Chemistry is More than Content: It’s a Way of Thinking About and Acting on the World
Moderator: Vicente Talanquer, University of Arizona
As chemistry education moves beyond rote memorization and isolated skills, instructors are reimagining teaching to center authentic phenomena and disciplinary practices that reflect the true nature of the field. This community conversation brings together secondary and postsecondary educators to explore how we can support students as knowers, doers, and users of chemistry. Panelists will share perspectives on designing instruction that connects chemistry to meaningful, real-world problems while affirming student identities. Drawing on A Framework for K–12 Science Education and related scholarship, participants will reflect on shared challenges and opportunities for making chemistry instruction more authentic, inclusive, and relevant across contexts—from secondary classrooms to introductory college courses. Attendees are encouraged to share experiences, pose questions, and collaboratively envision approaches that position chemistry as a meaningful way of understanding and acting on the world.
Teaching Track Faculty and Sabbaticals
Moderator: Courtney Sobers, Rutgers University-Newark
Sabbaticals or professional leave provide educators with dedicated time for growth, reflection, and renewal. While these opportunities often support research productivity among tenure-track faculty, teaching-track and non-tenure-track (NTT) faculty—who frequently teach high-enrollment, foundational courses—face distinct demands that make access to such leave equally important. These roles involve not only significant instructional responsibilities but also sustained attention to student motivation and the socio-emotional transition into higher education. Despite policies that suggest eligibility, NTT faculty are often implicitly excluded or discouraged from pursuing sabbaticals. This conversation will examine how professional leave can support pedagogical innovation, prevent burnout, and recognize the intellectual contributions of teaching-focused faculty, including classroom-based research. Participants will explore examples of successful NTT sabbaticals and discuss strategies for advocating more equitable and inclusive policies across institutional contexts. The session is open to educators at all career stages, with particular relevance for those in leadership or policy-influencing roles.
Building Community, Curiosity, and Innovation through Technology in Chemistry Education
Moderator: Resa Kelly, San Jose State University
Technology continues to shape how chemistry is taught and learned, influencing how students explore ideas, how instructors design learning experiences, and how communities form around teaching and learning. This community conversation invites educators, researchers, and designers to consider how a range of digital tools—from learning management systems to artificial intelligence—can support student-centered, inquiry-driven environments. Discussion will focus on how technology can foster curiosity, encourage experimentation, and support iterative learning processes where students refine their understanding over time. Panelists will offer brief provocations highlighting innovative uses of technology, followed by facilitated dialogue among participants. Together, the group will explore strategies for integrating digital tools in ways that enhance engagement, support reflective teaching, and build inclusive learning communities. The session emphasizes thoughtful implementation, recognizing that meaningful innovation often emerges through small, intentional changes as well as broader shifts in instructional practice.
Shifting the Equilibrium: Chemistry Education at a Crossroads of Change
Moderator: Leyte Winfield, Spelman College
Chemistry education is at a critical moment of transformation. This community conversation brings together participants to examine the policies, pedagogies, and institutional structures that shape participation in the chemical sciences. Moving beyond deficit-oriented perspectives, the discussion will focus on rethinking how success is defined and supported within educational systems. Participants will explore frameworks for accountability, curriculum design, and assessment that center inclusion, belonging, and societal impact. The session aims to critically examine existing practices while identifying opportunities for systemic change that expand access and support diverse pathways into chemistry. Through dialogue and shared perspectives, this conversation seeks to catalyze meaningful transformation across institutional contexts, emphasizing the importance of addressing structural barriers rather than placing responsibility solely on students.
Educating for a Sustainable Future
Moderator: MaryKay Orgill, University of Nevada, Las Vegas
Sustainability is an increasingly important focus in chemistry education, with implications across course levels and institutional contexts. This community conversation begins with a broad guiding question: How does sustainability connect to chemistry education? Panelists will share perspectives on integrating sustainability concepts into courses ranging from high school through advanced undergraduate levels.Participants will contribute ideas, resources, and approaches for embedding sustainability into curricula, learning activities, and program design. The discussion will also highlight chemistry’s central role in addressing global challenges, including its contributions to achieving the United Nations Sustainable Development Goals. Attendees are encouraged to bring questions, concerns, and examples from their own practice as the group explores how chemistry education can support the development of scientifically informed, globally engaged citizens. This session aligns with broader efforts to integrate sustainability into curriculum, pedagogy, and student learning experiences.
Engaging in Scholarly Teaching for Meaningful Learning
Moderator: Ellen Yezierski, Miami University of Ohio
Scholarly teaching involves making intentional, evidence-informed decisions about course design, implementation, and revision. This session brings together chemistry educators working across high school, undergraduate, and laboratory settings to share how data, learning theory, and reflective practice inform their instructional approaches.
Panelists will describe shifts from intuition-driven teaching toward strategies grounded in research on student learning, including attention to representational reasoning, alignment of instruction and assessment, and the use of structured frameworks such as learning cycles and Claim–Evidence–Reasoning. These approaches have contributed to improved conceptual understanding, increased engagement, and more equitable outcomes. Participants will engage with concrete examples of scholarly teaching and consider how theory and evidence can guide meaningful instructional change in their own contexts. The conversation invites reflection on how educators can continuously refine their practice to better support student learning.
Embracing Neurodiversity in the Teaching and Learning of Chemistry
Moderator: Molly Atkinson, University of North Texas
Neurodiversity recognizes and values the wide range of cognitive differences that shape how individuals think, learn, and engage with the world. This community conversation brings together researchers, educators, and advocates to explore how chemistry learning environments can better support neurodiverse students and faculty. The session will include brief panelist contributions followed by discussion focused on two key areas: research on supporting neurodiverse learners in undergraduate chemistry, and the experiences of neurodiverse educators navigating teaching, accessibility, and institutional structures. Participants will consider instructional strategies, classroom practices, and systemic changes that promote inclusion and accessibility across learning environments. This conversation aims to highlight neurodiversity as a strength while fostering dialogue around how chemistry education can become more inclusive, responsive, and supportive of diverse ways of thinking and learning.
Building and Sustaining Chemistry Communities of Practice: Teaching, Learning, and Undergraduate Research Experiences
Moderator: Joanne Stewart, Hope College
Communities of practice play an important role in supporting chemistry teaching, learning, and undergraduate research by creating collaborative spaces for faculty development and innovation. These communities often operate between institutional and professional society levels, providing opportunities for sustained engagement and shared growth. This session will feature examples from communities at different stages of development, highlighting both successes and ongoing challenges in building and sustaining these initiatives. Panelists will share strategies for fostering participation, maintaining momentum, and leveraging community resources to support instructional and research practices. Participants will be invited to discuss how communities of practice can enhance courses, support faculty development, and expand undergraduate research opportunities. The session aims to provide practical insights and create space for exchanging ideas about strengthening and sustaining these collaborative networks.
Bridging Academia and Industry: Defining Green and Sustainable Chemistry Skills for the Future Workforce
Moderator: Amy Cannon, Beyond Benign
As demand grows for chemists trained in green and sustainable chemistry (GSC), collaboration between academia and industry is essential for preparing the future workforce. This community conversation explores how educational programs can align with evolving industry needs and sustainability goals. Panelists from both industry and academia will share perspectives on workforce expectations, skills gaps, and strategies for integrating GSC into undergraduate curricula and experiential learning. Discussion will include how institutions are embedding sustainability competencies into programs and responding to guidance such as the ACS Guidelines for Bachelor’s Degree Programs. Participants will engage in dialogue about curriculum design, professional development, and available resources to support implementation. The session aims to highlight actionable approaches for equipping students with the knowledge and skills needed to contribute to more sustainable chemical practices.
Initiating and Sustaining Undergraduate Research Experiences
Moderator: Jeremy Klosterman, University of California San Diego
Undergraduate research is a high-impact educational practice that supports student learning, professional development, and engagement with the process of knowledge creation. This community conversation, led by representatives from the Council on Undergraduate Research (CUR) Division of Chemistry, will explore strategies for launching and sustaining undergraduate research experiences across institutional contexts. Panelists will share perspectives from a range of institutions, including primarily undergraduate institutions and research-intensive universities, and discuss approaches to supporting faculty, building programs, and expanding student access. Topics may include mentoring, program structure, and institutional support. Participants will be invited to share experiences and challenges as the group considers how to strengthen undergraduate research opportunities. The session aims to provide practical guidance and foster connections among educators interested in expanding and sustaining research experiences for students.