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

• Deborah G. Herrington ^[1] ; Ryan D. Sweeder ^[2] ; Patrick L. Daubenmire ^[3] ; Christopher F. Bauer ^[4] ; Stacey Lowery Bretz ^[5] ; Diane M. Bunce ^[6] ; Justin H. Carmel ^[7] ; Renée Cole ^[8] ; Brittland K. DeKorver ^[1] ; Resa M. Kelly ^[7] ; Scott E. Lewis ^[9] ; Maria Oliver-Hoyo ^[10] ; Stephanie A. C. Ryan ^[13] ; Marilyne Stains ^[11] ; Marcy H. Towns ^[12] ; Ellen J. Yezierski ^[5]
  1. [1] Grand Valley State University

     Grand Valley State University

     Charter Township of Allendale, Estados Unidos

     
  2. [2] Michigan State University

     Michigan State University

     City of East Lansing, Estados Unidos

     
  3. [3] Loyola University Chicago

     Loyola University Chicago

     City of Chicago, Estados Unidos

     
  4. [4] University of New Hampshire

     University of New Hampshire

     Town of Durham, Estados Unidos

     
  5. [5] Miami University

     Miami University

     Township of Oxford, Estados Unidos

     
  6. [6] Catholic University of America

     Catholic University of America

     Estados Unidos

     
  7. [7] Florida International University

     Florida International University

     Estados Unidos

     
  8. [8] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  9. [9] University of South Florida

     University of South Florida

     Estados Unidos

     
  10. [10] North Carolina State University

      North Carolina State University

      Township of Raleigh, Estados Unidos

      
  11. [11] University of Nebraska–Lincoln

      University of Nebraska–Lincoln

      Estados Unidos

      
  12. [12] Purdue University

      Purdue University

      Township of Wabash, Estados Unidos

      
  13. [13] Ryan Education Consulting LLC, United States

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• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 96, Nº 3, 2019, págs. 393-397
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

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