introduction to GC
-MS while those in organic chemistry and structural organic
chemistry utilized GC-MS multiple times for characterization
CHED Newsletter, Winter 2009
of their synthetic products. Plans for its use in analytical,
biochemistry, and forensic laboratory courses were also
outlined. Edward Zovinka of Saint Francis University
described the incorporation of GC-MS in general chemistry,
quantitative analysis, instrumental analysis, forensic chemistry,
and inorganic chemistry. He then described how the success of
that project led to a second proposal utilizing microwave
technology and ion chromatography to introduce green
chemistry topics at several levels in the undergraduate
curriculum. Bruce Burnham of Rider University described
how liquid
chromatography-mass
spectrometry
was
incorporated into their chemistry curriculum. Students enrolled
in general chemistry used the instrumentation to analyze a
mixture of 4-halobenzoic acids using isotope peaks and
students in organic and Analytical Chemistry utilized the
capabilities of the instrumentation for the component separation
of consumer products such as Ben Gay, drugs, and tea. He
pointed out that the initial understanding of the principles
governing the instrumentation varied among students but
increased with increased use of the instrument.
Increasing student interest in chemistry through exposure to
real-world scientific problems was a strong theme throughout
the symposium. Scott Donnelly of Arizona Western College
continues to use the natural world as his laboratory and he
described several experiments that he and his students
developed by studying solar panel, fuel cell, and electrolyzer
efficiencies and the photosynthesis process using H2/O2 fuel
cells and CO2 photosynthesis equipment. Kurt Birdwhistell
described how students enrolled in an inorganic synthesis
course at Loyola University utilized microwave technology for
the development of green methods that employed various solid
and phase transfer catalysts. They experienced a cleaner waste
stream for the synthesis of acetylferrocene and Group six
carbonyl complexes. Christopher Palmer of the University of
Montana also introduced more modern and relevant laboratories
into the entire curriculum through the incorporation of rapid
microplate reader spectrophotometers. Details of experiments
were highlighted and the efficiency of the technique was
emphasized.
Joanne Stewart of Hope College and colleagues at numerous
colleges and universities have developed the Interactive Online
Network of Inorganic Chemists (IONiC). The goals and
outcomes of this collaboration include sharing knowledge,
developing education materials, and building an inorganic
community through cyber technology. The Virtual Inorganic
Pedagogical Electronic Resource (VIPER) and ChemEd Digital
Library Communicator were described.
In addition to the diverse symposium topics, NSF Program
Director Bert Holmes gave an overview of the undergraduate
programs sponsored by the foundation. Following his summary,
Bert Holmes, Robert Brenneman (Montgomery College), and
George Heard (UNC-Ashville) led an informative panel
discussion concerning the content of a competitive proposal and
41
then a useful question-answer period followed with members of
the audience.
The symposium provided Principle Investigators from fourteen
CCLI-A&I or Phase I awards to disseminate the results of their
wide-ranging projects to a diverse audience. The overview and
panel discussion provided a means for audience members to
gain information about current NSF programs and funding
levels and to ask specific questions of both NSF personnel and
recent CCLI reviewers. Plans are underway to continue the
symposium at the 240th National Meeting in Boston, MA
(August 2010). The organizers will solicit participation in the
symposium from CCLI-Phase I or Type 1 awards in January.
All recent (last five years) CCLI awardees should receive an
invitation to participate in the symposium. If the invitation is
not received, please contact either of the organizers at Radford
University. ■
Polymer Science of Everyday Things Workshop
Ann Salamonea [[email protected]]
The goal of “The Polymer Science of Everyday Things”
workshop was to explain how things that people encounter and
use everyday depend on polymer science. Three topics were
discussed and hands-on experiments were conducted.
“Aviation Polymers” was presented by Edmund J. Escudero,
Summit Country Day School, and Barry L. Farmer, Air Force
Research Laboratory.
“Coatings for Automobile Plastics” was presented by Jon
Valasek, St. Mark’s School of Texas, and Jamil Baghdachi,
Eastern Michigan University.
“Nanocomposites for Transportation” was presented by Sherri
Rukes, Libertyville High School in Illinois, and Lei Zhai,
University of Central Florida. ■
Science Writing Heuristic in Laboratory Instruction
Dawn Del Carlo [[email protected]]
The session opened with a presentation of the theoretical
underpinnings of the Science Writing Heuristic (SWH) by Tom
Greenbowe of Iowa State University (standing in for Brain
Hand from the University of Iowa). The SWH emphasizes the
idea that there is no science without language – specifically
42
argumentation and discourse. He concluded with a brief outline
and explanation of the format of the SWH: “Beginning
Questions,” “Tests/Procedures,” “Data and Observations,”
“Claims,” “Evidence and Analysis,” and “Reading and
Reflection.” Laura Strauss from the University of Northern
Iowa discussed the “nuts and bolts” of guiding students through
the process of coming up with “Beginning Questions” and
determining the best procedure to use to test those questions.
She provided two specific examples from her second-semester
general chemistry class which illustrated a clear improvement
in students’ abilities as the semester progressed. Shoshanna
Coon, also from the University of Northern Iowa, continued in
this vein with a presentation of her students’ experiences in
forming “Claims.” Common pitfalls included using “Beginning
Questions” that were too vague, dealing with erroneous data, or
the analysis of large quantities of data such that students got
lost amongst it. However, she found that as she became more
aware of these issues, the student “Claims” also improved.
While the presentation by Michelle Brooks of University of
Maryland, College Park was not specific to the SWH, she
discussed writing intensive practices implemented at her
university in their 1:2:1 program. These included “traditional”
assignments such as writing scientific abstracts, as well as “non
-traditional” assignments such as Wiki’s designed for an
audience other than scientists and risk/benefit analyses of
particular scientific innovations. After the intermission, Tom
Greenbowe described the TA training sessions that he conducts
at ISU using video clips from TA’s to illustrate the varied
impressions of inquiry teaching. He is currently using these
sessions to create training videos which will then be posted
online to aid people in the implementation of the SWH. Steven
Gravelle from St. Vincent College presented results from a
survey of faculty impressions of the SWH at his institution.
Faculty reported benefits including more independent thinking
by students, the formation of evidence-based claims, and better
lab reports over all. Making the format of the lab handout fit the
SWH template and providing more information for students in
the SWH approach were suggested as improvements to the
implementation of the SWH. Lastly, Dawn Del Carlo from the
University of Northern Iowa, described a graduate level class
for current elementary and secondary science teachers on the
use of the SWH. She described the format of the course which
included the implementation of all or part of the SWH into the
teachers’ classrooms and highlighted some of the reflections
made by teachers in their final papers. Overall, teachers found
that elementary and secondary students struggled with making
claims different from their initial hypotheses, but gained a
deeper understanding of the material covered in the activity. ■
CHED Newsletter, Winter 2009
played by Prof. I. Dwaine Eubanks in shepherding the Exams
Institute during his 15 years as director. The speakers provided
insight into not only the leadership provided by Dwaine for the
Institute but his impact on teaching and teachers ina number of
ways.
The first speaker was Mary Virginia Orna (College of New
Rochelle) who provided stories of how her collaborations with
both Dwaine and Lucy Eubanks arose over the years –
beginning with being stranded in Hawaii during a conference
that was “victimized” by a United Airlines labor strike. The
second speaker was Laura Slocum (University High School of
Indiana) who spoke about the role that Dwaine played as a
mentor. This theme was presented by several speakers, and
Laura emphasized how important this leadership is for high
school teachers to become involved in DivCHED. John Gelder
(Oklahoma State University) presented information and stories
about the chemistry education activities of Dwaine during his
time in Stillwater. Perhaps the most amazing anecdote was the
story John told of being flown from Oklahoma City to
Stillwater by Dwaine – he was the first passenger ever to fly
with him! Amina El-Ashmawy (Colin College) also spoke
about the role of Dwaine as a mentor. She noted how important
he was in helping her get involved in ACS in general and
DivCHED in particular. Many in the audience noted they
shared that experience, of Dwaine opening the door to
involvement in the division. Richard Schwenz (University of
Northern Colorado) carried this theme, of involvement with the
Exams Institute and DivCHED further, providing specific
examples of the challenges associated with writing Physical
Chemistry exams. He noted how the ability of Dwaine to
bolster confidence in the volunteers for the Institute played a
major role in his ability to take on the role of chair of this
committee. Diane Bunce (Catholic University) elaborated on
the leadership Dwaine provided in helping devise new exams
for the Institute. She focused on the General Chemistry
Conceptual Exam and the initial Paired-Question Exam as new
ideas that Dwaine helped bring to fruition. Finally, Dwaine
Eubanks (Clemson University) had the opportunity to put his
personal stamp on the proceedings. True to form, he had the
coolest gadget in the symposium, controlling his talk from his
iPhone. His talk followed his journey from an oil-rich West
Texas high school, through his undergraduate and graduate
work at the University of Texas, early days in Industry,
followed by his faculty role at Oklahoma State and Clemson. ■
Using Social Networking Tools to Teach Chemistry
Laura E. Pence [[email protected]]
Symposium in Honor of Dwaine Eubanks: ACS Exams
Melanie Cooper [[email protected]]
This symposium was designed as a pair with the 75th
Anniversary ACS Exams symposium. It noted the key role
This symposium on social networking kicked off with three
different perspectives on using wikis in chemical education.
Laura Pence at the University of Hartford described using
wikis to facilitate students’ exploring topics related to a class
CHED Newsletter, Winter 2009
43
and then included some of that information in discussion.
Implementing a strong structure for assignments encourages all
students to participate, and the wiki tools allow accurate
attribution of work to each member of a group. In contrast,
Justin Shorb at the University of Wisconsin-Madison
described using wikis that allow faculty collaborators to modify
content while maintaining the necessary static content needed
by students in an undergraduate course. ChemPaths, a student
online portal, has been developed which uses Joomla! CMS,
along with MediaWiki, Moodle, and the Alfresco Repository to
create a seamless online tool filled with interactive molecule
viewers, videos, Periodic Table Live! and a complete wikicized textbook. As is common among users of social
networking tools to use a variety of resources, Shorb also
utilized the Diigo social bookmarking site and the Chemical
Education Digital Library in his wikification project. The
ChemEdDL was also a central feature in Robert Belford’s
work on a WikiHyperGlossary at the University of Arkansas at
Little Rock. The glossary, which blends a typical dictionary
with hyperlinked content in a digital document, aims to
customize the type of multimedia information extracted to each
user.
students will increasingly have total web access in the
classroom during lecture, and this may make the fact-based
lecturing obsolete. Pence also suggested that undivided student
attention in a class has always been a myth, and we must teach
students to use their gadgets productively. In collaboration with
Jacqueline Bennett of SUNY Oneonta, Harry Pence also
addressed the power of using cloud computing in the form of
Google docs to organize research data. Bennett’s research
group and undergraduate laboratory students used Google Docs
to collect data and optimize reaction conditions for over 100
separate reactions The manuscript describing the research was
submitted a mere week after data collection was completed and
a “Green Chemistry” experiment has been developed for the
organic chemistry laboratory. ■
Elizabeth Dorland at Washington University described the
extensive potential for learning and collaboration that exists in
the virtual environment of Second Life. The opportunity to
attend virtual lectures as well as to interact with both scientists
and non-scientists in real time facilitates learning far beyond
science. Another Second Life veteran, Jean-Claude Bradley of
Drexel University framed his use of social networking for
teaching undergraduate organic chemistry in terms of the
highest and best use of his time. He uses Second Life to deliver
quizzes, play games and offer students an environment to create
projects involving 3D molecules, spectra and posters and also
takes advantage of Chemspider to train his students to interpret
real spectra, rather than the idealized ones that are far more
common. He said that the continuously evolving role of blogs,
podcasting, screencasting and newer, faster interactive
platforms, such as FriendFeed, create the need to teach new
skills to students.
Using Technology to Enhance Learning in Organic
Chemistry
Jay Wackerly [[email protected]] and Philip Janowicz
Communication and community were the theme of the next two
speakers. Robert Gregory of Indiana University Purdue
University Fort Wayne has gone where many of us fear to go in
keeping in touch with students. His efforts to maintain 24/7
contact with his students have moved from phone to instant
messaging to texting. Current students vastly prefer texting as a
means of rapid communication, which makes it the most
effective of those communication methods. In contrast, Joanne
Stewart of Hope College demonstrated that social networking
tools may also be used among faculty members to create a
distributed learning community of inorganic chemistry faculty,
known as IONiC VIPEr. Online communication tools have
facilitated and inspired both collaboration and new directions of
investigation among this network of faculty and their students.
Harry Pence, of SUNY Oneonta spoke first about the impact
of the three-way collision between the technologies of the
iPhone, the Kindle, and the Netbook. He pointed out that
Morning Session
Mathew Radcliff of Paignton Pictures presented the work he
has done on animating the synthesis of Taxol. His animation
includes space-filling molecules interacting in real time
concurrent with the traditional arrow-pushing mechanism.
Ghislain Deslongchamps of the University of New Brunswick
showed some examples of the flashware program he developed
for organic chemistry (and general chemistry). The software
includes some interactive pieces where the students can input
different values to see the chemical outcomes as well as movie
type organic chemistry reaction mechanisms complete with
orbital interactions.
Songwen Xie of the Indiana University Kokomo discussed how
she implemented team-based learning into her organic
chemistry classroom. Furthermore, she showed how she uses a
wiki where her students post their lab reports that allows her
and the other students to edit and comment on the reports.
Yakini Brandy of Howard University presented her work
using teaching as research. She surveyed the students in an
organic class each week using an online survey to see if the
students felt the proper course content was covered on a
particular topic and if they made conceptual gains on that topic.
Phil Janowicz of the University of Illinois talked about his
efforts to implement a fully online organic chemistry course.
He went on to demonstrate the future scope of the course, such
as giving it a truly global reach, and showed some statistics
illustrating that no statistical difference has been found when
44
comparing the fully online course and traditional lecture style
course at his institution.
Suzanne Ruder of Virginia Commonwealth University shared
her experiences using technology in her organic chemistry
classroom. She has implemented a new style of electronic
response system (clicker) questions which allow for complex
questions, like mechanisms and multi-step syntheses, to be
answered by the students during lecture and the responses
analyzed immediately. This allows for a more complete
analysis of how well the students are grasping the concept in
class compared to simple multiple choice questions.
Furthermore she discussed how she uses immediate feedback
forms (scratch off cards) for exams and ACE online organic
homework.
Afternoon Session
Andrew French of Albion College talked about using tablet
PCs in his organic chemistry classrooms as a way to engage as
many students as possible. Although not all students received
tablets, those who did found them useful, were more attentive,
and saw their scores increase as well. It is the hope that more
students will be able to receive tablets in the future to further
this learning process.
CHED Newsletter, Winter 2009
time students could spend obtaining spectra. He used an
autosampler to take students’ spectra, and this data was
exported to specific Google groups for students to analyze at a
later date. This method of data analysis has led to students
being better able to analyze NMR data than they had before this
method was implemented.
Kenneth J. O'Connor of Marshall University presented on
using Vernier LabQuests in organic chemistry laboratory
experiments. He discussed two labs that have been developed
for organic chemistry lab and/or lecture demonstrations: a twohour hydrogenation of an alkene experiment at 1.3 atm H2 using
a gas pressure sensor connected to a LabQuest, and a fifteenminute hydrolysis experiment of t-butyl halides using a
conductivity sensor connected to a LabQuest.
Jean-Claude Bradley of Drexel University discussed a web
game involving the selection of molecular structures to match
spectra with structures that appear in the ChemSpider database.
He noted that the game has two functions: not only to teach
structure elucidation to undergraduate organic chemistry
students but also to check for errors in the ChemSpider
structural database. The players of the game have the ability to
comment or flag spectra, and by looking at commonly flagged
spectra, the ChemSpider database can be constantly checked
and fixed. ■
David Pursell of Georgia Gwinnett College discussed using
cell phones to teach his organic chemistry class. He noticed that
even in the absence of many technologies, his students all had
cell phones and constantly carried them around. He provided
flashcards for his students to use, and it was found that many
students used the flashcards and enjoyed using them on their
cell phones.
Margaret Asirvatham of the University of Colorado at
Boulder discussed how she has used electronic response
systems in her large lecture classes. Through the use of clickers,
she noticed higher attendance, higher attentiveness, and higher
scores. The types of questions that could be asked ranged from
alkyl halide drill problems to harder synthesis problems, and
the instant feedback gave many topics to discuss in the large
lecture.
Robert Grossman of the University of Kentucky presented on
the latest developments in ACE Organic, a Web-based organic
chemistry homework program that provides response-specific
feedback to students’ graphical responses. The presentation
covered the newer features including multi-step synthesis
questions, foreign language support, and the increased use of
interchangeable groups to provide different questions to
different students.
David Soulsby of the University of Redlands talked about how
he used Google groups to distribute NMR spectra. He noted
that when the class size is large and the number of instruments
is small, instrument time is at a premium, so the less time
students spent on the spectrometer analyzing data, the more
Visualization in Chemical Education
Resa Kelly [[email protected]]
Vickie M. Williamson, Texas A&M University, and Thomas
J. José, Blinn College
Visualization techniques in the chemistry classroom are used to
promote more expert-like mental models in students. A chemist
can visualize a chemical reaction on the macroscopic level,
what the reaction will look like to the human eye in the
laboratory, and on the particulate level, what changes are taking
place in the atoms and molecules. Techniques to help students
create these mental images include laboratory simulations and
demonstrations on the macroscopic level. Techniques that
promote mental images on the particulate level include physical
models, role-playing, fixed computer models, dynamic
computer animations, student-generated drawings/animations,
and interactive computer models.
David A. Katz, Pima Community College
Students, on the average, have little or no concrete concepts or
experiences of the phenomena described in a college chemistry
course. Modern textbooks are now employing macro-to-micro
diagrams and animations of “molecules” are also available. As
a chemist, these diagrams and animations are fascinating, but
CHED Newsletter, Winter 2009
students often have difficulty in comprehending them. These
diagrams, often presented early in a textbook, precede
discussions of chemical bonding and molecular geometries, as
well as the chemical interactions they may represent. Not only
must students be trained in understanding these diagrams, but
they need to experience the actual phenomena being depicted. It
is the view of this author that the use of demonstrations and
hands-on experiences are still necessary for students’
understanding.
Mark A. Bishop, Monterey Peninsula College
In this presentation, Bishop described a learning package that
he created called “An Introduction to Chemistry,” which has as
one of its goals the development of students’ ability to visualize
the particle nature of matter. This package includes a traditional
printed preparatory chemistry text, an Internet-based version of
the text and study guide, Flash-based PowerPoint-like audio
presentations, Shockwave animations, Jmol structures, and
more. These tools emphasize the development of a mental
image of the structure of matter and the changes it undergoes,
starting with a more comprehensive description of the kinetic
molecular theory than is found in most other books and
building on that description in the sections on elements,
compounds, and chemical changes. Because the text and all of
its tools were created by the same person, they all describe the
particle nature of matter using the same language and the same
images, providing a more integrated package than others
available. The presentation included a description of the skills
necessary to create visualization tools and the tools that can be
used in their creation.
James C. Hill, California State University
Instructors who are interested in using molecular models,
simulations or animations in general chemistry lecture may
have to use several sources. The presenter uses Odyssey 3 in a
second semester general chemistry course to easily present
inorganic and organic molecular models, properties of
molecules such as charges and dipole moments, rotations of
molecules and simulations of solutes in solutions. A large
molecular stockroom of inorganic/organic molecular models
and simulation is provided and includes easy-to-use tools for
constructing new molecular models and simulations. An
overview of Odyssey 3 and how it is used in the presenter’s
second semester general chemistry class was provided.
Gary Katz, Periodic Round Table
The three-dimensional Periodic Table is a tangible model of the
relationships of the chemical elements that helps students
visualize the system of electronic configuration. While the
standard Periodic Table of textbooks and wall charts does not
readily accommodate the assignment of orbitals, a simple
transition to the eight period Table of Janet (1929) leads readily
to a symmetrical three-dimensional form. From the threedimensional Table, students can visualize the system of orbitals
while simultaneously learning the elements, periods and groups
of the Periodic Table. Visualization in three dimensions unifies
the subject matter and stimulates learning by exposing the
45
student to an inspirational paradigm of dense informational
content.
Randall B. Shirts, Brigham Young University
The concept of molecular collisions was introduced by Rudolf
Clausius in an 1857 German paper; its translated title is “The
Kind of Motion We Call Heat.” Clausius was under the
impression that molecules of a given type at a given
temperature all had the same velocity, and many students have
this misconception even today. The Maxwell-Boltzmann
distribution (James Clerk Maxwell, 1859) gives the correct
velocity distribution for a large number of particles, and
interactive real-time computer simulations can help students
visualize the distribution of molecular velocities. This
distribution is essential for understanding gas laws, the concept
of pressure, rates of diffusion and effusion, rates of evaporation,
rates of chemical reactions, and the nature of equilibrium.
Boltzmann 3D is a free Java application available at <http://
people.chem.byu.edu/rbshirts/research/boltzmann_3d>
that
performs this type of simulation for teaching these essential
concepts from high school chemistry to graduate statistical
mechanics. The presenter demonstrated some of the capabilities
of this program and its use in teaching.
Julie B. Ealy, Pennsylvania State University
More students can be better prepared to handle visualization
models in science if they are introduced to those models at
different points in the undergraduate curriculum. Much to their
surprise, even liberal arts students in a science, technology, and
society course can develop an appreciation and understanding
of the 3D nature of molecules. This talk presented an overview
of the use of visualization technology in four different
undergraduate courses.
Julie B. Ealy, Pennsylvania State University
How do we present opportunities for more students to take
undergraduate science courses when they are not able to be on
campus as a traditional student? What methods and technology
can be employed to develop and personalize the courses? This
talk presented the development of such a course and the preand post-survey results of the students. ■
Volunteers and their Impact on K-12 Science Education
David Venezky [[email protected]]
1. Assisting a Teacher: Volunteer’s and Teacher’s View
David Venezky (Retired, Coordinator for AAAS/SSE Fairfax
County Public Schools Volunteer Program, Alexandria, VA)
and Walter Sanford
Discussed the factors involved in forming a partnership
46
between a teacher and volunteer and how the partnership
evolves. Examples of the partnership in action were: volunteer
initiative, teacher’s question, teacher and volunteer agree on a
better lab (the real nuts and bolts of periodicity), and the teacher
requests an explanation. In addition to these classroom
activities, coaching Science Olympiad afterschool and setting
up solutions and equipment for other 8th grade teachers rounded
out the volunteer’s activities. Mr. Sanford interjected his views
throughout the presentation.
2. Bringing the Science Laboratory into the Elementary School
Classroom.
Harold Sharlin (Founder and CEO of ReSET)
RESET was established by Mr. Sharlin in 1988. As a well
established volunteer program he showed a short video of its
volunteers in action at the 4th grade level. Volunteers present
activities ranging for polymer chemistry to statistics for an hour
in a series of six lectures. Public schools in upper and lower
class districts are serviced by RESET. Funding for the
operation of the program are from public, government and
private organizations. A newsletter is published with
accomplishment. Hopes are to expand RESET to other places in
nearby communities other than D.C. Meetings between teachers
and a group of volunteers are held to decide which science and
application should be down at a given school.
3. Business Volunteers are Impacting the Number of Students
Choosing STEM Careers: The State Scholars Initiative
Ruth Woodall (Tennessee Scholars)
Reviewed her career from poor family, illness and overcame
her fear of being a scholar. Defined what she meant by
“scholar.” She ended as a high school chemistry teacher for 20
years and during that time, learned chemistry! Tennessee
scholars program encourages students from grade 9 on to take
certain core courses of study with additional expectations such
as: overall “C” average, 40 hrs community service, 95%
attendance per year, and pass specific exams. Businesses
support students by making presentations, incentives, job
preferential hiring and scholarships. Four or five persons are
trained per year to be councilors in running the program.
4. RE-SEED—Learning from the Past
Paul Conroy (RE-SEED Program, Center of STEM Education)
Started (1991) at Northeastern University by Christos
Zehopoulos to recruit volunteers, customize training, place
volunteers and develop support for the program. Training
consists of on-site visits to go over various experiments and
demonstrations. A kit of material and a manual to describe
classroom experiments and discussions are available. Training
also goes into the topics: “How to teach science,” and “How to
act in the classroom.” RE-SEED has a national and local
component. Most of the presentation was directed to the local
work. The program received praise because of the impact on
students and teachers. Seventy percent of the volunteers are
retained over three years. However the local program is
shrinking because of poor public relations, lack of effective
funding, and competing local organizations for funding. Many
CHED Newsletter, Winter 2009
statistics were shown about the success of the local program.
The National program has been introduced to 14 states.
5. Volunteers Assisting K-8 Science Teachers
Donald Rea (AAAS Senior Scientists and Engineers)
The low science literacy in the U.S. vs. other countries is one
factor in stressing the use of volunteers to assist science
teachers. In addition the large number of retirees available
would be an excellent source of volunteers. The AAAS-SSE
volunteer program is in its forth year with a group in
Montgomery County, MD and one in Fairfax County, VA. A
total of 42 active volunteers are in elementary and middle
schools. A description of the TOPS program in California was
used to emphasize the need for financial support of volunteer
programs. In the TOPS program, $1,400 per year per volunteer
is paid by the school to administer the program. The use of
Science Nights at schools was emphasized. A new project at
AAAS under their Golden Fund study is to develop a tool kit of
reference material to be used by school districts that want to
develop a volunteer program to assist science teachers. An
updated website is being developed by AAAS to disseminate
the “How to” material.
6. Studies on Project Documentation and Transmission and the
Battle against Re-innovation
Gerald Niccolai (CNRS-University of Lyon, France)
Although Mr. Niccolai admitted his presentation was misplaced
in this symposium, his discussion of scientific results can be
better preserved and shared. The transfer of information that is
normally not found in scientific journals is frequently lost
forever! For example, a chemical compound is discovered and
its synthesis and properties are reported in a scientific journal.
On the other hand, suppose an insignificant material is prepared
and not enough information is available about the material,
where will you find this effort? A French Wiki was discussed as
a means to document material not found other places. The effort
to use those CNRS scientists to gather information to treat in a
similar manner as article in Wikipedia is being developed.
Growth is seen by other contributors adding to the article which
then expands from a central point rather than as a footnote. The
demonstrations and experiments that are developed by
volunteers in program assisting K-12 science teachers would
benefit by sharing this material through a Wiki type book as
proposed by the speaker. Although the session was over,
discussions went on as the audio/visual people were
dismantling the room! ■
CHED Newsletter, Winter 2009
47
MEETINGS
239th ACS National Meeting
San Francisco, CA
March 21–25, 2010
Symposia Topics/Organizers
Meeting Co-Chairs
Eric Kantorowski, Department of Chemistry and
Biochemistry, California Polytechnic State University,
San
Luis Obispo, CA 93407, 805-756-2796; 805-756-5500 (fax),
[email protected]
Cinzia Muzzi, Department of Chemistry, De Anza College,
21250 Stevens Creek Blvd., Cupertino, CA 95014, 408-8645790; 408-864-5515 (fax); [email protected]
High School Program Co-Chairs
Jennifer King, The Community School, P.O. Box 2118, Sun
Valley, ID 83353, 208-721-0598, 208-622-3962 (fax),
[email protected]
Irv Levy, Department of Chemistry, Gordon College, Wenham,
MA
01984,
978-867-4877,
978-867-4666
(fax)
[email protected]
Undergraduate Poster
Nancy Bakowski, Department of Higher Education, American
Chemical Society, 1155 Sixteenth Street, NW, Washington, DC
20036,
202-872-6166,
202-833-7732
(fax),
[email protected]
CHED Program Chair
Julie Smist, Department of Biology/Chemistry, Springfield
College, 263 Alden Street, Springfield, MA 01109, 413-7483382, 413-748-3761 (fax), [email protected]
Symposia Organizers and Topics
List of Symposia
1. NSF Catalyzed Innovations in the Undergraduate
Curriculum (Invited papers only)
This symposium will feature speakers from projects funded by
NSF that are developing educational materials or strategies
aimed at improving the learning of chemistry by
undergraduates with diverse backgrounds and career aspirations
Susan H. Hixson, Program Director, Division of
Undergraduate Education National Science Foundation, 4201
Wilson Blvd., Arlington, VA 22230, 703-292-4623, 703-2929015 (fax), [email protected]
2. Symposium in Honor of the 50th Anniversary of CHEM
Study: An Influential Post-Sputnik High School Chemistry
Curriculum-Improvement Project (Invited Speakers Only)
In the mid-20th Century, the CHEM (Chemical Education
Material) Study materials exerted major influence on how
introductory chemistry was taught. Based on the 1959
recommendations of an ad hoc ACS committee, the CHEM
Study project initiated plans for curriculum-improvement
activities fifty years ago. The project, funded by continuing
grants from the National Science Foundation, drafted,
evaluated, and revised classroom trial materials for three years;
the completed curriculum was released in 1963. National
implementation was supported by a network of NSF-funded
teacher workshops. The CHEM Study project, centered at the
University of California-Berkeley and Harvey Mudd College,
was chaired by Glenn T. Seaborg, directed by J. Arthur
Campbell, with George C. Pimentel serving as Editor.
Symposium speakers will provide historical vignettes,
commentary, and perspective on CHEM Study and its
irreversible impact on the what and how of secondary-school
chemistry teaching and learning. Henry W. Heikkinen,
School of Chemistry & Biochemistry, University of Northern
Colorado, Campus Box 88, Greeley CO 80639, 303-351-2559,
303-351-2633 (fax), [email protected] Loretta L.
Jones, School of Chemistry & Biochemistry, Campus Box 88,
University of Northern Colorado, Greeley CO 80639, 303-3512559, 303-351-2633 (fax), [email protected]
3. Successful Mentoring Strategies to Facilitate the
Advancement of Women Faculty
Compelling evidence exists to support the hypothesis that both
formal and informal mentoring practices that provide access to
information and resources are effective in promoting career
advancement, especially for women. Such associations provide
opportunities to improve the status, effectiveness, and visibility
of a faculty member via introductions to new colleagues,
knowledge of information about the organizational system, and
awareness of innovative projects and new challenges. This
48
symposium will feature an array of successful mechanisms for
enhancing the leadership, visibility, and recognition of faculty
members using various mentoring strategies. In particular, the
organizers will share the results of their NSF-ADVANCEPAID project that focuses on the distinctive environments of
undergraduate liberal arts institutions and tests a “horizontal
mentoring strategy” involving the formation of five-member
alliances of senior women faculty members in chemistry and in
physics at different institutions. Alliance members participate in
discussions, workshops, and activities focused on career and
leadership development through periodic gatherings of alliance
members and the use of various collaboration and
communication mechanisms.
Kerry Karukstis, Professor,
Harvey Mudd College, 301 Platt Boulevard, Claremont, CA
91711. Voice: 909-607-3225, [email protected];
Bridget Gourley, Professor, DePauw University, 602 S.
College Ave., Greencastle, IN 46135, 765-658-4600,
[email protected]; Miriam Rossi, Professor, Vassar
College, 124 Raymond Avenue, Poughkeepsie, New York,
12604, 845-437-5746; and Laura Wright, Professor, Furman
University, 3300 Poinsett Highway, Greenville, SC 29613, 864294-3375, [email protected]
4. Advances in Teaching Organic Chemistry
This symposium will allow chemistry educators to share their
experiences with the design and/or utilization of various
pedagogical techniques for organic chemistry courses.
Individual or departmental efforts in this area are essential in
the endeavor to educate our next generation of scientists.
Papers involving different approaches for teaching organic
chemistry concepts in the classroom or the laboratory would be
appropriate presentations for this symposium. Susan F.
Hornbuckle, PhD, Department of Natural Sciences, Clayton
State University, 2000 Clayton State Blvd, Morrow Georgia
30260, (678) 466-4780, [email protected]
5. Food Chemistry Courses in the Liberal Arts Curriculum
As books, television programs, blogs, and other internet sites
devoted to "molecular gastronomy" and the "science of
cooking" gain popularity, there has been a greater interest in the
development of liberal arts chemistry courses with a particular
focus on cooking and food science. Papers discussing both
lecture and lab based courses are invited. In addition, courses
that focus either on cooking in general or on certain areas of
cooking (i.e. beer, wine, chocolate) are both welcomed.
Suggested topics include: course design, textbook/materials
selection, innovative assignments, demonstrations, student
feedback, and novel lab experiments. Jason K. Vohs,
Department of Chemistry, Saint Vincent College, 300 Fraser
Purchase Road, Latrobe, PA 15650, 724-805-2354,
[email protected]
6. Sustainability in the Chemistry Curriculum: What, Why
Now, and How
You may have noticed the buzz around campus. People are
talking green. Energy saving is in vogue. Campus vehicles,
CHED Newsletter, Winter 2009
food services, and residence halls are all getting in on the
sustainability act. In contrast, the undergraduate curriculum (in
general) and the chemistry curriculum (in particular) has been
far slower in reflecting any changes. What are the different
meanings ascribed to the term "sustainability"? Why are
campus administrators, professional societies, and government
agencies now interested in it? Why the urgency? What
models for teaching and learning currently exist? This
symposium (and its two companion symposia) welcomes
papers that address these and related questions. Cathy
Middlecamp, Department of Chemistry, University of
Wisconsin-Madison, Madison, WI 53706, (608) 236-5647,
[email protected] and Mary Kirchhoff, Education Division,
American Chemical Society,1155 Sixteenth Street, NW,
Washington, DC 20036, 202-872-4562, [email protected]
7. Sustainability in the Chemistry Curriculum: Water for a
Thirsty Planet
Water has always played a central role in the undergraduate
chemistry curriculum and rightly so. Water is the solvent for
countless chemical reactions, including those that serve as the
basis for life. But today, another set of water issues are in the
public eye – all relating to different aspects of the fact that we
use water and dirty it at astounding and unsustainable rates.
Topics relating to the sustainable use of water have yet to find
much more than a passing mention in the undergraduate
chemistry curriculum, except perhaps in our courses for nonscience majors. We welcome papers in this symposium that
address topics relating to water issues, why it is important for
our students to know about them, and how, by teaching these
topics, we might both emphasize sustainability across our
undergraduate chemistry curriculum and offer our students
challenging topics to study. Karen Anderson, Chemistry
Department, Madison Area Technical College, 3550 Anderson
St.,
Madison,
WI
53704,
608-246-6496,
[email protected]
and
Jennifer
Tripp,
Department of Chemistry, University of Scranton, Loyola Hall
of Science, 223 Monroe Ave., Scranton, PA 18510, 570-9414231, [email protected]
8. Sustainability in the Chemistry Curriculum: Global
Climate Change
Teaching global climate change presents several challenges.
One is the time that instructors must invest in preparation. A
second is the perceived lack of room in the curriculum. And a
third is the discomfort that some may experience in teaching a
complex interdisciplinary topic. For reasons such as these,
global climate change has yet to find much more than a brief
mention in the undergraduate chemistry curriculum, except
perhaps in courses for non-science majors. We welcome papers
in this symposium that address topics relating to global
warming, why it is important for our students to know about
them now, and how, by teaching these topics, we might both
emphasize sustainability across our undergraduate chemistry
curriculum and offer our students challenging topics to study.
Steve Keller, Department of Chemistry, University of
CHED Newsletter, Winter 2009
Missouri, Columbia, MO
65203, (573) 884-6893,
[email protected] and Anne Bentley, Department of
Chemistry, Lewis & Clark College 0615 SW Palatine Hill
Road,
Portland,
OR
97219,(503)
768-7579,
[email protected]
9. Education in Forensic Chemistry: Strengthening the
Science in Forensic Science
The 2009 National Academy of Sciences report on
Strengthening Forensic Science in the United States: A Path
Forward stresses that the starting place for strengthening
forensic science is undergraduate and graduate education. The
essential components for undergraduate education in forensic
science include; 1) A thorough foundation in the natural
sciences, 2) Building on this foundation through advanced
science courses, and 3) Developing an appreciation of the
issues in forensic science through course work and laboratorybased instruction. The guidelines for graduate education also
include: skills and experience in the application of basic
concepts to problem solving, orientation in profession values,
concepts and ethics, and demonstration of the knowledge
through a capstone experience, among others. At all levels,
laboratory experience and student research are emphasized. It is
an exciting time to be in the field of forensic science education.
We welcome papers in this symposium that address issues
concerning the NAS Report and topics such as combining
practice and theory in a forensic chemistry program,
incorporating forensic chemistry into undergraduate chemistry
courses, and teaching forensic chemistry to non-science
majors. Elizabeth A. Gardner, Department of Justice
Sciences University of Alabama at Birmingham Birmingham,
AL 35294, [email protected]
10. Visualizations in Chemistry Education
The goal of this session is to address current research on the
design, implementation and/or effectiveness of various
electronic visualization technologies to aid in helping students
learn General Chemistry and/ or other branches of chemistry.
Related issues such as the role of interactivity, accuracy verses
simplification of depictions, assessment progress, and
perceptions of these tools are welcome topics for discussion.
Resa M. Kelly, Department of Chemistry, San José State
University, San José, CA 95192, [email protected]
11. POGIL: Process Oriented Guided Inquiry Learning
Process-Oriented Guided Inquiry Learning (POGIL) is a
student-centered group learning approach to instruction based
on research on how students learn best. In a POGIL classroom
or laboratory environment, students work in groups on specially
-designed activities that promote construction of understanding
and development of important learning skills. This symposium
will include presentations on the implementation and
effectiveness of POGIL in a variety of learning environments
and a variety of courses. Rick Moog, Franklin and Marshall
College,
Lancaster,
PA
17604-3003,
717-2913804,
[email protected]
49
12. Strategies for Enhancing Student Transfer and Success
Student transitions between institutions of higher education are
becoming more common for a wide variety of reasons. To
ensure student success, two- and four-year faculty increasingly
have to communicate with colleagues outside of their
institutions. Alliances developed between faculty at receiving
and transferring institutions can foster student success and lead
to further opportunities for collaboration. This symposium is
an open call for the community to share their strategies for
enhancing student transitions that benefit the students, the
faculty, and the programs. Margaret S. Richards, Senior
Education Associate,
American Chemical Society, 1155
Sixteenth St. NW,
Washington DC 20036, 202-776-8281, 202
-833-7732 (fax), [email protected] and John V. Clevenger,
Professor Emeritus, Truckee Meadows Community College,
Reno, NV, 775-329-3923, [email protected]
13. Computers in Chemical Education
We are seeking presentations on the ways in which computers/
technology are being used both in research and classroom
settings. The objective of this symposium is to highlight how
computers and technology impact the teaching and learning of
chemistry as well as chemistry education research.
Presentations on classroom use will not only address computer/
technology implementation, but will also discuss results of
quantitative
and
qualitative
assessment
of
these
implementations. For example, what is the effect of student
response systems (clickers), tablet PCs in the classroom, online
homework and/or quizzing, Smart Boards, and multimedia
material? Presentations on chemistry education research will
include a variety of projects using computers as a research tool
for the assessment/measurement of student learning. For
example, what is the impact of computers and/or multimedia
materials on cognitive load, problem solving skill development,
conceptual understanding and learning gains? Research
presentations may also include details on the design and
development of computer/technology based curriculum
materials for chemical education. Research presentations should
also include results on how their outcomes can be adopted to
promote best practice teaching. Jack Barbera, Department of
Chemistry, University of Northern Colorado, Ross Hall 3576
Campus Box 98, Greeley, CO 80693, 970-351-2545,
[email protected]; Jessica R. VandenPlas, Department
of Chemistry, Northern Arizona University, PO Box 5698,
Flagstaff,
AZ
86011,
928-523-7087,
[email protected]
14. Introductory Chemistry - Research on Student Learning
This session will focus on research on student learning in the
Preparatory or Introductory Chemistry course.
Research
specifically investigating student learning and the efficacy of
new teaching techniques, pedagogical innovations, or
curriculum are desired. Rebecca A. Krystyniak, Department of
Chemistry, Saint Cloud State University, St. Cloud, MN 56301,
320-308-2024, [email protected]
50
15. Research on Children Learning Chemistry
Creating a productive learning environment requires knowledge
of students' preconceptions as well as knowledge of how
students learn. While much research on chemistry education
occurs at the high school and college levels, students in
elementary and middle school also learn about chemistry. When
teaching chemistry to young children, it is important to
appreciate children's views of chemistry and how they learn
chemistry in a formal and/or informal setting. This symposium
will focus on current research involved with investigating how
children (K-8) learn chemistry. Presenters will address their
interest in children's cognitive and/or affective domains with
respect to the learning of chemistry and the significance of their
research findings. Presenters are encouraged to discuss the
specific methodological approaches as applied to research with
children. In addition, research concerning teaching chemistry to
children or chemistry education for early-education teachers is
welcome. Mary O’Donnell, Department of Chemistry and
Biochemistry, Miami University, 701 East High Street, Oxford,
Ohio 45056, 513-529-5401, [email protected], Jeffery
Raker, Department of Chemistry, Purdue University, 560 Oval
Drive, Box 706, West Lafayette, IN 47907, 330-819-3313,
[email protected], and Stacey Lowery Bretz, Department of
Chemistry and Biochemistry, Miami University, 701 East High
Street, Oxford, Ohio 45056, 513-529-3731,
[email protected]
16. Public Outreach: Better Living through Chemistry
Chemistry is something that is simply too good to be kept a
secret. What sort of activities can create a sustainable public
thirst for chemistry? Many institutions and organizations take
in on themselves to bring their science to the public through
coordinated programs, informal education, and entertaining
'shows'. Public outreach seems to take on a number of
forms based on the resources available and the needs of the
community. Speakers are invited to discuss their initiatives,
methods, and results for creating science engagement
opportunities for students, families, and community members.
Mike Davis, Chair of Physical Science,Harold Washington
College, 30 E. Lake Street, Chicago, IL 60601, 312-553-3211,
[email protected]>[email protected]
17. Center for Workshops in the Chemical Sciences
The Center for Workshops in the Chemical Sciences is a
National Science Foundation Division of Undergraduate
Education Course, Curriculum, and Laboratory Improvement
sponsored initiative. The CWCS provides workshops for
faculty at eligible US institutions including 2- and 4-year
colleges and universities and has served over 1100 faculty from
nearly 700 institutions during the past 10 years. The focus of
this symposium is to provide a forum for past participants to
discuss their experiences with the workshops and the impacts of
the workshops on their teaching and research. Cianán B.
Russell, PhD, School of Chemistry and Biochemistry, Georgia
Institute of Technology, 901 Atlantic Drive, Atlanta, GA 30332
CHED Newsletter, Winter 2009
-0400, 404-385-8166, [email protected]
gatech.edu
18. Outreach Activities that Promote Service as a Scholarly
Endeavor
The scholarship of outreach is relatively undeveloped as a
scholar endeavor when compared to others with well-defined
scholarly activities such as in the case of teaching and research
(discovery). This session will showcase exemplary outreach
activities that have found avenues for expressing their
scholarship including traditional outlets such as publications
and funding. Each presentation will highlight the scholarly
criteria of their efforts. Maria T. Oliver-Hoyo, North Carolina
State University, Chemistry Department, Raleigh, NC 27606,
919-515-2212, [email protected]
19. Improving Chemical Education Through
Undergraduate Research and New Teaching Methods
Two tested and expanding pathways to improve the quality of
community college (CC) chemical education will be discussed.
1. Increasing numbers of CC students are participating in
undergraduate research, either at their own college or at a fouryear institution, a corporate laboratory or a government
facility. 2. An ever larger number of chemistry departments, at
both community and four year colleges, are adopting relatively
new, more effective and inexpensive methods of teaching and
learning that are grounded in the findings of educational
research. Papers that address either of these themes are
solicited. Harry Ungar, Department of Chemistry, Cabrillo
Community College, Aptos, CA 95003, [email protected]
and David R. Brown, Department of Chemistry, Southwestern
College, Chula Vista, CA 91910, [email protected]
20. NMR Spectroscopy in the Undergraduate Curriculum
With the increasing availability of nuclear magnetic resonance
instruments at the undergraduate level, NMR spectroscopy has
become an integral component of the chemistry curriculum.
The broad array of experiments and technologies now available
to a chemist or biochemist for characterizing molecules
presents many challenges on how to best integrate NMR
spectroscopy into a crowded undergraduate curriculum. These
challenges include; creating multiple opportunities for the use
of NMR spectroscopy, developing novel experiments,
incorporating NMR spectroscopy in undergraduate research,
student throughput (direct use and automation), and scheduling.
This symposium will examine unique approaches to
incorporating NMR spectroscopy at all levels of the
undergraduate curriculum (from General Chemistry to
Undergraduate Research) and novel ways to address the
challenges of integrating NMR into the undergraduate academic
experience. Laura J. Anna, Department of Chemistry,
Millersville University, 50 East Fredrick Street, Millersville,
PA 17551, 717-871-2040, [email protected], David
Soulsby, Department of Chemistry, University of Redlands,
CHED Newsletter, Winter 2009
1200 East Colton Ave, P.O. Box 3080, Redlands, CA 92374,
909-748-8546, [email protected], and Tony S.
Wallner, Department of Physical Sciences, Barry University,
11300 NE 2nd Ave., Miami Shores, FL 33161, 305-899-3433,
[email protected]
21. Partnerships with Industry: Building a Sustainable
Workforce
As budgets tighten and resources shrink, partnerships between
industry and academia become increasingly critical to the
sustainability of the chemistry-based technology workforce.
Speakers from all sectors of the chemical enterprise and related
disciplines are invited to discuss how partnerships have
impacted the education of future technicians, the employability
of new technicians, and the professional development of
incumbent technicians. Papers on ACS-supported activities,
such as the Chemical Technology Program Approval Service,
Equipping the 2015 Chemical Technology Workforce, and
ChemTechStandards & Partnerships, are also welcome. Blake
J. Aronson, Office of Technician Education & Resources,
American Chemical Society, 1155 Sixteenth St. NW,
Washington, DC 20036, 202-872-6108, [email protected];
Nathan Beach, Paradigm Environmental Services, 179 Lake
Avenue,
Rochester,
NY
14608,
585-647-2530,
[email protected]; Joan Sabourin, Delta College,
1961 Delta Rd., University Center, MI 48710, 989-686-9250,
[email protected]
22. Chemistry Education Research: A Symposium by
Graduate Students for Graduate Students
Networking among chemical education researchers is extremely
important for both the sharing and development of new ideas.
As beginning researchers, graduate students need a forum
where these interactions can take place. This symposium is one
such forum that will provide a platform for research conducted
by graduate students on the teaching and learning of chemistry
at any level. Presentations are not intended to cover a
completed study in full detail, but rather to allow graduate
students to gain presentation experience while focusing on one
dimension of their thesis or dissertation research. For example:
the student’s choice of methods, analysis of a particular data
set, analysis procedures, or preliminary findings. By providing
a forum for emerging researchers to discuss on aspects of their
study we intend for participating graduate students to gain both
presentation experience and formative feedback. Presentations
will be limited to 15 minutes in order to allow 10 minutes for
discussion. Kimberly Linenberger, Department of Chemistry
and Biochemistry, Miami University, Oxford, OH 45056,
[email protected] and Sonia Underwood, Department of
Chemistry, Clemson University, Clemson, S.C. 29634,
[email protected]
23. Green Chemistry, Sustainability, and Education:
Collaborative Projects and Interdisciplinary Outcomes
It is an exciting time to be a chemist! The profession is, again,
51
at the crossroad of the societal progress. The future generation
of specialists has to able to meet the needs of the presents
without compromising the future. Is the chemistry curriculum
preparing them for these exciting tasks? Are our students ready
to enter in today’s job market open to many non-traditional and
interdisciplinary careers? Despite the very definition of green
chemistry today as a new approach toward benign design of
chemicals and process development, there is the general
acceptance that green chemistry will become mainstream
chemistry. This transitional period requires specific and flexible
approaches: specific involves green introductory and advanced
courses of green chemistry principles, practice, and case
studies; flexible approaches involve adaptability to continuous
building of knowledge, information dissemination, awareness
of innovative projects, and adaptability to new challenges. This
symposium will feature a variety of successful mechanisms for
teaching and learning green chemistry. Speakers form all areas
of green chemistry, form research-focused to small liberal arts
and community colleges, from industrial and governmental
organizations to non-profit, are invited to discuss various
aspects of their work to make learning green chemistry an
active engagement with the world with focus on the distinctive
requirements
of
undergraduate
education,
including
multidisciplinary initiatives. In particular, the organizers will
share the results of their effort toward building a Michigan
Green Chemistry Education Network and toward integrating it
into the worldwide network of educators interested in teaching
green chemistry. Dalila Kovacs, Grand Valley State
University, 362 PAD, One Campus Dr. Allendale, MI 49426,
616-331-3806, [email protected]
24. Bridging the Gap in Science, Technology, Engineering,
and Mathematics (STEM) Higher Education through
Shared Ideas and Resources.
There are several resource allocation disparities between Ph.D.
granting and Masters’ level only, undergraduate-focused, and
Historically Black Colleges and Universities.
Common
disparities include: 1) a lack of infrastructure and facilities; 2)
time constraints because of teaching loads; 3) the challenge to
attract and support competitive post-doctoral fellows, graduate
students, and teaching assistants; 4) limited access to reference
materials; and 5) dated research expertise in emerging areas of
research. This symposium will focus on strategies to overcome
scarce resources through the use of collaborative and
cooperative programs, strategic course development, and asset
sharing; thereby providing opportunities to expose students, and
faculty to techniques, instrumentation, technology, and research
experiences not possible otherwise. For instance, many
institutions do not have access to such commonly used
instrumentation as Nuclear Magnetic Resonance, NMR.
Without the hands-on experience of performing NMR analysis
students are at a distinct disadvantage once they are asked to
use this tool frequently in graduate school. Programs and
initiatives highlighted in this symposium allow for these
opportunities. As one example, the Materials Research
52
Facilities Network, a National Science Foundation and Dreyfus
sponsored program, leverages instrumentation, technical staff
and expertise within the 30 research level 1 schools represented
by the network. This allows a wide geographic footprint, which
reduces travel costs while at the same time providing
opportunities for training, sample characterization, and
educational activities for the greater scientific community with
emphasis on organizations and institutions with facilities needs.
Recent highlights of the MRFN program include collaborations
with Cal Poly, San Luis Obispo, Florida A&M University and
others schools to create courses, laboratory modules, and other
activities enhancing the research and graduate experiences at
these institutions. In this way these institutions are able to
decrease the aforementioned disparities experienced by
participating students and significantly increase the number of
students interested in science and engineering. Anika A.
Odukale- Materials Research Facilities Network, Materials
Research Laboratory, University of California at Santa Barbara,
Santa Barbara, CA, 93106, [email protected] William
L. Hughes Materials Science & Engineering Department, Boise
State University, Boise, Id, 83725, 208-426-4859,
[email protected] Richard Savage Materials
Engineering Department, California Polytechnic State
University, San Luis Obispo, CA, 93407, 805-756-6441,
[email protected] Jesse Edwards Chemistry Department,
Florida A&M University, Tallahassee, Florida 32307, 850-6944878, [email protected]
25. Cognition in Chemical Education
This symposium is designed to be a gathering of researchers
with an interest in cognition and chemistry education. We
will present our findings and discuss the cognitive issues
associated with the teaching and learning of chemistry. We
invite researchers, graduate students and sponsored
undergraduate researchers to join us in the conversation. We
solicit research in the cognitive processes of learning; the
application of research findings to theoretical and practical
teaching perspectives and methods; neurological and
psychological
foundations
of
learning
and
cognition; knowledge construction through mental models and
other constructs; and other cognitive aspects of the learning/
teaching paradigm. Michael W Briggs Department of
Chemistry, Indiana University of Pennsylvania, Indiana, PA
15705-1076,
phone: 724-357-2364,
[email protected]
Daniel S. Domin, Center for Teaching Excellence, Triton
College,
River
Grove,
IL,
60171,
708-456-0300,
[email protected]
26. Inquiry Chemistry Lessons: Integrating Learning and
Fun
This session will showcase the creative lessons used to engage
participants in learning chemistry while also having fun doing
it. Speakers with activities for K-12 settings, outreach
activities, and college courses are invited to share their inquiry
activities and discuss the effect of the activities on the
participants. Jodye I. Selco, Center for Educational Equity in
Mathematics, Science, and Technology, California State
CHED Newsletter, Winter 2009
Polytechnic University, Pomona, 3801 W. Temple Ave.,
Pomona, CA 91768, [email protected]
27. Debugging the Myths about Teaching and Learning
Often things in education are repeated so much that they
become imbedded in the collective memory of both students
and teachers. This is true in literature, both experimental and
self-help, about teaching and learning. We have come to accept
as "truths" such things as students forget most of what they
learn in chemistry immediately after completing an exam and
students' attention span in lecture is roughly 10 minutes.
Although these things may be true, what proof exists to support
their seemingly widespread acceptance within the academic
community? This symposium will explore the truth in such
beliefs about teaching and learning as well as some of the
intervening variables that affect their measurement and
interpretation through research. The goal is to move our
knowledge of how students learn from unsubstantiated opinion
to a more accurate research based foundation. Diane Bunce,
Chemistry Department, The Catholic University of America,
620 Michigan Ave., NE, Washington, DC 20064, 202- 3195390, 202 319-5381(fax), [email protected]
28. Teaching Science to Science Teachers: Informative
Assessment for Science Educators (Invited and Contributed
Speakers)
The role of science literacy in science education will be
discussed as will approaches to valid assessment in pedagogy.
Current research suggests that high-quality formative
assessment has a strongly positive effect upon student
learning. Within the last five years, embedded and formative
assessment strategies have become a prominent part of
university and secondary science curricula. This session will
include research driven approaches to teaching science at the
secondary and university levels. Approaches include validated
pedagogy, assessment for learning, assessment of learning and
the role of formative and summative assessment in content
knowledge mastery and skills development. Susan Jansen
Varnum,
Professor
Chemistry,
Temple
University,
Philadelphia, PA 19122, 215-204-6390, [email protected]
29. Chemical Education and Large Scale Change in K-12
Chemical education work in K-12 environments often involves
interfacing with complex and rich environments in K-12
education, including existing and emerging systemic programs
for teacher education and professional development, curriculum
support,
technology,
materials
development
and
implementation, and student learning and assessment, as well as
differences in institutional culture and priorities. This often
creates opportunities and challenges for learning that are not
present in the environments where chemical education work is
often initiated. This symposium will focus on the research and
practice questions associated with bringing innovative chemical
education efforts into wide-scale practice within a K-12 setting.
The setting can range from a whole school to an entire district,
with particular attention to serving the needs of
CHED Newsletter, Winter 2009
underrepresented and poorly-resourced settings. Donald Wink,
Professor, Department of Chemistry, University of Illinois at
Chicago, 845 W. Taylor St., Rm 4500, Chicago, IL 60607, 312413-7383, [email protected] Hannah Sevian, Program Director,
Division of Undergraduate Education, National Science
Foundation and Associate Professor, Chemistry and Curriculum
& Instruction, University of Massachusetts Boston,
[email protected]
30. Chemical Education Research
This symposium, sponsored by the CHED Committee on
Chemical Education Research, is a forum for research
conducted on the teaching and learning of chemistry at any
level. Presentations will address: 1) the motivation for the
research and the theoretical bases in which it is grounded, 2) the
methods used to gather and interpret data, and 3) the findings
and their significance interpreted in light of theory and method.
Authors are encouraged to bring copies of an extended abstract
to share with the audience. William Hunter, Director, Center
for Mathematics, Science, and Technology Associate Professor,
Departments of Chemistry and Curriculum & Instruction,
Campus Box 5960, 210 W. Mulberry St., Illinois State
University, Normal, Illinois, 61790-5960, phone: (309) 438
3089, [email protected] David Cartrette, Assistant Professor,
Department of Chemistry, South Dakota State University,
Brookings,
SD
57007,
phone:
(605)
688-6480,
[email protected]
31. Advances in Teaching Analytical Chemistry
The teaching of analytical chemistry is continuously
undergoing changes. Both instructors and textbooks struggle to
keep pace with the rapidly changing instrumentation and
applications of chemical analysis. Bioanalytical, clinical,
cosmetic, pharmaceutical, process, environmental applications
of analytical chemistry, as well as forensic science, and
chemical sensors have been introduced into the analytical
teaching curriculum of many universities in the recent years or
are offered as separate special topics courses. Popular teaching
methods such as guided inquiry, use of case studies, virtual
labs, computer simulations, and other electronic visualizations
have become more common. This symposium is open to all
topics related to teaching and pedagogy in analytical chemistry.
Presentations on innovative teaching approaches are also
encouraged. The objective is to provide a stimulating
program that will provide new ideas for updating existing
courses and suggestions for establishing new courses related to
chemical analysis. Niina J. Ronkainen, Department
of Chemistry, Benedictine University, 5700 College Road,
Lisle IL 60532-0900, 630-829-6549, 630-829-6547 (fax),
[email protected]
32. ACS Award for Achievement in Research for the
Teaching and Learning of Chemistry: Symposium in Honor
of Michael R. Abraham
This symposium honors the work of Michael R. Abraham, who
is awarded the 2010 Award for Achievement in Research for
53
the Teaching and Learning of Chemistry; sponsored by Pearson
Education.
Dr. Abraham's research has increased our
understanding of instructional strategies, student conceptions
about the particulate nature of matter, and methods that help
students visualize particulate models. His research publications
are highly cited by others in the field; he is known as producing
high quality and substantial research designs. Further, Dr.
Abraham's work has been important to the emergence of the
visualization movement. The contributions of Michael R.
Abraham over his entire career represents pivotal findings that
have changed accepted 'good' practices in the teaching of
chemistry and have guided the research of others. Vickie M.
Williamson, Texas A & M University, Department of
Chemistry M.S. 3255, College Station, TX 77843-3255, phone:
(979) 845-4634, [email protected]
33. George C. Pimentel Award in Chemical Education:
Symposium in Honor of Zafra Margolin Lerman
This symposium will review the contributions of Zafra Lerman
in the area of "Innovations in Chemical Education." Morton Z.
Hoffman, Professor Emeritus of Chemistry, Department of
Chemistry, Boston University, 590 Commonwealth Avenue,
Boston, MA
02215, 617-353-2494, [email protected]
Elizabeth Nalley, Professor of Chemistry, Cameron University,
2800 W. Gore Blvd., Lawton, OK 73505, 580-581-2889, 580581-7958 (fax), [email protected]
34. George C. Pimentel Award in Chemical Education:
Symposium in Honor of Zafra Margolin Lerman
This symposium will review the contributions of Zafra Lerman
in the areas of "Chemistry for Human Rights, Diversity, and
Peace." Elizabeth Nalley, Professor of Chemistry, Cameron
University, 2800 W. Gore Blvd., Lawton, OK 73505, 580-5812889, 580-581-7958 (fax), [email protected] Morton Z.
Hoffman Professor Emeritus of Chemistry, Department of
Chemistry, Boston University, 590 Commonwealth Avenue,
Boston, MA 02215, 617-353-2494, [email protected]
35. Communicating Chemistry: Demonstrations in the
Classroom and Beyond (Invited)
The purpose of this symposium is to share a range of views
regarding the use of chemical demonstrations in classrooms and
in other settings and to spark interest in old and new
demonstrations. Learner attitudes can be influenced by
watching teachers do experiments in classroom settings.
Lecture demonstrations help focus students' attention on
chemical behavior and properties, and increase students'
awareness and knowledge of chemistry. To approach
demonstrations simply as a chance to impress students with the
"magic" of chemistry is to fail to appreciate the opportunity
they provide to teach scientific concepts. Lecture experiments
generally involve more student participation through greater
reliance on "what if" questions and suggestions from students
as the teacher manipulates the chemical system. In principle
54
CHED Newsletter, Winter 2009
and in practice, every lecture demonstration conveys the
teacher's attitudes about the experimental basis of chemistry,
and through them teachers can motivate their students to
conduct further experimentation and lead them to understand
the interplay between theory and experiment. Lecture
demonstrations should not, of course, be considered a substitute
for laboratory experiments, where students work directly with
chemicals and equipment at their own pace and make their own
discoveries. Demonstrations presented in public settings and
through print and electronic media will be discussed. Bassam Z.
Shakhashiri, Department of Chemistry, University of
Wisconsin-Madison, 1101 University Avenue, Madison, WI
53706, phone: 608-262-0538, [email protected]
36. General Chemistry: What Next?
Over the years there have been numerous attempts to "reform"
both the pedagogy and content of general chemistry courses.
This symposium will look at some of those efforts, what has
been learned from them, and where we might look in the future.
Speakers will include, curriculum developers, chemical
education researchers, publishers, and representatives of
disciplines that rely on general chemistry courses to teach the
necessary chemical principles their students need. Melanie M.
Cooper, Interim Chair, Department of Engineering and
Science Education, 259 Hunter Chemistry Laboratories,
Clemson University, Clemson, SC 29634, phone: (864) 656
2573, [email protected]
37. Chemistry in the Developing World
Symposium organized by the Graduate Student Symposium
Planning Committee (GSSPC) from the University of
California, Santa Barbara. Jasmine N. Hunt, University of
California, Santa Barbara, CA Materials Research Laboratory,
805- 893-7771, [email protected]
38. Symposium in Tribute to Clifford Hatch: A Pioneer in
Water Analysis (Contributed and Invited).
This symposium will feature presentations by chemical
educators and others who have benefited from the Hach Water
Analysis Kits. Elizabeth Nalley, Professor of Chemistry,
Cameron University, 2800 W. Gore Blvd., Lawton, OK 73505,
580-581-2889, (fax) 580-581-7958. Joan Laredo-Liddell, St.
Barnabas High School, Bronx, NY, 391 Palmer Road, Yonkers,
NY 10701-5239, 914-476-6860, [email protected]
39. High School Program Green Chemistry Education in
High School: Why Now? and How? (Invited Speakers)
(Sunday)
Jennifer King, The Community School, P.O. Box 2118, Sun
Valley, ID 83353, 208-721-0598, 208-622-3962 (fax),
[email protected] Irv Levy, Department of
Chemistry, Gordon College, Wenham, MA 01984, 978-8674877, 978-867-4666 (fax) [email protected]
40. General Posters (Sunday evening)
David Gray, Department of Chemistry, De Anza College,
21250 Stevens Creek Blvd., Cupertino, CA 95014, 408-8645608; 408-864-5515 (fax); [email protected] and
Christina Ragain, Department of Chemistry and Biochemistry,
The University of Texas, Austin, TX , [email protected]
41. General Oral Papers (Thursday)
Ram Subramaniam, Department of Chemistry, De Anza
College, 21250 Stevens Creek Blvd., Cupertino, CA 95014, 408
-864-8517; 408-864-5515 (fax); [email protected]
42. Undergraduate Research Posters (Monday)
Nancy Bakowski, Department of Higher Education, American
Chemical Society, 1155 Sixteenth Street, NW, Washington, DC
20036,
202-872-6166,
202-833-7732
(fax),
[email protected]
43. Successful Student Affiliates Chapter Posters (Sci-Mix)
Nancy Bakowski, Department of Higher Education, American
Chemical Society, 1155 Sixteenth Street, NW, Washington, DC
20036, 202-872-6166,
202-833-7732 (fax),
[email protected] ■
International Exchange Opportunities
Students interested in pursuing international exchanges should look at the following websites:
<http://www.nsf.gov/crssprgm/reu/list_result.cfm?unitid=10003>
<http://www.iie.org/>
<http://www.hessen-universities.org/>
<www.acs.org/ireu.
CHED Newsletter, Winter 2009
55
21st Biennial Conference on Chemical Education
A New Decade for Opportunity
www.bcce2010.org
August 1–5, 2010
University of North Texas, Denton, TX
Diana Mason [[email protected]]
The 21st Biennial Conference on Chemical Education (BCCE)
will be held August 1–5, 2010 at the University of North Texas,
Denton, TX. (Denton is at the apex of the Golden Triangle,
about 35 miles north of Fort Worth and Dallas.) Sponsored by
the ACS Division of Chemical Education, BCCEs are the
largest gathering of chemical educators in the world. The
Department of Chemistry at the University of North Texas is
celebrating its Centennial and is proud to host the 21st BCCE.
BCCEs are designed for the broad chemistry education
community of researchers and practitioners from all academic
levels (pre-college to college). If you’ve never attended one,
now is the time! The conference emphasizes the improvement
of chemical education, relates modern developments in
chemistry to classroom instruction, and is highly respected in
the broader international education community. Come on down
and enjoy some good ol’ Texas hospitality in Denton, Texas!
Important Deadlines
Proposal submission for symposia: November 6, 2009
Workshop proposal deadline: December 11, 2009
Abstract submissions open: November 21, 2009 to February 12,
2010
Registration opens: March 2, 2010
Confirmed Plenary Speakers
Dr. Nizam Peerwani, Forensic Pathologist, Chief Medical
Examiner for Tarrant and Denton Counties, Texas
Dr. Kent Kirschenbaum, Molecular Gastronomy, New York
University
•
•
•
•
Out of the Box: Teaching Chemistry with Case Studies
and Applications
Research in Effectiveness of Active Learning
Pedagogies
Survivor Skills for 1st to 5th year Chemistry Teachers
Using Laptop/Cell Phone Student Response Systems
to Enhance Group Learning Activities
Call for Abstract Submissions
The 21st BCCE 2010 will focus on a wide range of critically
important issues in chemical education that address the
complex and subtle relationships of teaching, learning and
research with particular focus on what will be happening in the
next decade. You do not have to be a member of the ACS or
DivCHED to attend or present at the BCCE, but you do need to
register! To receive the most current information and deadline
notifications relating to the Conference, please join the 21st
BCCE listserv by adding your name to our list at <http://
chemed.tamu.edu/bcce2010>.
Conference Registration
Early registration begins March 2, 2010.
Early registration fees:
General registration is $250
Pre-college teacher is $200
Graduate student is $125.
At the close of early registration a $50 fee will be added to all
non-student categories.
Housing
Representative Symposia
(Check out the website to see more!)
•
•
•
•
•
Chemical Education around the World
Cognition in Chemistry Education
Food and Cooking in the Chemistry Curriculum
From Educator to Advisor, the Multiple Facets of
Academic Positions
Interviews as a Data Collection Method
For various housing selections check out the Website. There are
several options for on and off-campus that range in price to
accommodate most budgets.
If you're wantin' to learn to talk Texan, jist come on down and
get a li'l edu-ma-cation. We'd love to have y’all visit. Don't
forget your passports and git ready to raise a little CaNe in
Texas! ■
56
CHED Newsletter, Winter 2009
240th ACS National Meeting & Exposition
Boston, MA
August 22–26, 2010
Meeting Co-Chairs
Nicole L. Snyder, Department of Chemistry, Hamilton
College, 198 College Hill Road, Clinton, NY 13323, Voice:
315-859-4742, Fax: 315-859-4807, [email protected]
Carmen Valdez Gauthier, Department of Chemistry and
Physics, Florida Southern College, 111 Lake Hollingsworth
Drive, Lakeland, FL 33801, Voice: 863-680-4320, Fax: 863680-3970, [email protected]
High School Program Chair
Sally Mitchell, East Syracuse Minoa High School, 6400
Fremont Road, East Syracuse, NY 13057, Voice: 315-4343300, [email protected]
Undergraduate Poster
Nancy Bakowski, Department of Education, American
Chemical Society
CHED Program Chair
Julie Smist, Springfield College, Department of Biology/
Chemistry, 263 Alden Street, Springfield, MA 01109, Voice:
413-748-3382, Fax: 413-748-3761, [email protected]
industrial interactions to consulting to research and teaching
collaborations. In this symposium presentations will emphasize
the mechanisms by which the scholarship of integration has
been put into action and the resulting products of such
collaborations. Symposium Organizer: Maria Oliver-Hoyo,
Chemistry Department, North Carolina State University,
Raleigh,
NC,
27695,
Voice:
919-515-2212,
[email protected]
3. Connections to Germany: Education and Research
Opportunities
(Invited Speakers Only; Cosponsored by the Northeastern Local
ACS Section, the CHED International Activities Committee,
and the German Chemical Society)
This symposium will explore the opportunities that exist for
undergraduates, graduate students, postdocs, and young
professionals in the U.S. to study and engage in research in the
chemical sciences at universities, industries, and research
institutes in Germany. The symposium will celebrate the tenth
anniversary of the exchange program with Germany of the
Northeastern Local ACS Section, the German Chemical
Society, and their respective Younger Chemists Committees.
Symposium Organizer: Morton Z. Hoffman, Department of
Chemistry, Boston University, Boston, MA 02215, Voice: 617353-2494, Fax: 617-353-6466, [email protected]
Symposia Organizers and Topics
1. Teaching Acid-Base Concepts in General and Organic
Chemistry: Current Approaches to Improve Conceptual
Understanding and Retention
In this symposium, speakers will share recent attempts to
address difficulties encountered by students in learning acidbase chemistry. Rich experiences of instructors who teach
general and/or organic chemistry to enhance learning and
facilitate student success and retention as majors, especially in
the physical and biological sciences, will be presented.
Symposium Organizer: Margaret Asirvatham, Chemistry
Department, University of Colorado at Boulder, Boulder,
Colorado,
Voice:
864-294-3375,
[email protected]
2. Research Ties between Chemical Education and other
Disciplines
The field of chemical education strongly embraces the
scholarship of integration as it relies on research from a variety
of disciplines and impacts others in return. This relationship
manifests itself through a rich variety of conduits from
4. History of Chemistry in Chemical Education
Symposium Organizer: Carmen Guinta, Chemistry
Department, Le Moyne College, 1419 Salt Springs Road,
Syracuse, NY 13213, Voice: 315-445-4128, Fax: 315-4454540, [email protected]
5. POGIL
Symposium Organizer: Rick Moog, Department of Chemistry,
Franklin and Marshall College, PO Box 3003,
Lancaster, PA 17604, Voice: 717-291-3804, Fax: 717-2914343, [email protected]
6. Forensics Chemistry
Symposium Organizer: Larry Kaplan, Department of
Chemistry, Williams College Department of Chemistry,
Williamstown, MA 01267, Voice: 413-597-3303, Fax: 413-597
-4116, [email protected]
7. Safety in the Undergraduate Laboratory
Symposium Organizer: Al Hazari, Department of Chemistry,
University of Tennessee-Knoxville
CHED Newsletter, Winter 2009
8. Teaching Science to Elementary Teachers
Symposium Organizer: Lynn Hogue, Department of
Chemistry, Miami University, Middletown, OH, 45043, Voice:
513-727-3421, [email protected]
9. Where Goeth the Chemistry Textbook
Symposium Organizers: James H. Reeves, Department of
Chemistry and Biochemistry, University of North Carolina,
Wilmington, 601 S. College Rd, 253 Dobo Hall, Wilmington,
NC 28403, Voice: 910-962-3450, Fax: 910-962-3013,
[email protected]; Deb Exton, Department of Chemistry,
University of Oregon, 1253, Eugene, OR 97403, Voice: 541346-4629, [email protected]
10. Undergraduate Research Posters (Monday)
Symposium Organizer: Nancy Bakowski, Department of
Education, American Chemical Society
11. Successful Student Affiliates Chapter Posters (Sci-Mix)
Symposium Organizers: Jan Schnorr, Department of
Chemistry, Massachusetts Institute of Technology, 77
Massachusetts
Ave.,
Cambridge,
MA
02139,
[email protected]; Samuel Lipoff, Department of Chemistry,
Massachusetts Institute of Technology, 77 Massachusetts Ave.,
Cambridge, MA 02139, [email protected]
12. High School Program (Sunday)
Symposium Organizer: Sally Mitchell, East Syracuse Minoa
High School, 6400 Fremont Road, East Syracuse, NY 13057,
Voice: 315-434-3300, [email protected]
13. General Posters (Sunday evening)
Symposium Organizer: Ingrid Montes, Chemistry Department,
University of Puerto Rico - Rio Piedras, Natural Sciences
Building, Phase I Room C-134 San Juan, Puerto Rico, Voice:
787-764-0000
ext.
3505,
Fax:
787-764-1588,
[email protected]
14. General Oral Papers (Thursday)
Symposium Organizer: Christine Jaworek-Lopez, Chemistry
and Physics Department, Emmanuel College, 400 The Fenway,
Boston,
MA
02115,
Voice:
617-264-7614,
[email protected]
15. Advances in Teaching at the Undergraduate and
Graduate Levels
These are sessions where faculty will have the opportunity to
give ten minute presentations and exchange ideas on advances
in teaching analytical chemistry, biochemistry, inorganic
chemistry, organic chemistry, and physical chemistry.
16. Advances in Teaching Analytical Chemistry*
Symposium Organizer: Anne M. Falke, Department of
Chemistry, Worcester State College, 486 Chandler St,
57
Worcester,
MA
01602,
[email protected]
Voice:
508-929-8722,
17. Advances in Teaching Biochemistry*
Symposium Organizer: Didem Vardar-Ulu, Department of
Chemistry and Biochemistry, Wellesley College, 106 Central
Street, Wellesley, MA 02481, Voice: 781-283-3255, Fax: 781283-3642, [email protected]
18. Advances in Teaching Inorganic Chemistry*
Symposium Organizer: Laurel Goj, Department of Chemistry,
Rollins College, 1000 Holt Avenue, Box 2743, Winter Park, FL
32789,
Voice:
407-628-6344,
Fax:
407-646-2572,
[email protected]
19. Advances in Teaching Organic Chemistry*
Symposium Organizer: Michelle Boucher, Department of
Chemistry, Utica College, Department of Chemistry and
Biochemistry, Utica College, 1600 Burrstone Rd, Utica, NY
13502, Voice: 315-792-3120, [email protected]
20. Advances in Teaching Physical Chemistry*
Symposium Organizers: John Dudek, Department of
Chemistry, Hartwick College, One Hartwick Drive, Oneonta,
NY 13820, Voice: 607-431-4757, [email protected]; Ray
Dudek, Department of Chemistry, Wittenberg University,
Springfield,
OH
45501,
Voice
937-327-6476,
[email protected]
21. Successful Undergraduate Research Programs
These are sessions where faculty will have the opportunity to
give ten minute presentations and exchange ideas on
developing successful undergraduate research programs.
22. Successful Undergraduate Research Programs in
Analytical Chemistry*
Symposium Organizer: TBA
23. Successful Undergraduate Research Programs in
Biochemistry*
Symposium Organizer: Matt Fisher, Department of Chemistry,
St. Vincent College, 300 Fraser Purchase Road Latrobe, PA
15650, Voice: 724-805-2356, [email protected]
24. Successful Undergraduate Research Programs in
Inorganic Chemistry*
Symposium Organizer: Bradley Wile, Department of
Chemistry, Hamilton College, 198 College Hill Road, Clinton,
NY 13323, Voice: 315-859-4402, Fax: 315-859-4780,
[email protected]
25. Successful Undergraduate Research Programs in
Organic Chemistry*
Symposium Organizer: Kimberly Fields, Department of
Chemistry, University of South Florida, 4202 E. Fowler
58
CHED Newsletter, Winter 2009
Avenue, Tampa, FL 33620, Voice: 352-205-3511, Fax: 813974-1733, [email protected]
26. Successful Undergraduate Research Programs in
Physical Chemistry*
Symposium Organizer: Tom Castonguay, Department of
Chemistry, Iona College, 715 North Avenue, New Rochelle,
NY 10801, Voice: 914-633-2653, Fax: 914-633-2240,
[email protected]
27. Undergraduate Research Sessions
These are sessions where undergraduate students will have the
opportunity for ten-minute presentations based on their research
in collaboration with a faculty member in academia or industry.
28. Undergraduate Research in Analytical Chemistry*
Symposium Organizer: TBA
29. Undergraduate Research in Biochemistry*
Symposium Organizer: Didem Vardar-Ulu, Department of
Chemistry and Biochemistry, Wellesley College, 106 Central
Street, Wellesley, MA 02481, Voice: 781-283-3255, Fax: 781283-3642, [email protected]
30. Undergraduate Research in Inorganic Chemistry*
Symposium Organizer: John R. Miecznikowski, Department
of Chemistry, Fairfield University, 1073 North Benson Road,
Fairfield, CT 06824, Voice: 203-254-4000 x 2125, Fax: 203254-4034, [email protected]
31. Undergraduate Research in Organic Chemistry*
Symposium Organizers: Joshua Ruppel, Department of
Chemistry, Hamilton College, 198 College Hill Road, Clinton,
NY 13323, Voice: 315-859-4402, Fax: 315-859-4780,
[email protected]; John D’Angelo, Department of
Chemistry, Alfred University, Myers Hall 219, Alfred, NY
14802, Voice: 607-871-2821, [email protected]
32. Undergraduate Research in Physical Chemistry*
Symposium Organizers: John Dudek, Department of
Chemistry, Hartwick College, One Hartwick Drive, Oneonta,
NY 13820, Voice: 607-431-4757, [email protected]; Ray
Dudek, Department of Chemistry, Wittenberg University,
Springfield,
OH
45501,
Voice
937-327-6476,
[email protected]
*these could be co-sponsored with other technical divisions ■
Schedule of ACS National Meetings & BCCE Meetings
Meeting
Year
Dates
Location
239th ACS
21st BCCE
240th ACS
Spring 2010
Summer 2010
Fall 2010
March 21–25
August 1–5
August 22–26
San Francisco, CA
Denton, TX
Boston, MA
241st ACS
242nd ACS
Spring 2011
Fall 2011
March 27–31
August 28–September 1
Anaheim, CA
Denver, CO
243rd ACS
22nd BCCE
244th ACS
Spring 2012
Summer 2012
Fall 2012
March 25–29
July 29–August 2
September 9–13
San Diego, CA
College Station, PA
New York, NY
245th ACS
246th ACS
Spring 2013
Fall 2013
April 7–11
September 8–12
New Orleans, LA
Indianapolis, IN
247th ACS
23rd BCCE
248th ACS
Spring 2014
Summer 2014
Fall 2014
March 16–20
August 2–7*
August 24–28
Washington, DC
Allendale, MI
San Francisco, CA
* tentative dates
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rev.10/2009
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JCE Headlines
JCE Welcomes New Editor and Staff
John and Betty Moore’s JCE Tenure Ends
Beginning with the November 2009 issue Norbert Pienta, chemistry professor at the University of Iowa, comes on board as the
Journal’s new editor-in-chief. Pienta joins the Journal as its eighth
editor in its 86 year history. Pienta is passionate about improving
the efficacy of chemical education at all academic levels. His commitment to improving chemical education is evidenced by his tenure
as Director of the Center for Teaching at the University of Iowa and
his published research. To learn more about Pienta’s outlook as editor and plans for the future see his debut editorial published in the
November issue.
In addition to a new editor, the Journal of Chemical Education has
also added an editorial office and staff at the University of Iowa–Iowa
City. Most of the current editorial and production staff remains at
the University of Wisconsin–Madison editorial office.
Jonathan (Rob) Hill will serve as the Journal’s development editor.
He will work with the editor-in-chief and the feature editors to develop
content of interest to the chemical education community. Rob brings
to the position six years of experience in educational publishing.
Also joining the team is Lindsay Elliott, who will manage the
Journal’s electronic submission process. She has worked for the
University of Iowa for four years in administrative positions and
is looking forward to learning more about journal publishing and
educational research.
Historically, the Journal staff would be established at the new
editor’s campus, but in the age of technology a new system is being
implemented. The current Journal Staff, led by Jon Holmes as the
Managing Editor and Mary Saecker as Associate Editor, will remain
in the Madison Office. Staff remaining on board are: Bernadette
Caldwell; Arrietta Clauss; Kevin Cunningham; Linda Fanis; Ed
Fedosky; Jon Holmes; Liana Lamont; David Pieper; Mary Saecker;
Alice Teter; Betsy True; and Randy Wildman. In addition, Erica
Jacobsen and Laura Slocum will continue to manage the Secondary
School Chemistry Section of the Journal
As 2009 comes to a close so does an era of the Journal of Chemical
Education. The October 2009 issue is a laudable capstone to John
W. Moore’s 13-year tenure as JCE’s editor. During Moores’ editorship he published 158 editorials and more than 22,700 pages to
establish the Journal as one of the most highly respected publications
in the profession. While Moore will be retiring as the editor of the
Journal he will remain actively involved in teaching at the University
of Wisoconsin–Madison, as well as directing the ChemEd DL and
Institute for Chemical Education (ICE). Betty Moore, JCE Associate
Editor throughout John’s tenure, is also retiring from the JCE and
will lend her expertise to the ChemEd DL and ICE.
The Moore’s were honored by the Board of Publication at a private
function during the Fall ACS meeting in Washington, DC. For an
impressive display of all 158 JCE covers the Moores produced see
the December issue.
New Contacts for JCE
With the addition of an editorial office and staff in Iowa City, as
well as the new co-publication agreement with ACS Pubs (see opposite) changes are bound to occur in our normal operations. The
Journal community can expect the same exceptional Journal to be
delivered each month, but can also expect changes in contact information for subscribers, authors and reviewers. Important updates for
the Journal community will be relayed via email, online press releases,
and as part of the JCE in Tranistion feature published in the Journal
as information becomes available.
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JCE Headlines
Journal of Chemical Education and American Chemical Society Publications to Co-Publish
Press Release from the Publication Division of the American Chemical Society
The Publications Division of the American Chemical Society (ACS) and the American Chemical Society’s Division of Chemical Education
have entered into a co-publishing agreement for the Journal of Chemical Education (JCE) beginning with the 2010 volume.
As the Journal of Chemical Education has been and will continue to be the premier journal for chemical education, its mission closely aligns
with and reinforces the mission of the ACS Publications Division to be the world's most trusted source of the comprehensive knowledge
needed to cultivate the chemists of tomorrow.
Independently published by the Division of Chemical Education from 1924 through 2009, this new co-publishing agreement provides
exciting new opportunities for the journal, as Diane Bunce, chair of the board of publications for JCE, and Norbert J Pienta, the Journal’s
Editor-in-Chief noted in their comments to Chemical & Engineering News:
“JCE editorial staff can now turn the major part of its efforts to what we do best—delivering the best and newest views
of teaching chemistry to all levels of learners. We can devote more time to delivering the best in chemistry concepts,
classroom demonstrations, laboratory experiments, thoughtful and creative discussion on areas of interest, such as assessment and accountability; and research into the learning and teaching of chemistry.”
- Diane Bunce, Chair of the Board of Publications for JCE
“The services and infrastructure available via ACS Journals provides JCE with an ability to update and modernize to
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-JCE Editor-in-Chief Norbert J. Pienta
The research community at large and specifically that of chemical educators achieve significant benefits from this new co-publishing
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Authors and reviewers to JCE can now take advantage of the ACS Paragon Plus Environment for real-time, Web-based manuscript submission and peer review, translating to more efficient and expedient publication. The JCE editorial office and ACS Publications staff are
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of the journal in mind.
Print subscribers and readers will notice a new design for the Journal beginning with the January 2010 issue, and will continue to receive
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The addition of JCE further strengthens the ACS Publications position as the leading publisher in the chemical and related sciences,
serving scientific communities worldwide through a commitment to quality, reliability, and innovation.
ACS Publications is proud to be a partner with the Division of Chemical Education, and looks forward to serving the thousands of subscribers around the world to both the electronic and print editions of JCE.
The American Chemical Society is a nonprofit organization chartered by the U.S. Congress. With more than 154,000 members, ACS is
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Important Information for JCE Subscribers!
Starting with the January 2010 issue ACS Publications will begin managing all JCE subscriptions including online access to the
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The JCE Bulletin Board: Latest News
JCE in Transition
Periodic Table—NCW 2009 and Beyond
The agreement between the Publications Division of the
American Chemical Society (ACS) and the Division of Chemical
Education to co-publish the JCE, starting in 2010 will ultimately
lead to changes in our normal Journal operations. As part of this
partnership, authors, reviewers, and subscribers need to be aware
of some modifications being implemented now and others that will
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As always, the October issue celebrates National Chemistry Week
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the 140th anniversary of Mendeleev’s Periodic Table of the Elements.
The issue has an impressive lineup of articles and activities that are
useful well beyond National Chemistry Week. Access the entire issue
online for free through the High School CLIC portal at http://www.
jce.divched.org/HS/Journal/Issues/2009/OctACS/index.html
http://www.jce.divched.org/Journal/FAQ/index.html
JCE Survey—Your Opinon Counts!
JCE is planning for the future, and we want to make sure that our
plans align with your requirements and wishes. We are evaluating
nearly all aspects of what we do, and we would like to know how
you use our offerings. To help us do so, we have commissioned a
survey to collect data on who uses JCE, how they use it, and which
offerings are ranked as most or least important. Please take a few
minutes out of your busy schedule to complete our survey. Doing
this will help us continue to offer the chemical education community the world’s premier journal about teaching and learning
chemistry. You’ll find the link to our survey on JCE’s Web site:
http://www.jce.divched.org/survey2009/
Your opinions will help shape JCE’s future!
Earth Day 2010: Go Green
Coming soon! The February 2010 issue will feature coverage of
Earth Day 2010 on the theme, “Plants—The Green Machines”.
The issue will arrive in mid-January, giving you plenty of time to
prepare for Earth Day on April 22, 2010. Regular features such as
Research Advances, a JCE Classroom Activity, News from Online,
and Book and Media Reviews will all have information related
to Earth Day. You can also expect the issue to have many articles
related to plant and soil chemistry.
Sherlock Holmes goes to Russia
Love a good mystery...in Russian? The
Chemical Adventures of Sherlock Holmes is a
compilation of 15 stories originally published
by Thomas G. Waddell and Thomas R. Rybolt in the Journal. The collection gained an
international audience when it was translated
into French in 2006 and now, Russian. The
collection will be available from Prosveshcheniye Publishers by the end of 2009.
Spotlight on C h e m P a g e s L a b o r a t o r y
ChemPages Laboratory (available separately on CD-ROM or as part of
JCE Web Software) uses text, images, and video to clearly explain more than 30 common laboratory techniques and items of equipment. It teaches introductory chemistry
students what they need to know—before they come into lab. Here's how it works.
1. Students go to the module and begin to work through it.
2. There are lots of still images so that students can become familiar with laboratory
apparatus and procedures.
3. There is a video to show each procedure, with audio narration to explain the
manipulation. Students can repeat a video as often as needed.
Still images such as this one from
the Graduated Cylinder Module,
can enhance learning.
4. Important points are checked by a Self Test in which the student is presented with
a question and then clicks to obtain the answer.
In ChemPages Laboratory each technique or piece of equipment is organized as a module. Each module consists of the
major steps involved in the laboratory procedure described, and each has been carefully written to avoid specific references to any particular experiment or brand or model number. Modules focus on the principles of the technique. They are
highly effective when coupled with pre-lab quizzes, and general enough to be used with a wide variety of experiments.
Use ChemPages Laboratory.
Your students will come to lab prepared!
Most CHED members do some kind of outreach.
The CHED Outreach Office can help you:
outreach can be as easy as 1-2-3!
We have what you need to get your group connected.
Outreach Check Sheet
Gather information about your outreach event, then contact the Outreach Office, preferably by
email: [email protected] Then we’ll be ready to help.
➊ Tell us about your event.
If we know something about your group or event, we can tailor materials to your audience.
• Name of group and type of event: workshop? short course? award night? etc.
• Date and location of the event
• Audience will be: high school teachers?
2-year college teachers?
college/university faculty?
other?
• Expected number of participants.
• Is there a Focus? Theme?
➋ We can supply a variety of materials. We can help you choose.
Take CHED materials with you; help others get tuned in to the best resources in chemical education.
• Sample issues of the Journal of Chemical Education and special JCE subscription offers
• Free temporary access to JCE Online—online has even more than appears in the print Journal
• Information about the ACS Division of Chemical Education (CHED) including copies of the
CHED Newsletter, CHED membership forms, and details about all the programs CHED sponsors
• Information about the ACS Examinations Institute
• Copies of JCE Classroom Activities—ready-to-use activities for students
• Information about JCE Software
• Gift subscriptions to the Journal of Chemical Education, available at a reduced cost. Personalized Gift Award Certificates and
a welcome packet for awardees can be included at no extra charge; gift subscriptions are activated on receipt of payment.
• Bookmarks, pencils, and more
➌ How do we contact you?
Make sure your email message includes your name, address, city/state/ZIP code; also daytime phone and fax numbers.
➍ Where do we ship materials? Give us 3 weeks’ advance notice!
Tell us the name to ship to and the complete shipping address. We ship ground freight; we CANNOT ship to Post Office boxes.
Contact the Outreach Office at least 3 weeks before your event so there is time to assemble and ship your materials.
Materials are shipped to arrive several days before your event—if you need them earlier than that, tell us! We can ship to your school,
your home, or your hotel if you’re travelling to the conference. Just tell us and provide the full street address and phone number.
➎ Get your information together, then email the CHED Outreach Office:
CHED Outreach Office
Department of Chemistry
University of Wisconsin–Madison
1101 University Avenue
Madison, WI 53706-1396
email: [email protected]
phone: 1-800-991-5534 (U.S.) or 608/262-3033
fax: 608/265-8094
WWW: http://www.divched.org
Contact the Outreach Office at least 3 weeks in advance of your event so there
is time for assembly and shipment of materials.
Outreach is easy with CHED, an award-winning ACS Division,
as your behind-the-scenes helper. We can make a difference!
ACS Chemlunimary Award
ACS DIVISION OF CHEMICAL EDUCATION: EXECUTIVE COMMITTEE1
Chair, 2009
Mark B. Freilich
The University of Memphis
109 Smith Chemistry Bldg.
Memphis, TN 38152-3550
901-678-4445; fax 901-678-3447
[email protected]
Chair-Elect
Susan C. Nurrenbern
Purdue University
Department of Chemistry
560 Oval Drive
West Lafayette, IN 47907-2084
765-494-0823; fax 765-494-0239
[email protected]
Immediate Past Chair
Thomas J. Greenbowe
Iowa State University
Department of Chemistry
3051 Gilman Hall
Ames, IA 50011-3111
515-294-4050; fax 515-294-0105
[email protected]
Secretary and Councilor
Donald J. Wink (08–10)
University of Illinois-Chicago
Department of Chemistry
845 W. Taylor Street
Chicago, IL 60607-7061
312-996-3161; fax 312-996-0431
[email protected]
Treasurer
Anna M. Wilson (09–11)
2225 South Earl Avenue
Lafayette, IN 47905-2266
765-474-6553; fax: 765-494-0239
[email protected]
1
Member-at-Large
Maria T. Oliver-Hoyo (08–10)
North Carolina State University
Department of Chemistry
Dabney Hall
Raleigh, NC 27695-8204
919-515-2355; fax 919-515-5079
[email protected]
Councilors
Laura Pence (09–11)
University of Hartford
Department of Chemistry
West Hartford, CT 06117
860-768-4356; fax 860-768-4540
[email protected]
Jerry Sarquis (08–10)
Miami University
Department of Chemistry
Oxford, OH 45056
513-529-2819; fax 513-529-5715
[email protected]
Mickey Sarquis (07–09)
Miami University – Middletown
Department of Chemistry
Middletown, OH 45042
513-727-3278; fax 513-727-3328
[email protected]
Alternate Councilors
Renée Cole (08–10)
University of Central Missouri
Dept. of Chemistry & Physics
415 W.C. Morris Building
Warrensburg, MO 64093
660-543-8704; fax 660-543-4843
[email protected]
Gabriela C. Weaver (07–09)
Purdue University
Department of Chemistry
560 Oval Drive
West Lafayette, IN 47907-2084
765-496-3055; fax 765-494-0239
[email protected]
Ellen J. Yezierski (09–11)
Grand Valley State University
327A Padnos Hall of Science
1 Campus Drive
Allendale, MI 49401-9403
616-331-3808; fax 616-331-3230
[email protected]
Editor, Journal of Chemical Education
Norbert J. Pienta
University of Iowa
Department of Chemistry
305 Chemistry Bldg.
Iowa City, IA 52242-1294
319-3356-1309
Fax 319-335-1270
[email protected]
Director, ACS Examinations Institute
Thomas A. Holme
ACS DivCHED Examinations Institute
Iowa State University
0213 Gilman Hall
Ames, IA 50011
Fax: 515-294-4492
Toll Free Line: 800-854-1672
[email protected]
Jennifer Lewis (07–09)
University of South Florida
Chemistry Department
4202 East Fowler Ave., CHE205
Tampa, FL 33620-8001
813-974-1286; fax 813-974-3203
[email protected]
Note: The Executive Committee (ExCom) has 15 members; all are elected except the Editor, J Chem. Educ., and the Director,
Examinations Institute. Only these 15 members have a vote on issues before or actions pending before the Executive Committee
in its semiannual meetings.
NONPROFIT ORG
US POSTAGE
PAID
WICHITA KS
PERMIT 1232
Your contributions are the Newsletter. They, as well as your suggestions,
are always welcome (especially electronically!). Send contributions to: Paul
Rillema, Editor, at the address to the left.
The CHED Newsletter is published three times each year by the ACS Division
of Chemical Education, Inc., (Editor at Wichita Section, American Chemical
Society) as a means of enhancing communication among its members. This
Winter 2009 issue contains information about programming, in addition to
general articles of interest. Articles for publication in the next issue (Spring
2010) should arrive no later than January 31, 2010.
Published by the Division of Chemical Education, Inc., (Editor at Wichita Section), American Chemical Society
Division of Chemical Education, Inc.
(Editor at Wichita Section, American
Chemical Society)
Paul Rillema, Newsletter Editor
Wichita State University
Department of Chemistry
1845 Fairmount
Wichita, KS 67260-0051
Phone: 316/978-3732
Fax: 316/978-3431
E-mail: [email protected]
(Editor at Wichita Section, American Chemical Society)
CHED Newsletter, Winter 2009
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