By default, many chemistry programs train students to become excellent, independent researchers in wet or dry chemistry. During this training, graduate students learn to base decisions in the previous literature, design and execute robust experiments with detailed analyses to make conclusions. This scientific process can be applied to teaching and learning in chemistry as well, known as discipline-based education research (DBER). An overview of DBER will be provided as well as how this research field can be incorporated into a variety of faculty positions regardless of tenure track status or primary field of research (i.e. inorganic). Related, some graduate students know that they want a teaching position when they graduate. However, many find it curious that they only way they could be hired to teach chemistry at the collegiate level is to first complete five or more years of primarily research-focused activities with a relatively smaller exposure to teaching (commonly by being a teaching assistant). Practical advice for how to consume, practice, and engage in the chemistry education community will also be presented.

Opportunities in the university: Discipline-Based Education Research (DBER)

2019 Spring National Meeting

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