Chemistry faculty demographics have changed considerably over the past three decades. Although minorities and women continue to be underrepresented in faculty positions, the proportion of foreign-born professors has increased substantially. The diversity that this brings is celebrated and in terms of research it pays dividends. It also gives students access to a global perspective that may be beneficial in their professional practice. However, in most cases these professors have completed their K-16 education in educational systems substantially different from that in the US and the influence of this unfamiliarity has seldom been discussed. Moreover, chemistry assistant professors receive little to no instructional training before immersing in undergraduate education. There is very little work done to investigate the consequences that unfamiliarity with the system, lack of training, conflict of expectations, cultural and communication factors and other related aspects may have on foreign-born professors and undergraduate students' experiences. This presentation intends to present some data and start a discussion around this topic.

Participation of foreign-educated faculty in undergraduate chemistry education

245th National Meeting (2013)

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