Preliminary Program Information

Proposed Symposia as of March 24, 2004

Program Co-Chairs: Mark Freilich, Associate Professor of Chemistry, Department of Chemistry, 213 J.M. Smith Hall-Chemistry, The University of Memphis, Memphis, TN 38152-3050. Phone: (901) 678- 4445, Fax: (901) 678-3447, mfreilch@memphis.edu; and Bill Harwood, Associate Professor of Science Education, Education 3010, Indiana University, Bloomington, IN 47405, Phone: (812) 856-8164, Fax: (812) 856-8116, wharwood@indiana.edu,

T he 18th BCCE is designed for everyone teaching chemistry in grades 6-16.
The Conference will include hands-on workshops, symposia, poster sessions, plenary speakers and exhibits. Attending the 18th BCCE gives you an opportunity to expand your teaching strategies and techniques. Sharing what works in your classroom or the results of your chemistry research is a great way to contribute to our profession. A wealth of information about the 18th BCCE is already posted on the web site.

Call for Proposals to Organize a Symposia
Thank you. We have received over 70 Symposia themes (see below). We are at our limit.

Call for Abstracts. Abstracts for papers to be presented in the symposia listed below, whether invited or contributed were due January 26, 2004. Abstracts for General Papers and Posters were due February 16, 2003. All abstracts were submitted on-line. The deadline has passed for submitting abstracts. We are now at out limit. Thank you.

Tentative List of Symposia (As of 1.6.04 we have over 70 Symposia).

The following symposia are being organized by the person or persons listed. Some of the suggested symposia undoubtedly overlap and may very well be combined. The list is not all-inclusive. The list is open to changes, additions, and revisions. A "Call for Papers" announcement was sent to members of the Division of Chemical Education, ACS in October, 2003.. We will not mail you a program book. Once the papers are placed on-line (about April 15, 2004) you are encourged to download the files containing information about symposia and presentations. You will receive an 18th BCCE progrm book when you arrive on campus, assuming you paid your registration fee.

We are listing the title of the symposia, the organizer(s), and a description of each symposium. Once we have the schedule of papers that will be presented at each symposia we will 1) put each symposium in order by day and time, and 2) have a link (available April 15, 2004) that will enable you to see the title of the papers, presenters, and abstracst for all papers presented at each symposium. We have received over 750 abstracts - meaning that there will be 750 individual presentations. Each symposium will have, on average, 8-18 presentations. 90% of all symposia are scheduled to meet in one building, the Scheman Building. The Scheman Building is a professional conference building.

Chemistry Education Research. Renee Cole, Department of Chemistry and Physics, Central Missouri State University, Warrensburg. MO 64093 Phone Number: 660-543-8704 (rcole@socket.net) and Chris Bauer, Department of Chemistry, the University of New Hampshire, Durham, NH 03824-3598 Phone Number: 603-862-3619 (cfb@christa.unh.edu). This symposium, sponsored by the CHED Committee on Chemistry Education Research, will provide a forum for the exploration of research conducted on the teaching and learning of chemistry. Papers will address three aspects of chemistry education research: 1) the motivation for the research and the type of problems investigated; 2) the methodology used to gather and interpret the collected data; 3) the findings and the significance of their interpretation.

Effective Teaching and Learning for Chemistry Instructors. Norbert Pienta, Department of Chemistry, University of Iowa, Iowa City, IA 52242 Phone Number: (319) 335-1309 norbert-pienta@uiowa.edu and Melanie Cooper, Department of Chemistry, Clemson University, Clemson, SC 29634 Phone Number: (864) 656-2573 cmelani@clemson.edu. Presentations and discussion about a variety of effective learning theories for chemists who are chemistry instructors. Everything you wanted to know about what works in the chemistry classroom but were afraid to ask. Presented in a clear and understandable format by chemistry instructors who have been using one or more effective techniques in their classrooms. Topics presented will be: guided-inquiry& learning cycles, cooperative learning and peer-led team learning, problem-solving, conceptual change, conceptual understanding, concept maps, writing to learn science, modeling, learning styles, constructivism, analogies, visualizations, and learning with technology. Invited and competitive submissions.

Visualization in Chemistry (as chemists have used it and as it can be used in teaching chemistry). Donald Franceschetti, Department of Chemistry, The University of Memphis, Memphis, Tennessee 38152. 901-678-5257, dfrncsch@memphis.edu; and George M. Bodner, Department of Chemistry, Purdue University, West Lafayette, IN 47907-2084 gmbodner@purdue.edu. Visualization has long played an important role in the development of chemical thinking, and the ability to reason in visual terms must be present or developed in the chemistry student. Modern computer graphics opens new potential worlds of aided visualization to the chemistry teacher, while recent discoveries on the processing of visual and auditory information can be looked to for guidance in developing effective teaching strategies. Papers are expected to range from the historical, to the cognitive foundations underlying the effective use of visualization, to the technical, describing available and tested visualization software.

Student-Centered Learning Throughout the Curriculum. Rick Moog, Department of Chemistry, Franklin and Marshall College, Lancaster, PA 17604, 717-291-3804
FAX Number: 717-291-4343 rick.moog@fandm.edu and Jim Spencer jim.spencer@fandm.edu Franklin and Marshall College, Department of Chemistry, Lancaster PA 17604, 717-291-3807 FAX Number: 717-291-4343. This symposium will include discussions of the theory, practice, and assessment of effective implementations of student-centered learning approaches in a variety of educational settings.

The Right Stuff: What Chemistry Content and Skills Do Nurses Need Today? John Dunkle, Department of Chemistry and Biochemistry, University of Northern Colorado, Greeley, CO 80639. (970) 351-1291, dunk7196@unco.edu; Roxi Finney, Department of Chemistry and Biochemistry, University of Northern Colorado, Greeley, CO 80639 roxifinney@hotmail.com and Loretta Jones, Department of Chemistry and Biochemistry, Campus Box 98, Ross Hall 3556, University of Northern Colorado, Greeley, CO 80639, (970) 351-1443, loretta.jones@unco.edu. The work that nurses perform has changed over the years. Chemistry courses for nurses must be updated to meet 21st century requirements. Representatives from the nursing profession and developers of chemistry courses for nurses will discuss what chemistry content and skills are relevant to the needs of today\'s nurses and how best to provide them.

Best Practices: On-line Teaching and Improvement of Learning. Nancy Konigsberg Kerner, Chemistry Department, University of Michigan, Ann Arbor, MI 48103, 734 763-5372, nkerner@umich.edu and Neil Kestner, Chemistry Department,Louisiana State University, Baton Rouge, LA 70803, (225)5781528, kestner@lsu.edu. Today, it is difficult to find a student who does not have access to computer technology. After years of teaching classes in traditional ways, many faculty are realizing the benefits of technology in the learning experience and improvement of learning. What lessons have we learned relative to effective implementation of technology? This session will offer practical tips for teaching with technology to enhance student learning based on your experiences and sources of high quality materials with documented learning outcomes impact.

Delivering Course Content via the Web: Options, Opportunities & Challenges.Carolyn Collins, Community College of Southern Nevada, Department of Chemistry, Las Vegas, NV 89149 702-658-2485, ccollins@nevada.edu,702-658-2485, FAX Number: 702-658-2486 and Renee Cole, Department of Chemistry and Physics, Central Missouri State University, Warrensburg. MO 64093, 660-543-8704, rcole@socket.net. On-line course management systems and web-deliverable resources such as electronic homework, on-line quizzes, dynamic simulations, interactive web pages, etc. now permit chemistry faculty to integrate many powerful on-line components into their courses. This session is designed to make attendees aware of what is available, particularly in the area of electronic homework. The goal is also to share the experiences of faculty who have incorporated required on-line components into their courses.

Using Technology in the Chemistry Classroom. Laura Slocum, Science Department, University High School of Indiana, Carmel, IN 46032, 317-733-4475 Ext. 203, lslocum@universityhighschool.org. This symposium will include information regarding the use of technology in the chemistry classroom and lab. Topics may include statistical analysis techniques, laboratory experimentation, advanced uses of present data collection devices, and uses of technology in lecture and demonstrations.

Using Course Management Systems in Large Chemistry Classes. Neil Kestner, Department of Chemistry, LSU, Baton Rouge, LA 70803. Phone number is (225)578-1528. kestner@lsu.edu and Nancy Konigsberg Kerner, Department of Chemistry, University of Michigan, Ann Arbor, MI 48109. Phone number is (734) 763-5372. nkerner@umich.edu. We now have many course management systems (CMS), some of which are commercial and others being open source. All provide various tools. This symposium will focus on a comparison of these systems with an emphasis on how they can be used to manage large classes, especially multi-section courses. Special attention will be given to issues that must be considered before adoption as well as details one must consider during implementation. This symposium will emphasize the pros and cons of the various CMSs and implementation strategies, complementing the symposium on "Delivering Course Content via the Web: Options, Opportunities & Challenges."

Use of the Arts and Humor for Enhanced Understanding of Chemistry. Nancy Konigsberg Kerner, Chemistry Department, University of Michigan, Ann Arbor, MI 48103, 734 763-5372,nkerner@umich.edu and Nirit Glazer, School of Education, University of Michigan, Ann Arbor, MI 48109, (734) 7638403, nirit@umich.edu. Student understanding is enhanced when the abstract is demonstrated within a context that students recognize and relate to. Use of Arts and/or humor examples also provides the opportunity to reduce student anxiety and thus enhance understanding and appreciation for the subject. This symposium will be enjoyable and yet serious in its intent to consider the impact of methods on student understanding by the examples you provide.

The Future of Chemistry Textbooks. Kent Peterson, Editor, McGraw-Hill Companies, 24600 Kerper Blvd., Dubuque, IA 52001. Office phone (800)553-4920 ext. 2948. FAX: 319 589 4700, kent_peterson@mcgraw-hill.com; and Jim Birk, Department of Chemistry, Arizona State University, Box 871604, Tempe, AZ 85287-1604. Office Phone: (480)965-3129, Lab Phone: (480)965-3491, FAX: (480) 965-2747, JBirk@asu.edu. With the advancement of computer technology and wide spread acceptance of the world wide web, are chemistry textbooks history? Chemistry texbook editors, publishers and authors will discuss future directions and changes for general chemistry and organic chemistry textbooks. Invited abstracts only.

Over Simplifications and Perpetual Myths in General Chemistry Textbooks. Michael J. Sanger, Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132 mjsanger@mtsu.edu and Tom Greenbowe, Department of Chemistry, Iowa State University, Ames, IA 50011-3111 bcce@iastate.edu. A critical analysis of over simplifications and things that just are not true about chemistry that appear in general chemistry textbooks. The papers will identify a topic and theme that appears in more than one general chemistry textbook that could be improved. Chemical bonding, atomic structure, thermochemistry, acid-base equilibiria, kinetics, electrochemistry, intra-molecular forces are some of the topics that will be discussed. The presenters will not single out a specific textbook or author (author team) or a presentation style, but will focus on the chemistry content.

Scientific Literacy. Gabriela Weaver, Purdue University, Department of Chemistry, 560 Oval Drive, West Lafayette, IN 47907-2084 (gweaver@purdue.edu). What are the major issues facing educators science (in general) and chemistry (specifically) today? What should chemistry majors understand? What should non-scientists take away as the big lessons from their science courses? This symposium will include presentations and discussions of the methods and the purpose of education for all students. Papers are invited for education at all grade levels and target audiences. Invited and competitive submissions.

Fostering Critical Thinking in Chemistry. David Pushkin, Department of Chemistry, St. John's University, 8000 Utopia Parkway, St. Albert Hall, Jamaica, NY 11439; pushkind@stjohns.edu. A session of presenters whose scholarly interests primarily focus on the cognitive theory relevant to critical thinking skills, skills development, and problem solving (qualitative and/or quantitative).

Writing to Learn Chemistry. Brian Hand, Department of Curriculum & Instruction, Iowa State University, Ames, IA 50011-3198, 515 294-0033, bhand@iastate.edu and James Rudd II, Department of Chemistry and Biochemistry, California State University - Los Angeles, 5151 State University Drive, Los Angeles, CA, 90032, jrudd@calstatela.edu;. Using specific writing techniques to promote conceptual understanding of chemistry concepts. Results of implementing the science writing heuristic in high school and college general chemistry courses will be emphasized.

Assessing Laboratory and Problem Solving Skills Using Laboratory Practicals. Jimmy Reeves, Department of Chemistry, University of North Carolina at Wilmington, 601 S. College Rd., Wilmington, NC 28403 (reeves@uncwil.edu) and Charles R. Ward, Department of Chemistry, University of North Carolina at Wilmington, 601 S. College Rd., Wilmington, NC 28403 ward@uncw.edu. This symposium will focus on the design, implementation and assessment of laboratory practicals. Of particular interest will be presentations that discuss strategies for implementing laboratory practicals in large courses and/or describe the results of research on their effectiveness.

Assessing Student Outcomes in a Web-based Learning Environment. Janice Chadwick, Fullerton College, Department: Chemistry, Fullerton, CA 92832. Phone Number: (714) 992-7138 jchadwick@fullcoll.edu; Barbara Gonzalez, Department: Chemistry, California State University, Fullerton, Fullerton, CA 92834, 714 278-3870, bgonzalez@fullerton.edu; and Ramesh Arasasingham, Department of Chemistry, University of California – Irvine, Irvine, CA 92697, (949) 824-5632, rdarasa@uci.edu. The types of data collected for accreditation is changing. Emphasis is now placed on assessment measured by a variety of techniques based on student learning outcomes. Institutions of all sizes and constituencies are making significant efforts to align their curricula and programs to these new accreditation guidelines. Accreditation re-alignment presents particular challenges for student assessment in web-enhanced, blended, hybrid, and online courses. This symposium will explore student outcomes-based assessment techniques used in chemistry courses that employ a variety of technology-related learning materials.

Implementing Inquiry-based Instruction and Assessing Student Outcomes. Daniel Lewicki, Department of Chemistry & Physics, Sage College of Albany of The Sage Colleges, Albany, NY 12208, 518-292-1739, lewicd@sage.edu. There has been a national call to promote inquiry-based instruction and provide classroom environments and experiences that facilitate students' learning in science regardless of grade level. How can this be achieved in chemical education at different grade levels and what are effective strategies for assessing student outcomes and evaluating the success of such programs?

Peer Led Team Learning in the Two-year College: Model Programs, Practices, and Research. Victor Strozak, The Graduate Center, CUNY, New York, NY 10016, 212-817-1826 vstrozak@gc.cuny.edu and Madeline Adamczeski, Department of Chemistry, San Jose City College, San Jose, CA Madeline.Adamczeski@sjeccd.org. Peer led team learning (PLTL), a recent innovation in cooperative learning at the college level, emphasizes student achievement through active learning in a peer-led workshop. In the past 3 years, over 25 community colleges have implemented PLTL programs. For the community colleges that have adopted the model, PLTL appears to be quite successful in helping students of low and moderate ability, and in reducing the traditionally high attrition rates in science courses. Evaluation data from the PLTL national dissemination project indicates that students in PLTL programs earn substantially more quality grades (A, B, C) than their counterparts in non-workshop courses. Increases in quality grades in two-year college PLTL programs parallel or exceed those at four-year institutions. Faculty from two-year colleges will present and discuss both their PLTL programs and their evaluation data. Ongoing research on the impact of PLTL on student learning and attitudes will also be presented.

Applying the Peer-Led Workshop Model Across the Chemistry Curriculum. Morton Hoffman, Chemistry, Boston University, Boston, MA 02215. Phone number is 617-353-2494. hoffman@chem.bu.edu and Jack Kampmeier, Chemistry, University of Rochester, Rochester, NY 14627-0216. Phone number is 585-275-4441. kampmeier@chem.rochester.edu. The peer-led team-learning (PLTL) workshop model is very robust, highly flexible, and easily applicable to lower- and upper-division two- and four-year college and university chemistry courses; it also has potential applications in high school classes. In the model, students who have taken a course and done well in it serve as workshop leaders to small groups in a subsequent presentation of the course. The materials are generated by the instructors of the course, and the leaders are carefully trained in content and pedagogy by the faculty and educational specialists. PLTL is currently being utilized in many courses at a widely varying array of institution. The effect on the students in the courses is definitely positive; the effect on the leaders with regard to their understanding of chemistry, teaching, and themselves is incalculable. In this symposium. examples of the use of PLTL will be described.

New Approaches for Teaching General Chemistry. Annie Lee, Department of Chemistry, Rockhurst University, Kansas City, MO 64110. Phone number is 816-501-4071. annie.lee@rockhurst.edu; Dale Harak, Department of Chemistry, Rockhurst University, Kansas City, MO 64110. Phone number is 816-501-4069. dale.harak@rockhurst.edu; Philip Colombo, Department of Chemistry, Rockhurst University, Kansas City, MO 64110. Phone number is 816-501-4067 philip.colombo@rockhurst.edu; James Chapman, Department of Chemistry, Rockhurst University, Kansas City, MO 64110. james.chapman@rockhurst.edu. This symposium will include speakers using different strategies to teach General Chemistry. It will include speakers currently using Chemistry: A Project of the ACS, as well as other texts or approaches to teaching General Chemistry I and II. The participants will address various aspects of the use of their new method(s). Different approaches and activities will be discussed as well as outcomes such as exam scores, success in other courses, and retention rates.

New Ideas for First Year Undergraduate Chemistry. Bob Blake, Department of Chemistry and Biochemistry, Texas Tech University , Lubbock, TX 79409-1061. Phone number is 806-742-4200. bob.blake@ttu.edu. This symposium will provide a forum for the exchange of ideas about first-year undergraduate chemistry, broadly defined. First year chemistry is the largest, most important and most diverse educational program in any chemistry department. Presenters are invited to discuss advances in addressing student needs in Introductory Chemistry, General Chemistry, Chemistry for Non-science majors or Chemistry for Pre-professional Health majors. Presentations about chemical education research, implementation of new programs, assessment of existing programs or dissemination activities are all equally welcome. Presentations from or involving international programs are especially invited.

Integrating the General and Organic Chemistry Curricula. Richard Morrison, Department of Chemistry, The University of Georgia, Athens, GA 30602-2556 morrison@chem.uga.edu and Charles (Chuck) Atwood, Department of Chemistry, The University of Georgia, Athens, GA 30602-2556 batwood@sunchem.chem.uga.edu. We are soliciting papers describing lecture and laboratory developments that harmonize conceptual presentations common to both general and organic chemistry. We are hoping to find some common themes that will make the transition from general chemistry to organic chemistry more seamless.

Teaching Inorganic Chemistry. Tim Zauche, Department of Chemistry and Engineering Physics, University of Wisconsin - Platteville, Platteville WI 53818, 608-342-16781, zauchet@uwplatt.edu and David Finster, Department of Chemistry, Wittenberg University, Springfield, OH 45501, 937 327-6441, dfinster@wittenberg.edu. The symposium will focus on new and innovative ways of introducing topics in lecture and lab for inorganic classes. The symposium will have two sub themes: Part A will invite papers discussing the non-physical based ("sophomore") descriptive course and Part B will invite papers discussing the "senior" course which generally has physical chemistry as a pre- or co-requisite. Suggested topics are: using active-learning strategies, integrating computational chemistry in the classroom and lab, new methods of teaching the "standard" content, and novel lab experiments.

Teaching Sophomore Organic Chemistry: What Concepts and Skills Should Students Learn? What Should We Leave Out? Somnath Sarkar, Department of Chemistry, Central Missouri State University, Warrensburg, MO 64093. Phone number is 660-543-8745. sarkar@cmsu1.cmsu.edu. Chemistry majors and the biology majors in the pre-professional areas generally take the two-semester sophomore organic chemistry course. The available textbooks take different approaches. All authors focus on certain fundamental concepts and go in varying depth on the content. At a time when students can find information on reactions and reagents very easily online, what should be the goals and objective of the instructor teaching sophomore organic chemistry? What concepts and skills should a student learn? Papers are expected to address different approaches to organic chemistry instruction which may include discussion on the breadth and the depth of content covered, criteria for selection of a textbook, effective use of multimedia and molecular modeling in instruction, and integration of laboratory and lecture in the curriculum.

Teaching Quantum Concepts: Why? When? How? Peter Garik, Department of Science and Mathematics Education Center, Boston University, Boston, MA 02215, Phone Number: 617-353-4735, garik@bu.edu and Alan Crosby, Department of Chemistry, Boston University, Boston, MA 02215, Phone Number: 617-353-4335, acrosby@bu.edu. Quantum concepts are introduced to students in varying degrees beginning in high school, and more so in general chemistry. These concepts are considered abstruse and difficult to master, yet in the 21st century quantum concepts are the foundation for modern technology and chemistry. In a curriculum already thick with essential topics, and a field requiring both theoretical and experimental knowledge, it is important that chemical educators clearly elucidate the reasons for the teaching of quantum concepts, examine when these concepts should be taught, and discuss appropriate methods of instruction. This symposium is intended to be an open forum to discuss these issues.

Teaching Nanotechnology. Keenan Dungey, Chemistry Program, University of Illinois at Springfield, Springfield, IL 62703-5407, Phone Number: 217-206-7345, dungey.keenan@uis.edu and Gary Trammell, Chemistry Program, University of Illinois at Springfield, Springfield, IL 62703-5407, Phone Number: 217-206-7344, trammell.gary@uis.edu. Nanotechnology—the ability to image and manipulate matter on the nanometer scale—is an intense area of research in order to develop new materials, as reflected in the National Nanotechnology Initiative funded by the federal government. Today’s students of science need to learn about this field in order to be contributing members of the society of the future. Some of the first educational programs are now available and will be presented in this symposium.

Combinatorial Chemistry in the Undergraduate Curriculum. C. Frederick Jury, Department of Chemistry, Collin County Community College, Plano, TX 75074. Phone number is 972.881.5883. FJury@ccccd.edu. Discussion of Combinatorial Synthesis, Solid Phase Organic Synthesis, Polymer supported reagents, Parallel Synthesis and Molecular Diversity as used in the Undergraduate Curriculum.

Integrating New Information Technology into Biochemistry. Patricia Draves, Chemistry, Monmouth College, Monmouth, IL 61462. Phone number is 309-457-2209. patd@monm.edu and Thomas Kim, Chemistry, Youngstown State University, Youngstown, OH 44555. Phone number is 330-941-7102. tdkim@ysu.edu. Bioinformatics and other information technologies are fast becoming a standard tool in modern biochemistry and molecular biology. In order to keep pace with this burgeoning area of biochemistry, students are increasingly in need of exposure to fundamental bioinformatics tools and techniques. This session will present examples of how bioinformatics and other computational methods have been presented in the undergraduate biochemistry classroom and laboratory.

Incorporating Applied Topics into Traditional Chemistry Courses Maria Oliver-Hoyo, Chemistry, North Carolina State University, Raleigh, NC 27695. Phone number is 919-515-2212. maria_oliver@ncsu.edu. The relevance of chemical principles and phenomena is transparent to chemical educators. However, students do not necessarily appreciate connections between the subject matter and our world unless an effort to include real-world applications is explicitly sought after. This symposium will present different ways that applied topics are incorporated into traditional chemistry courses from general to physical chemistry. Popular applied topics may include forensics, drugs of abuse, food chemistry, medicinal and industrial applications among others. Approaches may vary from examples and problems given in class to class projects.

Undergraduate Transitions: Enhancing Student Success. Jodi Wesemann, Higher Education, American Chemical Society, Washington, DC, 20036. Phone Number: 202-872-4587, j_wesemann@acs.org and Yvonne Curry, Diversity Programs, American Chemical Society, Washington, DC, 20036. Phone Number: 202-872-6240, y_curry@acs.org. This symposium, sponsored by the Society Committee on Education (SOCED), Committee on Minority Affairs (CMA), and Committee on Technician Affairs (CTA), will focus on the advising and curricular needs of students as they pursue various academic pathways to chemistry careers. Resources and programs currently in place will be reviewed. Ways of involving chemistry faculty from both two-year and four-year institutions, improving communication, and strengthening programs will be explored.

Safety in Academic Science Settings. Jack Gerlovich, School of Education, Drake University, Des Moines, IA 50311-4505, (515) 271-3912, jack.gerlovich@drake.edu and Dennis McElroy, Department of Education, Graceland University. Lamoni, IA 50140, 641-784-5292 dmcelroy@graceland.edu and Ken Hartman, Ames High School - retired kshartman1@mchsi.com. The sessions in this symposium should focus on applicable laws (employee tort, liability, etc.), codes (OSHA, building, electrical, fire, etc.), professional standards (ACS, NSTA, NABT, etc.), targeted safety research, and practical tools as they are targeted at safety in academic settings. As sessions are only 20-25 minutes long, they should be strategic and targeted at the audience.

Women in Chemistry Education.Jodye Selco, Center for Education and Equity in Mathematics, Science and Technology, California State Polytechnic University, Pomona
3801 W. Temple Ave., Pomona, CA 91768 (909) 869-4552, jiselco@csupomona.edu; Cathy Middlecamp, Department of Chemistry, Univ. of Wisconsin-Madison, Madison, WI 53706, 608 263-5647. chmiddle@wisc.edu; and Dan Libby, Moravian College, rdlibby@cs.moravian.edu. Whether you are part of the history or are still making history, please join us to tell your stories, visions, accomplishments, joys and frustrations about being a women in chemistry education. Please also join us if you want to tell the stories of a woman who cannot be present. Topics might include contributions to DivCHED, contributions to previous BCCEs, authoring textbooks, international activities, contributions to chemical education research, service to ACS educational projects, and, of course, any activites that promote women in science. Please don't limit yourself to just these, as there may be other personal/professional themes that you with to speak about.

Chemistry's Role in Fulfilling the Science Requirement of General Education Programs. Robert Mauldin, Natural Sciences & General Education, Shawnee State University, Portsmouth, OH 45662. 740-351-3137. RMauldin@Shawnee.edu
There is a considerable amount of concern in the general education community that a survey course, such as general chemistry for science majors with its heavy content burden, is able to satisfy writing, speaking, ways of knowing, critical thinking, and other typical goals of general education programs. This symposium will focus on the role of chemistry courses, and science courses in general, in an institution's general/liberal education program. Papers that address innovative teaching and curricular approaches to science courses that satisfy general education requirements are invited. Speakers from other areas of science and speakers who might be outside of science yet are involved in directing general education programs are encouraged to submit papers.

Unconventional Methods of Teaching Chemistry. Sapna Gupta, Chemistry, Park University, Parkville, MO 64152. Phone number is 816-584-6416. sapna@park.edu and Vic Shanbhag, Math, Science and Technology, NOVA Southeastern University, Fort Lauderdale, FL 33314. Phone number is (800)338-4723 - ext 8331. shanbhag@nova.edu
We all use unique and new teaching techniques in our classes to teach Chemistry. Whether it is General, Organic, Analytical or a non majors Chemistry course we all try to inspire, intrigue and create interest in our students. We also like to incorporate alternative ways of learning: multimedia, service learning, diversity and co-teaching etc. We invite you to present the new unique techniques you have tried in any of your Chemistry classes that have worked (or failed).

A Holistic Approach to Developing Chemists. Cecilia Kutas, Chemistry, University of Toronto, Toronto, Ontario M5S 3H6. Phone number is 416-978-8796. ckutas@chem.utoronto.ca and Anna Dalipi, Department of Chemistry, University of Toronto, Toronto, Ontario M5S 3H6. Phone number is 416-978-1388, adalipi@chem.utoronto.ca. In keeping with reform ideals of science education, a holistic approach to the development of chemists nurtures thinking scientists committed to doing top quality work with the capacity to innovate and pursue their course of action out of rational conviction. This symposium seeks to describe how courses can be interconnected across the chemistry curriculum not only to provide content knowledge, but also to hold students to high ethical standards regarding their development and use of scientific knowledge.

K-16 Collaborations. Penny Gilmer, Department of Chemistry and Biochemistry, Florida State University, Tallahassee, FL 32306-4390. Phone Number: (850) 644-4026 gilmer@chem.fsu.edu.
In this symposium, we will share innovations on collaborations between those in the K-12 community with the higher education community. This might involve improving teacher preparation for pre-service chemistry teachers, Math/Science Partnership (MSP) initiatives, Graduate Student-K-12 (GK-12) initiatives, Teacher Enhancement grants, Collaboratives for Excellence in Teacher Preparation (CEPT), and other initiatives.

Appropriate Courses in Chemistry for Prospective Elementary Teachers. Dorothy Gabel, Department of Education, Indiana University, Blomington, IN 4405-1006, 812-334-8913 gabel@indiana.edu. What are the particular needs of pre-service or in-service elementary teachers to teach chemistry as described in the National Science Education Standards? This symposium will describe how special courses being offered by colleges and universities attempt to fulfill these needs.

Teaching Chemistry Using Discrepant Events. Diana Mason, Department of Chemistry, University of North Texas, Denton, TX 76203-5070, 940-565-2491 drdiana@alumni.utexas.net. Discrepant events are noted when a given situation has an outcome inconsistent with what is expected. This symposium will present various ways of engaging students using discrepant events noted to evoke dissatisfaction with one’s content knowledge and in certain cases cause teachers to reconsider their pedagogical practices. Discrepant events also serve to fascinate, engage, arouse curiosity, motivate, and stimulate intellectual development in learning scientific concepts. Hands-on demonstration of the event discussed is encouraged.

Science Magic. John Fortman, Wright State University, Department of Chemistry, Dayton OH 45435, 937-429-9784 FAX Number: 937-775-2717 john.fortman@wright.edu;
and Jeff Hepburn, Central Academy, Des Moines, IA (515) 242-7911 Extension 3438 jhepburn@netins.net. Demonstrations explaining the science behind magic tricks or using magic tricks to teach chemical principles.

Integrating Green Chemistry into the General Chemistry and High School Curriculum. Adele Mouakad, Department of Science, St. John's School, San Juan, Puerto Rico 00907, 787-764-7261, amgchem@caribe.net. There are many chemical principles that can be illustrated with environmental problems and would give the students a better awareness of the issues that are part of their lives. Some of the topics would be water testing and water quality, greenhouse effect, acid deposition, ozone depletion, catalytic conversions, etc. These topics can used to illustrate topics such as molecular polarity (greenhouse effect), electromagnetic spectrum ( ozone depletion and greenhouse effect), acid/base chemistry (water testing and acid deposition), gas phase reactions (acid deposition and ozone depletion), gaseous solubility (water quality, acid deposition), catalysis (ozone depletion, catalytic converters), and reaction rates. These are just a few of the topics that can be taught with green chemistry in mind, in the process making chemistry more relevant to the students.

George Hague Memorial AP/IB Chemistry Symposium. Harvey Gendreau, Framingham High School, Framingham, MA 01701-4195, 508 877-8723, hgendreau@rcn.com You are invited to give a presentation of your favorite topic, demonstration, lesson plan, lecture, worksheet, aid, laboratory, teaching trick, hint, etc. on any one (or more) of the following topics: 1) Atomic Theory and/or Bonding 2) Laboratory Program (how to do labs in 50 min.; block labs; lab preparation; is qual analysis necessary?; microscale labs; what DOESN'T work; how to get excellent results; how to set up a lab program the first year; lab manuals; CBLs; etc., etc.) 3) REDOX Novice as well as Experienced Teachers are encouraged to submit a proposal. Even if you don't present, you're invited to attend the all-day symposium that will help you in your classroom and give you ideas and avenues to pursue. The contacts with other AP teachers will give you a resource and ability to meet and network with others with similar problems, etc. We'll all learn from each other!

Exploring the Molecular Vision. Jerry Bell, American Chemical Society, Education and International Activities Division, 1155 16th Street, NW, Washington, DC 20036. Office phone is: (202) 872-8734; FAX (202) 776-8202. <j_bell@acs.org> and John Clevenger, Truckee Meadows Community College, Chemistry Department, 7000 Dandini Blvd, RDMT 321 Reno, NV 89512-3999, Work Phone: (775) 673-7197, Fax: (775) 674-7983 clevenge@scs.unr.edu. A June 2003 ACS Society Committee on Education invitational conference, entitled Exploring the Molecular Vision, was the beginning of an exploration of a vision for chemical education that reflects the content and practices of modern chemistry, the central (but not only!) molecular science. The conference (http://www.chemistry.org/education/molecularvision.html) was dedicated to identifying a core of materials (principles, concepts, experimental realms, factual arrays, models and theories) that would best equip an ideally educated practitioner of chemistry. Three panels and related breakout groups provided a context: the roles and educational needs of practitioners of chemistry; how the content of chemistry education can be changed; and the new frontiers and interfaces of chemistry. The final discussion attempted to identify the irreducible minimum of facts, knowledge and skills. At this symposium, conference participants will present the results of their exploration. Contributions from the chemistry education community are welcomed on any of these topics.

Chemical History and its Applications to Chemical Education. Seth Rasmussen, Department of Chemistry, North Dakota State University, Fargo, ND 58105, 701-231-8747 seth.rasmussen@ndsu.nodak.edu and David Lewis, Department of Chemistry, University of Wisconsin - Eau Claire, Eau Claire, WI 54702 Phone Number: 715-836-4744 lewisd@uwec.edu. The symposium will combine speakers talking about the application of chemical history to chemical education with speakers presenting general history talks of interest to practicing chemists and educators.

Chemical Technology: Everywhere! John Kenkel, Department of Laboratory Science Technology, Southeast Community College, Lincoln, NE 68520 Phone Number: 402-437-2485 jkenkel@southeast.edu. This symposium will give chemical technology educators in community colleges an opportunity to present the attributes of their programs to their counterparts at other colleges.

Handbooks Go Digital. Erja Kajosalo, Massachusetts Institute of Technology, Cambridge, MA 617-253-9795, kajosalo@mit.edu. First we saw print indexes and abstracts to go digital, next were journals, and we want even more. Now many handbooks and reference books are converted to digital format. I am looking for speakers who will talk about how they moved their print to digital but also presentations on smaller reference items which were born digital. I am also looking information professionals' point view how they are handling these items (are they buying them, how financing these items which used to be "one-time" money and are now annual subscriptions giving up print reference books totally, etc.).

Digital Libraries in Chemical Education. John Moore, Department of Chemistry, University of Wisconsin-Madison, Madison, WI 53706. Phone number is 608-262-5154. jwmoore@chem.wisc.edu and Jon Holmes, Department of Chemistry, Journal of Chemical Education, Madison, WI 53706. Phone number is 608-262-7917. jlholmes@chem.wisc.edu. This symposium will be a forum for interactions among those who have created digital libraries as part of the National Science Digital Library (NSDL) program, those who have created their own collections of digital materials and would like to contribute resources to digital library collections, and those who are interested learning how to use digital-library resources in their classrooms. The organizers are inviting presentations from principal investigators on NSF NSDL grants and from others who have personal digital-library collections, but the symposium is not by invitation only. Anyone who has collected and used digital and multimedia materials that could become part of the JCE Digital Library or other digital libraries in chemistry is invited to submit an abstract.

Learning to Teach Chemistry: The Professional Development of High School Chemistry Teachers . Stacey Lowery Bretz, Department of Chemistry, Youngstown State University, One University Plaza, Youngstown, OH 44555, 330-941-7112, slbretz@ysu.edu. The National Science Education Standards emphasize the importance of professional development across the continuum of teacher experience: from pre-service through provisional licenses to the end of a teacher's career. These same standards emphasize the importance of connecting content knowledge to pedagogy - neither should be taught in isolation from the other. This symposium will highlight university courses, curricula, and programs at both the undergraduate and graduate levels which embrace the standards in the preparation and professional development of high school chemistry teachers.

Learning to Teach Chemistry: The Preparation and Professional Development of College Chemistry Teachers. Cheryl Frech, Department of Chemistry, University of Central Oklahoma, Edmond, OK 73034-5209. Phone number is 405 974 5476. cfrech@ucok.edu and Mary Kay Orgill, Department of Biochemistry and Department of Learning, Teaching, and Curriculum (joint), University of Missouri-Columbia, Columbia, MO 65211. Phone number is 573-882-8695. orgillm@missouri.edu. College chemistry teachers aren't born; they develop. How does this process occur? This symposium will explore various approaches to the preparation and development of chemistry faculty. Such approaches include programs that prepare chemistry graduate students to become future faculty members, mentoring groups for new faculty, and teaching circles for current faculty members. Whether you are contemplating a career as a chemistry teacher, are a new or mid-career teacher, or are a teacher with many years of experience, you will have something to contribute to or learn from this symposium.

Informed Student, Informed Teacher: Integrating 21st Century Information Skills Into the Chemistry Curriculum. Bartow Culp, Chemistry Librarian, Mellon Library of Chemistry, Purdue University, West Lafayette, IN 47907-2058, 765-494-2865 (bculp@purdue.edu); and Song Yu, Department of Chemistry, Purdue University, West Lafayette, IN 47907-2084. Although chemistry may be the most information intensive of the natural sciences, most chemistry departments find it difficult to make room for the teaching of what used to be known as “library skills”, either within the classical curriculum or in separate courses. The distressing and too-frequent result is that students graduate in a state of information illiteracy, lacking the tools they need to achieve their full potential as chemists. This session will focus on how chemical information can be made an integral part of the curriculum. It will include descriptions of standalone courses, self-contained lecture and laboratory modules that can be incorporated into standard courses, and seminar programs – all designed to give students the “info smarts” they need to be successful, both in the classroom and beyond. Contributions from both chemistry faculty and librarians are encouraged.

Integrating New Information Technology Into Biochemistry. Patricia Draves, Department of Chemistry, Monmouth College, Monmouth, IL 61462. Phone number is 309-457-2209. patd@monm.edu and Thomas Kim, Department of Chemistry, Youngstown State University, Youngstown, OH 44555. Phone number is 330-941-7102. tdkim@ysu.edu. Bioinformatics and other information technologies are fast becoming a standard tool in modern biochemistry and molecular biology. In order to keep pace with this burgeoning area of biochemistry, students are increasingly in need of exposure to fundamental bioinformatics tools and techniques. This session will present examples of how bioinformatics and other computational methods have been presented in the undergraduate biochemistry classroom and laboratory.

Implementations from the MID Project: Materials and Methods for Chemistry Reform. Eileen Lewis, Department of Chemistry, University of California, Berkeley, Berkeley, CA 94720-1460. Phone number is 510 642-3746.eileen@socrates.berkeley.edu and Brock Spencer, Department of Chemistry, Beloit College, Beloit, WI 53511-5595. Phone number is 608-363-2249. spencer@beloit.edu. This symposium will have four parts of unequal size: (1) An introduction to the Multi-Initiative Dissemination (MID) Project with a description of each of the NSF funded Chemistry Systemic Reform Initiatives, (2) An informative and fun active learning experience demonstrating how learners making meaning of concepts in science; (3) An interactive presentation of research findings on teaching and learning that will provide insights into how to improved learning in “lecture” and laboratory. (4) Papers by faculty who have implemented one or more of the projects.

Forensic Science Courses and Programs. Edward Kremer, Department of Chemistry, Kansas City Kansas Community College, Kansas City, Kansas 66112. Phone number is (913)288-7111. ekremer@toto.net. This symposium will bring forth discussion about the many new programs and courses in forensics that are being taught in chemistry departments. Faculty can present the way they approach introductory courses in forensics, their advanced courses, and programs they offer. Discussion could include transfer of courses as chemistry, physical science, criminal justice, etc. The many educators could present presentations on the requirements of their programs and how they view the job market in the future.

Forensic Chemistry. Pat Thiel, Department of Chemistry, Iowa State University, Ames, IA 50011-3111, Phone Number: (515) 294-8985, FAX Number: (515) 294-4709, thiel@ameslab.gov. Experts in the field of forensics will present the science involved in crime scene analysis. This symposium will feature some of the same speakers involved in ISU's Chem 619 course: forensic scientists from Iowa's Division of Criminal Investigation Laboratory, an Iowa District Court Judge, an Iowa Prosecuting Attorney, an ISU Professor who is an Expert in Eyewitness Identification, and ISU Analytical Chemists. Topics: Identification of controlled substances, scientific evidence in court, forensic entomology (establishing a time of death), elemental and isotopic analysis by ICP mass spectroscopy, wildlife forensics, computer forensics, animal drug testing, a prosecuting attorney's view, a district court judge's view, eyewitness testimony, and using forensic science as an educational tool. Abstracts submitted by invitation only.

Chemistry Learning Opportunities for the Disabled. Leslie Hersh, Department of Chemistry, Delta College, University Center, MI 48710. Phone number is 989-686-9267. ljhersh@alpha.delta.edu. Presenters will address ways they have met the challenge of working with disabled students in the chemistry classroom or laboratory. Potential disabilities include students with limited sight or hearing, students with restricted dexterity, students with limited mobility, students with psychological disorders (such as Asperger's syndrome) that can cause non-predictable behavioral situations. The challenges of providing a safe, relevant, and meaningful experience will be discussed.

Getting Published: A Panel Discussion with Editors from Key Journals. William Harwood, Department of Science Education, Indiana University, Bloomington, IN 47405. Phone number is 812-856-8164. wharwood@indiana.edu. Representatives from the editors of key journals that publish chemical education research and products will discuss expectations for publication. Audience questions welcomed. Anticipated topics include: how to choose where to publish, submission guidelines, what to expect from the review process, timeline for publication, types of papers desired by the several journals, and so on. We hope to cover everything you need to know to guide you in getting your work published quickly and reach your desired audience.

Chemistry Up-Dates.Thomas J. Greenbowe, Department of Chemistry, Iowa State University, Ames, IA 50011-3111. Phone number is 515 294-778. bcce@iastate.edu
Presentations on selected topics in modern chemistry geared toward secondary school teachers. Speakers will report on a topics that have applications and interest in the "real-world" . Topics will include: biochemistry, polymers, material science engineering, chemical engineering, agricultural chemistry, analytical chemistry, organic chemistry, inorganic chemistry, and physical chemistry.

New Approaches for the Organic Chemistry Laboratory. Christina N. Hammond, Department of Chemistry, Vassar College, Poughkeepsie, NY 12604. Phone number is (845) 437-5755. hammondc@vassar.edu. The organic laboratory should be about doing organic chemistry with students learning how to interpret their experimental results. This symposium will look at new ideas to encourage student engagement in the organic laboratory.

Implementing Guided Inquiry Instruction in Large General Chemistry Laboratory Programs. Steven Brown, Department of Chemistry, University of Arizona, Tucson, AZ 85719. Phone number is 520-621-9980. sbrown@u.arizona.edu and Rich Bauer, Department of Chemistry & Biochemistry, Arizona State University, Tempe, AZ 85287. Phone number is 4809654326. RBauer@asu.edu. There has been much discussion of the merits of guided inquiry in laboratory instruction and many institutions have begun integration of this approach into their lab classes. For large programs, the obstacles can be overwhelming. Such issues as TA instruction and management, resource allocation, and administrative support all affect our ability to successfully implement guided inquiry instruction. This symposium is intended to be an open forum to discuss these issues. The idea is for those who work in large general chemistry laboratory programs to share their experiences and discuss common problems. Each session will be hosted by a moderator who will begin with a brief description of the topic and issues. This will be followed by an open discussion.

Chemistry in Agriculture and Plant Sciences. Sonia Peter, Chemistry, Barbados Community College, Bridgetown, St. Michael, Barbados. Phone number is 246-426-2858 EXT 273. ildegardepeter@hotmail.com . The symposium will examine the design of Chemistry modules for Agriculture Science and Plant Science programmes, the application of chemistry in Plant Science and Agriculture Science research projects, the incorporation of green chemical technologies in Agriculture.

Analogies and Illustrations in Chemistry. Patrice Williams-Gordon, Biology,Chemistry and Medical Technology, Northern Caribbean University, Mandeville, Jamaica 9999. Phone number is 876-962-2204-7. tricieg2@yahoo.com. To show how everyday experences can be used to make chemistry come alive and aid the learning process

NSF-Sponsored Faculty Workshop Series and their Role in Curriculum Development. David Collard, Department of Chemistry and Biochemistry, Georgia Institute of Technology, Atlanta, GA 30332-0400. Phone number is 404.894.4026. david.collard@chemistry.gatech.edu. The symposium will profile faculty enhancement workshops presented by the Center for Workshops in the Chemical Sciences, an NSF DUE CCLI National Dissemination Project. Speakers will include presenters of workshops on a variety of topics (including Forensics, Chemistry of Art, Process Analytical Chemistry), as well as participants who have successfully incorporated workshop materials into their own teaching. The week-long workshops, which are free for the participants, are designed for anyone with substantial undergraduate teaching responsibilities.

The Best of CHEM Ed. Andy Cherkas, Science, Stouffville District Secondary School, Stouffville, Ontario L4A 7Z1. Phone number is 905 640 1433. cherkas@sympatico.ca
The best demonstrators from CHEM Ed conferences will present their favorite demonstartions labs and teaching tips. Enjoy a mini CHEM Ed and take away many teaching ideas that really work.
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