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This book opens the door for chemical educators concerning international communication, collaboration, and research.
About the author
Charlie Cox (Ph.D., Clemson University) is currently a full-time lecturer of chemistry at Stanford university where he teaches advanced general chemistry, biochemistry, and analytical chemistry. Charlie has been at Stanford for eight years during which he has presented several papers in the field of chemical education, and he has contributed to the development of new courses and a hands-on safety training program. Charlie has been part of the
International Relations Committee with the ACS Division of Chemical Education since 2014, and he has severed as a councilor for the Silicon Valley ACS section. Prior to Stanford, Charlie gained a passion for teaching while lecturing at the University of New Hampshire. Charlie enjoys the beach, road trips, and learning
languages when not actively teaching or doing chemistry.
Wendy E. Schatzberg (Ph.D., University of Northern Colorado) is currently an Assistant Professor of Chemistry at Dixie State University in Saint George, Utah. She has worked at
DSU since 2013, working on research in both chemistry education and nanoparticle materials. She teaches general, physical, and culinary chemistry and is in the process of creating an art history/general chemistry hybrid course. She acquired awards for her teaching and her research, winning the ACS Chemistry Education International grant to attend the European Science Education Research Association Conference in Helsinki, Finland, in 2015 and a National Science Foundation EAPSI grant to do
chemistry education research in Singapore. Her work in chemistry education has focused on student cognitive transfer between lecture and laboratory, metacognition, and student learning cues. Wendy has been serving on the ACS Chemistry Education International Committee since 2015. She also does work for
the Advance Placement chemistry exam and the AAC&U assessment VALUE rubric.
Summary
Strategies for improving teaching and student success in secondary and post-secondary chemistry classrooms is widely researched nationally and internationally. The development of high quality instruction is key to retaining students in STEM fields, as well as, developing standards for deeper learning and application of course content. The latter is particularly important given the central nature of chemistry to STEM fields which is reflected by the number of majors
that require a minimal exposure to chemistry theory and practice. The idea of gathering international perspectives emerged from our participation in the ACS Chemical Education international committee and from hosting ACS symposia focusing upon international relations and research.
To broaden perspectives of chemical education through an international lens, researchers in Australia, Turkey, Romania, Costa Rica, Singapore, the Netherlands, Greece, Slovenia, and Canada contributed chapters with a focus upon topics ranging from assessment, safety, pedagogy, metacognition, to outreach. In addition to symposium presenters, other contributors were invited based upon their knowledge of chemical education theory and practice.
