More than 25 years ago, Boyer called for an expanded definition of the term scholarship to “... break out of the tired old teaching versus research debate and define, in more creative ways, what it means to be a scholar.” It is tempting to reread Boyer’s Scholarship Reconsidered: Priorities of the Professorate within the context of the growth in recent years of discipline-based educational research. Fifteen years ago, in a paper based on his Pimentel Award address, the author suggested that we can define DBER in terms of three critical elements: (1) a well-articulated set of guiding research questions, (2) an explicit choice of theoretical framework on which the study can be based, and (3) a choice of methodology that is appropriate for probing these research questions. As part of an NSF-funded grant to probe the evolution of both chemistry and engineering education research, the author has been probing the validity of a model for chemical education research that contains five domains. They include the traditional cognitive domain, the somewhat less traditionally studied affective domain, the domains of both retention and transfer, and a domain based on the idea that one of the goals of instruction is to increase the extent to which students think like a practicing chemist. It is a both a privilege and a pleasure for the author to note that all phases of the development of this model have been driven by graduate students willing to teach him how research both could be done and should be done.

<b>Award Address </b>(ACS Award for Achievement in Research for the Teaching and Learning of Chemistry sponsored by the ACS Exams Institute). Changing how data are collected can change what we learn from discipline-based educational research

255th National Meeting (2018)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.

Award Address (ACS Award for Achievement in Research for the Teaching and Learning of Chemistry sponsored by the ACS Exams Institute). Changing how data are collected can change what we learn from discipline-based educational research