Workshops

Worshop Descriptions and Fees

You will have the option to add workshops during the registration process for the conference.
Please note: Workshops are non refundable and space is limited.
Specific days and times of workshops are not determined yet but will be updated when available. 

3D Printed Analytical Instrument Kits for Engaging Students in Laboratory Learning: Inexpensive and User-Friendly Tools for STEM Educators

While low-cost instruments have been developed using everyday materials, expanded access to 3D printing through makerspaces and university fabrication centers allows educators to move beyond these limitations. Advances in computer-aided design (CAD) and 3D printing have created new opportunities for developing innovative educational tools, though barriers remain for those unfamiliar with these technologies. This workshop introduces participants to the design of simple analytical instruments, such as colorimeters and fluorimeters, using accessible CAD software. Participants will first develop foundational design skills and then engage in a hands-on laboratory activity using 3D-printed analytical instrument kits. Each participant will receive a take-home kit, along with CAD models and stereolithography (STL) files for producing simple and inexpensive analytical instruments. Participants will leave with practical strategies and resources for integrating these tools into their own teaching.

  • Integrating Technology Effectively
  • Lon Porter, porterl@wabash.edu, Wabash College
  • Cost $25

A Beginner’s Guide to Using Coding to Enhance (Bio)Chemical Education: From Zero to Classroom Exercise in One Day!

Building computational skills among undergraduates in chemistry and biochemistry is increasingly important for preparing future scientists, as these methods support efficient modeling and hypothesis testing across fields such as cheminformatics, bioinformatics, protein design, and next-generation sequencing analysis. This workshop supports faculty at all levels in developing a computational exercise that can be implemented in teaching or research settings at their home institutions. Participants will learn to use online resources such as GitHub, Google Drive, and Google Colab to write and run Python and R code, as well as AI tools to develop working code efficiently. Through guided activities, participants will create their own instructional exercise and have opportunities to share their projects with others. Participants will leave with practical strategies and resources for implementation.

  • Building and Maintaining Communities of Practice
  • Walter Novak, novakw@wabash.edu, Wabash College
  • Paul Craig, pac8612@rit.edu, Rochester Institute of Technology
  • Chris Berndsen, berndsce@jmu.edu, James Madison University
  • Mike Foster, mkf5890@psu.edu, Pennsylvania State University
  • Cost: $10

A Workshop for and by Disciplinary STEM Faculty: Learn How to Design High-Quality Qualitative Educational Research!

This workshop introduces instructional and disciplinary tenure-track STEM faculty to high-quality qualitative research design so they can investigate educational phenomena that matter to them. Participants will engage with the ProQual approach, a methodologically accessible way of thinking about qualitative research design developed over the past five years as part of the NSF-funded ProQual Institute for Research Methods. Through guided activities, participants will develop the foundation for a qualitative research study by defining a Social Reality Under Investigation (SRUI). Participants will gain knowledge of the ProQual approach and a quality framework to guide future educational research efforts, as well as access to a repository of materials and a community to support continued development of their work. Participants will leave with practical strategies and resources for implementation..

  • Centering Authentic Phenomena and Practices
  • John Morelock, john.morelock@uga.edu, University of Georgia
  • Michelle Jarvie-Eggart, mejarvie@mtu.edu, Michigan Technological University
  • Rebecca Reck, rreck@illinois.edu, University of Illinois Urbana-Champaign
  • Azadeh Bolhari, azadeh.bolhari@colorado.edu, University of Colorado Boulder
  • John Aliu, john.aliu@uga.edu, University of Georgia
  • Cost: $10

Active Learning in Analytical Chemistry: Strategies, Resources, and Community Building

This hands-on workshop is designed for analytical chemistry instructors seeking to enhance student outcomes and engagement through active learning. The workshop is led by facilitators from an NSF-funded project on active learning in analytical chemistry. Outcomes from this prior project include curriculum materials on the Analytical Sciences Digital Library website and a successful professional development process. Prior to the workshop, instructors will identify a classroom lesson they would like to transition to an active learning experience. During the session, participants will experience engaged student learning firsthand by assuming a student role in a model classroom activity, followed by a reflective discussion on the principles and impact of active learning. Participants will leave with practical strategies and resources for implementation.

  • Building and Maintaining Communities of Practice
  • Jill Robinson, jill.robinson@colostate.edu, Colorado State University
  • Erin Gross, eringross@creighton.edu, Creighton University
  • Pam Doolittle, pam@chem.wisc.edu, University of Wisconsin–Madison
  • Cost: $10

Active Learning in Organic Chemistry: Backward Design 2026

Meaningful instructional change begins with a clear understanding of what students should learn and how that learning will be assessed. Before introducing new teaching strategies or active-learning techniques, both instructors and students benefit from well-articulated learning goals and aligned assessments. Grounded in the principles of backward design, this workshop guides participants through a structured process for defining and assessing learning in undergraduate organic chemistry. Drawing on Wiggins and McTighe’s Understanding by Design, Fink’s Creating Significant Learning Experiences, Zakrajsek and Nilson’s Teaching at Its Best, and Barkley and Major’s Learning Assessment Techniques, participants will develop course- and topic-level learning outcomes, design assessments across cognitive levels, and use a Learning Goal Inventory to identify and prioritize the outcomes most essential to their teaching. Although the backward-design framework applies broadly, examples and activities emphasize the organic chemistry curriculum, and high school teachers of organic chemistry are also welcome to attend. Participants will leave with a refined set of outcomes, example assessments, and a framework for aligning course structure with desired results.

  • Engaging in Scholarly Teaching
  • Catherine Serrano Lugo, cathy.serrano@tamu.edu, Texas A&M University
  • Jennifer Chaytor, jchaytor@svsu.edu, Saginaw Valley State University
  • Cost: $10

Active Learning in Organic Chemistry: Transforming AI Challenges into Skill-Based Opportunities

Artificial intelligence is rapidly reshaping chemistry education, presenting both opportunities and challenges for instructors and students. This interactive workshop explores how AI can be deliberately incorporated into organic chemistry teaching to enhance active learning, promote its ethical use, and support the development of skill-based competencies. Participants of all experience levels will engage in discussions, reflections, and hands-on activities focused on designing assignments and assessments that leverage AI effectively or remain robust to unintended use, modeling AI as a tool for ethical, skill-focused engagement, and considering how AI informs course goals and policies. The session begins with a collaborative overview of the current state of AI in chemistry education and available resources. Participants will then work in small groups to examine applied examples, brainstorm strategies for AI-informed active-learning activities, and develop draft course materials, including assignments, assessment approaches, and policy recommendations. Facilitators will guide reflection on instructional goals, equity, and student engagement across diverse institutional contexts. Participants will leave with practical frameworks, materials, and strategies for integrating or managing AI in organic chemistry courses, as well as connections with colleagues for ongoing collaboration.

  • Integrating Technology Effectively
  • Danielle L. Jacobs, djacobs@rider.edu, Rider University
  • Stephanie Brouet, sbrouet@svsu.edu, Saginaw Valley State University
  • Cost: $10

Adopt, Adapt, Activate: Implementing ACS CGI Modules to Integrate Green Chemistry and UN SDGs in Chemistry Courses

In 2023, the ACS Committee on Professional Training updated the ACS Guidelines for Bachelor’s degree programs to include green chemistry and systems thinking in the curriculum. To support this addition, the ACS Green Chemistry Institute (GCI) partnered with faculty to develop instructional modules that connect core topics from general and organic chemistry to green chemistry principles. These modules demonstrate how green chemistry advances the United Nations Sustainable Development Goals (UN SDGs) and provide tools for integrating sustainability across chemistry courses. Designed with a systems-thinking approach, the modules help students connect molecular-level processes to global challenges. Each module includes assessments and activities that can replace approximately a week of lecture or be used as standalone lessons, supporting flexible implementation. In this workshop, participants will work in small groups with facilitators to adapt a module activity and develop strategies for implementing it in their own courses. Facilitators are members of the module development team and represent a range of institution types. Participants will leave with practical strategies and resources for implementation.

  • Educating for a Sustainable Future
  • Bhawani Venkataraman, venkatab@newschool.edu, The New School
  • Amy Chu, wc12@stmarys-ca.edu, St. Mary’s College
  • David Laviska, d_laviska@acs.org, American Chemical Society
  • Vaso Lykourinou, v.lykourinou@northeastern.edu, Northeastern University
  • Mark Mason, mark.mason5@utoledo.edu, University of Toledo
  • Sarah Prescott, sarah.prescott@bioquest.org, University of New Hampshire
  • Daniel Waddell, waddeldl@ucmail.uc.edu, University of Cincinnati
  • Michael Wentzel, wentzelm@augsburg.edu, Augsburg University
  • Cost: $10

American Association of Chemistry Teachers (AACT) Resources for AP Chemistry

This hands-on, lab-based workshop shares lessons, labs, and activities drawn from select AP Chemistry units. Topics focus on challenging concepts such as entropy, enthalpy, equilibrium and equilibrium constants, titrations, and related content areas. Participants will engage in several of these activities and consider how they can be implemented in their own courses. The session highlights resources developed by the American Association of Chemistry Teachers (AACT) to support instruction in AP Chemistry. Participants will leave with new materials and ideas for use in their own AP Chemistry courses.

  • Centering Authentic Phenomena and Practices
  • Scott Hawkins, shawkins@ignatius.edu, AACT
  • Cost: $10

An ACS Exams Committee Experience: Developing a Test Specification and Writing, Editing, And Scoring Items

ACS Exams committees follow a structured process for exam development that includes item writing, editing, and selection. More recent committees have incorporated partial credit assignment for incorrect responses, and integrating these considerations into the item-writing process has supported the development of more effective response options. This workshop engages participants in collaborative activities focused on developing a test specification, writing and editing items, and considering partial credit assignment during the writing and editing process. Participants will also examine how partial credit can be used in scoring and in making decisions based on assessment results. Activities are not limited to any specific course or item type and include opportunities to develop open-response items with associated grading rubrics. Participants will engage in guided activities and develop materials or strategies for use in their own teaching contexts, leaving with practical strategies and resources for implementation.

  • Engaging in Scholarly Teaching
  • Kristen Murphy, kmurphy@uwm.edu, University of Wisconsin – Milwaukee
  • Cost: $10

Applying Practical Tools to Grief in Chemistry Classrooms

This hands-on workshop focuses on applying HERO (hope, efficacy, resilience, and optimism) in addressing grief in chemistry classrooms across K–12 and higher education contexts. Participants will develop an understanding of different forms of grief and the psychological constructs of hope, efficacy, resilience, and optimism. Through guided activities, participants will explore practical strategies and tools for engaging HERO in response to grief in classroom settings. Grief in its many forms is present in daily educational environments, and holding grief without opportunities for processing can be exhausting. Faculty who acknowledge and respond to grief can provide meaningful opportunities for students to process their experiences while applying principles of psychological capital (PsyCap) to support both student learning and instructor well-being. Participants will leave with practical ideas and tools for implementation.

  • Centering Authentic Phenomena and Practices
  • Rissa Sorensen-Unruh, csorensen@cnm.edu, Central New Mexico Community College
  • Christy Albright, christyalbright2@gmail.com, Albuquerque Public Schools
  • Cost: $10

Building a DBER Cure: Do You Want Us to Help Your Undergraduate Students Conduct Discipline-Based Education Research?

Opportunities for undergraduates to engage in discipline-based education research (DBER) are often informal or limited. This workshop introduces a structured course model that embeds undergraduate engagement in DBER. The course design draws on literature related to course-based undergraduate research experiences (CUREs) and emphasizes student engagement with discovery, relevance, collaboration, iteration, and scientific practices in the research process. The resulting “DBER CURE” employs a flexible model in which project scope can be adapted based on student interests, faculty expertise, and available resources. Participants will be introduced to the DBER CURE model and explore practical examples of how it has been adapted to align with institutional limitations and contextual constraints across three different cohorts of students. Participants will engage in modeled lesson plans and course activities that position participants in the role of students, and will develop materials or strategies for use in their own teaching contexts. Participants will leave with practical strategies and resources for implementation.

  • Building and Maintaining Communities of Practice
  • Jon-Marc Rodriguez, rodrigjg@uwm.edu, University of Wisconsin – Milwaukee
  • Slade McAfee, scmcafee@uwm.edu, University of Wisconsin – Milwaukee
  • Allison Tomczyk-Schauer, tomczyka@uwm.edu, University of Wisconsin – Milwaukee
  • Cost: $10

Building Skills for the Future: A Workshop on Integrating Green and Sustainable Chemistry into Undergraduate Teaching Laboratories

This workshop engages educators in integrating green chemistry as a framework for teaching fundamental chemical concepts through a lens of sustainability, while emphasizing peer-to-peer learning and mentorship within communities of practice (CoPs). Participants will explore approaches to developing modern laboratory curricula that reflect current industrial practices, guided by experienced facilitators. The workshop includes a review of green chemistry principles and their benefits, including improved safety, waste reduction, and alignment with the ACS Guidelines for Bachelor’s Degree Programs. Participants will examine practical strategies for greening undergraduate laboratories, including inquiry- and discovery-based pedagogies and assessment approaches that support student engagement with sustainability concepts. Examples of greener experiments from general, organic, and inorganic chemistry illustrate the broad applicability of these approaches. Participants will also work collaboratively to adapt an experiment from their own courses, developing ideas for incorporating green chemistry concepts aligned with student learning outcomes. The workshop supports the development of action plans for implementation beyond the conference. Participants will leave with practical strategies and resources for implementation.

  • Educating for a Sustainable Future
  • Jonathon Moir, jonathon_moir@beyondbenign.org, Beyond Benign
  • Cost: $10

13 Chemistry In Blue: Cyanotyping

This hands-on workshop explores the October 2024 ChemMatters issue on photography, with a focus on the article “Cyanotypes: Chemistry in Blue” by Victoria Russell. Cyanotyping, an iron-based photographic process developed in the 1800s, offers a simpler, cheaper, and more durable alternative to traditional silver-based methods. Participants will start by reading and discussing the article from the October 2024 issue of ChemMatters while considering effective approaches for presenting the material and identifying where it fits within the high school chemistry curriculum. Participants will then create their own cyanotype prints using pre-prepared paper and prepare photoactive cyanotype paper using ferric ammonium citrate and potassium ferricyanide, with stock solutions provided. Participants will leave with practical strategies and resources for implementation.

  • Engaging in Scholarly Teaching
  • Kelley Donaghy, k_donaghy@acs.org, American Chemical Society
  • Nejra Malanovic, n_malanovic@acs.org, American Chemical Society
  • Cost: $10

Computational Chemistry in the Classroom

Implementing computational chemistry in undergraduate and high school classrooms remains challenging for chemical educators at all levels. Organized by the MoleCVUE consortium, this workshop provides participants with tools and experience to support the integration of computational chemistry activities into their curricula. Participants will engage in computer-based demonstrations and hands-on exercises using WebMO, a free, web-based interface for performing computational chemistry calculations without the need for additional hardware or software. Participants will learn how to set up calculations, submit computations, and visualize and interpret results. Facilitators will provide example activities spanning chemical subfields, including organic, physical, and inorganic chemistry, and will address practical considerations for implementing computational chemistry in classroom settings. The workshop includes a question-and-answer session with WebMO experts. Participants will leave with practical strategies and resources for implementation.

  • Integrating Technology Effectively
  • Zachary Knepp, knepp@alfred.edu, Alfred University
  • Angela Migues, angela.migues@oneonta.edu, SUNY Oneonta
  • Cost: $10

Connecting Chemistry Concepts Through a Single Scenario: A Hands-On, Integrated Approach for General Chemistry Sequence

This workshop introduces an instructional approach that uses a single chemical phenomenon or demonstration to conceptually link foundational topics across a general chemistry course or sequence. Example contexts include reactions such as a metal reacting with hydrochloric acid as well as real-world scenarios such as swimming pool maintenance and water quality testing. Participants will engage in hands-on demonstrations using common laboratory materials to collect, analyze, and interpret data while exploring connections among core topics including stoichiometry, thermodynamics, gas laws, and molecular polarity. Contextualized data collection in water quality testing and swimming pool chemistry further supports connections to acid–base chemistry, equilibrium, and kinetics. These activities also support the development of scientific reasoning and highlight the relevance of chemistry. Participants will conduct experiments, respond to prompts, and engage in discussion of instructional design implications. Participants will leave with practical strategies and resources for implementation.

  • Centering Authentic Phenomena and Practices
  • Bhawani Sigdel Regmi, bhawani.sigdelregmi@ung.edu, University of North Georgia
  • Andrew Thomas, andrew.thomas@ung.edu, University of North Georgia
  • Paula Nolibos, paula.nolibos@ung.edu, University of North Georgia
  • Cost: $10

Developing Assessments to Emphasize 21st Century Skills

As the use of generative AI expands, there is increasing need to shift assessment toward what students can do with their knowledge rather than recall and routine calculation. Employers consistently emphasize skills such as critical thinking and complex problem solving, yet these competencies are often not well defined, making it difficult to gather meaningful evidence of student ability. This workshop uses the Scientific Practices described in A Framework for K–12 Science Education as a proxy for these workforce skills to guide the development of assessments. Participants will work in groups using a modified version of evidence-centered design to develop assessment tasks that incorporate scientific practices, including model construction, explanation and argumentation, and analysis and interpretation of data, across both open-ended and multiple-choice formats. Criteria from the Three-Dimensional Learning Assessment Protocol (3D-LAP), along with evidence statements generated during the activity, will be used to develop coding and grading schemes for these tasks. Participants will receive a copy of the 3D-LAP and develop a working knowledge of how to design and use assessment tasks that elicit 21st century skills.

  • Educating for a Sustainable Future
  • Sonia Underwood, sonia.underwood@fiu.edu, Florida International University
  • Melanie Cooper, mmc@msu.edu, Michigan State University
  • cost: $10

Developing Transferable Skills in Your Classroom or Lab – Start By Writing Skill-Focused Prompts

Transferable skills such as communication, teamwork, critical thinking, and problem solving are important outcomes for chemistry programs, yet these skills (also described as durable, process, or professional skills) are not always explicitly developed in typical coursework or laboratory settings. Supporting students in developing these skills requires questions and tasks that prompt their use in written work and team interactions. This workshop engages participants in developing strategies, practice, and feedback for writing skill-focused questions and tasks. Feedback-focused rubrics from the ELIPSS Project will be used to support the design of assignments that facilitate the development of transferable skills. Participants will work in structured teams to complete short activities and engage in large-group discussions as they evaluate questions and tasks for their potential to elicit transferable skills, develop and practice strategies for writing such questions, and create sample question structures that intentionally promote skills such as teamwork, information processing, and critical thinking. Participants will leave with practical strategies and resources for implementation.

  • Centering Authentic Phenomena and Practices
  • Caryl Fish, caryl.fish@stvincent.edu, Saint Vincent College
  • cost: $10

Educating Students About Careers as Chemical Technical Professionals

This workshop introduces educators to resources that support chemistry students pursuing careers in the Skilled Technical Workforce (STW), defined as STEM careers requiring specialized training but not four-year degrees. The session is designed for secondary chemistry teachers and two-year community college instructors. Participants will explore materials from the American Association of Chemistry Teachers (AACT) and the American Chemical Society’s Skilled Technical Workforce initiative, including the Chemical Technical Professionals collection available through teachchemistry.org. These resources include videos, laboratories, and lesson plans that highlight careers requiring associate degrees or technical certifications. Participants will engage in hands-on experiments from the collection, such as a Vinegar Quality Control laboratory activity involving acid–base titrations to verify product specifications and a Recycling Copper from E-Waste activity using electrolysis to recover copper. The workshop supports efforts to broaden students’ career awareness while reinforcing fundamental chemistry concepts through authentic, industry-relevant applications. Participants will leave with practical materials for immediate implementation, including lesson plans, safety protocols, and student handouts that demonstrate connections between chemistry content and technical workforce opportunities.

  • Fixing Systems, Not People
  • Roxanne Spencer, roxanne.spencer@gmail.com, AACT
  • cost: $10

Engaging Students in Chemistry, Art, and Archaeology Activities and Labs 

This workshop introduces participants to applications of chemistry in the fields of art and archaeology through activities adaptable to classrooms and laboratories at a range of levels. The session is organized around three main areas: pigments, dyes, and cultural heritage object analysis. The pigments component includes an overview of pigment chemistry and history, hands-on paint- and crayon-making activities, and case studies in painting analysis using spectroscopy and imaging techniques. The dyes component focuses on the chemistry and history of indigo, introduces resist-dyeing techniques, and provides opportunities for participants to dye their own object. The cultural heritage analysis component includes techniques for artifact analysis, including arsenic analysis of museum taxidermy. The chemistry in art and archaeology community of practice, active for over half a century, supports the development of contextualized learning activities across diverse instructional settings. This workshop shares approaches that engage students in science practices through chemistry and art/archaeology and highlights opportunities for incorporating authentic discovery through the analysis of cultural heritage objects from teaching collections. Participants will leave with materials they can immediately implement in their teaching contexts.

  • Centering Authentic Phenomena and Practices
  • Annelise Gorensek-Benitez, ahgorensek@gmail.com, Colorado College
  • Sara Hubbard, hubbards@obu.edu, Ouachita Baptist University
  • Kristin Labby, labbyk@beloit.edu, Beloit College
  • Kevin Braun, braunkl@vmi.edu, Virginia Military Institute
  • Erich Uffelman, uffelmane@wlu.edu, Washington and Lee University
  • Gregory Smith, gdsmith@discovernewfields.org, Indianapolis Museum of Art at Newfields
  • cost: $10

Fostering Better Learners in 5 Minutes a Day: Metacognitive Micro-Practices

This interactive workshop equips chemistry instructors with a toolkit of five-minute metacognitive routines that can be embedded before, during, and after class without adding grading burden. Participants will co-set the agenda, surface common learning challenges, and rehearse micro-practices through brief model–try–reflect cycles. Activities emphasize brainstorming from participants’ questions, small-group problem analysis, and whole-group sharing to leverage the room’s collective expertise. The toolkit is adaptable across organic chemistry and biochemistry courses and for varied class sizes and instructional modalities. Because the workshop is experiential, participants will actively try the routines and engage with concise reflection prompts from the learner perspective. No background in cognitive psychology is required. Participants will identify evidence-aligned metacognitive routines and map where they fit within an upcoming lecture or assessment cycle, practice a routine with a peer and refine its implementation, and draft a brief plan for implementation and assessment. Participants will leave with practical strategies and resources for implementation.

  • Engaging in Scholarly Teaching
  • Jelena Samonina, js2db@virginia.edu, University of Virginia
  • cost: $10

Fostering Inclusive and Engaging Chemistry and STEM Classrooms

This workshop introduces evidence-based strategies for creating inclusive learning environments in chemistry and other STEM disciplines where all students feel valued and supported. The session is grounded in the Inclusive STEM Teaching Project (ISTP), an NSF-funded professional development program designed to help STEM faculty, postdoctoral scholars, and graduate students build awareness, confidence, and skills for creating inclusive classrooms while developing as reflective practitioners. ISTP was recognized in 2025 with two regional ACS Stanley C. Israel Awards for Advancing Diversity in the Chemical Sciences. The workshop centers on reflection, with participants examining how their personal experiences, identities, and perspectives influence their teaching practices and interactions with students. Through guided reflection and discussion, participants will explore how these factors shape classroom dynamics and learning. Participants will leave with practical strategies and resources for implementation.

  • Building and Maintaining Communities of Practice
  • Akiko Nakamura, akiko.nakamura@colostate.edu, Colorado State University
  • Regina Frey, gina.frey@utah.edu, University of Utah
  • cost: $10

From Classroom to Community: Designing Student-Led Research on Toxic Chemicals in Cosmetic Products

This workshop supports high school chemistry teachers in designing student-driven research experiences that connect classroom learning to community health advocacy. Participants will explore approaches for guiding students in investigating toxic chemicals in cosmetic products, with a focus on mercury and hydroquinone in skin-lightening products, while engaging with issues of environmental racism, health equity, and consumer protection that disproportionately affect communities of color. The workshop highlights a Performance-Based Assessment Task (PBAT) in which students conduct research and communicate findings through community-focused presentations. Student participants in this work serve as co-facilitators, sharing their research experiences, presenting data and findings, and describing their community engagement efforts, modeling a “Students as Partners” approach that positions students as knowledge producers. Participants will engage in activities such as analyzing cosmetic ingredients using digital tools, creating concept maps that connect periodic trends and organic functional groups, designing community-based research protocols, analyzing data and creating visualizations, and developing advocacy campaigns. The workshop emphasizes how structural factors, including regulatory gaps, marketing practices, and social dynamics, shape both exposure to and impacts of toxic chemicals. Participants will develop materials or strategies for use in their own teaching contexts and will leave with practical resources for implementation.

  • Centering Authentic Phenomena and Practices
  • Asmaou Diallo, asmaoudiallo2010@gmail.com, New York City Department of Education
  • cost: $10

Get Programming into Your Course: Free Online Teaching Modules for Chemistry Courses

The MoISSI Advancing Curricular Transformation in the Computational and Molecular Sciences (ACT-CMS) community supports educators in integrating computational thinking and coding into undergraduate courses through freely available open educational resources. This hands-on workshop introduces faculty to the ACT-CMS online portal and its collection of modules that apply computer coding to curricular activities across general and advanced chemistry courses, including analytical chemistry, physical chemistry, biochemistry, and molecular biology, where computational literacy and cyberinfrastructure skills are increasingly important. Designed for faculty with basic coding experience, including familiarity with Jupyter notebooks, loops, and variables in Python, the session guides participants in exploring MoISSI modules, examining best practices for teaching coding using live-coding strategies, and developing a plan for integrating a module into their own course or laboratory. Participants will define student learning outcomes, identify implementation timelines, and consider how to adapt modules to fit their course goals. The workshop is highly interactive, emphasizing peer discussion, live demonstrations, and dedicated planning time. Attendees will leave with a chosen module, a strategy for implementation, and the confidence to bring computational tools into their classrooms.

  • Integrating Technology Effectively
  • Gergely Gidofalvi, gidofalvi@gonzaga.edu, Gonzaga University
  • Kevin Greenman, kevin.p.greenman.work@gmail.com, Catholic Institute of Technology
  • Prajay Patel, pmpatel@udallas.edu, University of Dallas
  • Dom Sirianni, sirianda@westminster.edu, Westminster College
  • Marie van Staveren, mvanstav@umbc.edu, University of Maryland, Baltimore County
  • Cecilia H. Vollbrecht, cecilia.vollbrecht@kzoo.edu, Kalamazoo College
  • cost: $10

Harnessing AI for Chemistry Productivity

Modern artificial intelligence (AI) is rapidly transforming both scientific research and everyday life. This interactive workshop equips participants with tools and insights for integrating both deterministic and stochastic AI technologies into chemistry education and research workflows. Participants will use the Wolfram Notebook Assistant and Chat Notebooks, along with built-in large language model (LLM) functions in the Wolfram Language, within a unified computational notebook environment. The session explores approaches to prompt engineering, the development of custom AI tools, and the integration of services from multiple LLM providers while remaining grounded in curated chemical knowledge. Strategies for reducing AI hallucinations through retrieval-augmented generation (RAG) are introduced to support the generation of reliable, data-informed outputs. Participants will also explore how to design tools aligned with specific learning goals and integrate them into a notebook environment. The workshop is suitable for educators, researchers, and students seeking to incorporate AI into their chemistry work. Participants will leave with practical strategies and resources for implementation.

  • Integrating Technology Effectively
  • John McNally, jmcnally@wolfram.com, Wolfram
  • Jason Sonnenberg, jasons@wolframalpha.com, Wolfram|Alpha
  • cost: $10

How Can I Assess the Impacts of the Green Chemistry Curriculum?

In alignment with the ACS Guidelines for Bachelor’s Degree Programs, which call for the integration of green chemistry (GC) throughout the curriculum, this workshop focuses on designing assessments that directly reflect GC learning goals and signal their importance to students. Participants will explore the development and use of assessment probes, including multiple-choice, open-ended, and case-comparison prompts, to measure students’ understanding and reasoning about green chemistry concepts. The workshop also introduces theory-based instruments for assessing student motivation and other affective outcomes associated with GC instruction. Core topics include principles of measurement, research design (e.g., pre-/post-test, treatment/control, and multiple-group designs), alignment between assessment tools and constructs of interest, data collection practices, data analysis, and reporting. Participants will receive templates for administering assessment instruments. The session begins with an introduction to backward design and then examines approaches for capturing changes in student knowledge through both multiple-choice and open-ended questions. Participants will leave with practical strategies and resources for implementation.

  • Educating for a Sustainable Future
  • Alexey Leontyev, alexey.leontyev@ndsu.edu, North Dakota State University
  • Krystal Grieger, krystal.grieger@ndsu.edu, North Dakota State University
  • cost: $10

Integrating Data Literacy and Data Science in The Chemistry Classroom

Preparing students to be critical consumers and creators of data is increasingly essential for success across scientific and technical fields. The ability to manage, analyze, and visualize data must be paired with skills in interpretation, contextualization, and communication to support meaningful understanding of molecular systems. This interactive workshop engages participants in evidence-based approaches for integrating technical and durable data science skills into chemistry and biochemistry curricula. The session begins with a discussion of a framework connecting data literacy, durable data skills, and molecular biosciences pedagogy. Participants then explore how instructional design can be informed by learner personas and course context to support students with varying levels of quantitative and computational experience. The workshop includes hands-on practice using spreadsheet-based biochemical datasets to apply tidy data principles. Participants will identify common data quality issues, clean and normalize datasets, and consider how these activities support understanding of data provenance, reproducibility, and ethical data use. Participants will leave with practical strategies and resources for implementation.

  • Integrating Technology Effectively
  • Ashley McDonald, armcdona@calpoly.edu, California Polytechnic State University San Luis Obispo
  • Anne Brown, ambrown7@vt.edu, Virginia Tech
  • cost: $10

Integrating RAMP®-Based Chemical Safety Education Across the Chemistry Curriculum

This workshop focuses on integrating chemical safety education across undergraduate chemistry curricula using the RAMP® framework. Aligned with the ACS Guidelines for Bachelor’s Degree Programs, the session emphasizes systemic change through curriculum design—fixing systems, not people—and supports the development of consistent and sustained safety education within academic institutions. The workshop also reflects broader ACS efforts to advance a culture of safety and foster a community of practice among institutions of higher education. Participants will complete a self-assessment of departmental safety culture and educational practices using a tool based on the ACS Guidelines and will discuss potential impediments to implementing recommended changes in small groups. The session includes hands-on work with adaptable RAMP® templates designed for student use, which support the integration of safety learning into laboratory and research courses and encourage students to think critically about hazards and risk mitigation throughout their academic experiences. Participants will leave with practical strategies and resources for implementation.

  • Building and Maintaining Communities of Practice
  • Steven Wietstock, swietsto@nd.edu, University of Notre Dame
  • cost: $10

IONiC VIPEr: An Introduction to Using and Sharing Inorganic Chemistry Education Resources

This workshop introduces participants to the VIPEr (Virtual Inorganic Pedagogical Electronic Resource) website and the IONiC (Interactive Online Network of Inorganic Chemists) community. Participants will explore how to find, adapt, and design “learning objects,” including in-class activities, literature discussions, and laboratory experiments, for use in general and inorganic chemistry courses. The session also highlights how VIPEr’s social networking features can support teaching and research. Participants are encouraged to develop and publish a learning object on VIPEr, and the workshop is designed to support both new and experienced users. Attendees will leave with experience navigating VIPEr resources and contributing materials to the community.

  • Building and Maintaining Communities of Practice
  • Kari Stone, kstone1@lewisu.edu, Lewis University
  • cost: $10

Mentorship that Matters: A Practical Guide for Advancing Undergraduate Researchers

Researchers are often not formally trained for the critical role they play in mentoring the next generation of scientists. Grounded in the training program developed by the Center for the Improvement of Mentored Experiences in Research (CIMER) and adopted by the National Research Mentoring Network, this workshop focuses on developing effective mentoring practices for undergraduate researchers. Through case studies, structured activities, and group discussions, participants will explore strategies for building productive mentoring relationships. Topics include articulating expectations for mentoring relationships, communicating effectively with trainees, and supporting the professional development of novice researchers, as well as approaches for assessing trainee understanding, fostering independence and self-efficacy, and promoting continued mentorship. Attendees will engage with concrete mentoring scenarios and leave with approaches they can apply in their own research settings..

  • Building and Maintaining Communities of Practice
  • Cheri Barta, cbarta@wisc.edu, University of Wisconsin–Madison
  • cost: $10

30 Molecular Modeling Across Lecture, Lab, and Assignments with State-Of-The-Art Software

This workshop introduces two recently updated molecular modeling programs (Spartan Student Edition and Odyssey Molecular Explorer) hat mirror research-level software while being adapted for chemistry instruction. Spartan Student Edition supports molecular mechanics and quantum chemistry calculations and incorporates machine learning to enable rapid access to high-quality electronic structure results. Odyssey Molecular Explorer has been redesigned to facilitate the integration of molecular modeling into general chemistry curricula at both the college and secondary levels. Both programs provide interactive 3D visualization tools that support exploration of molecular structure and chemical phenomena. Participants will work through practical examples drawn from the general, organic, and physical chemistry curriculum, illustrating how molecular modeling can be incorporated across lectures, laboratory activities, and assignments. Attendees will gain experience using these tools and consider strategies for integrating molecular modeling into their own teaching.

  • Integrating Technology Effectively
  • Jurgen Schnitker, jurgen@wavefun.com, Wavefunction
  • cost: $10

Navigating the Publication Process: Journals, Writing, and Peer Review

This workshop, led by members of the Early-Career Chemistry Education Scholars (ECCES) community in collaboration with editors from chemistry education journals, introduces participants to the process of publishing in the field. Participants will gain practical insights into manuscript preparation, effective writing strategies, and navigating peer review. The session also emphasizes the broader role of peer review in the discipline, supporting participants in developing skills for providing constructive feedback and engaging as reviewers. Attendees will consider strategies for strengthening their writing and improving their manuscripts while building confidence as both authors and peer reviewers within the chemistry education community. To support broad participation, the ECCES committee is offering the workshop at a reduced cost of $5; participants may use the promo code ECCES2026 to access this rate.

  • Building and Maintaining Communities of Practice
  • Danielle Maxwell, maxweldn@udmercy.edu, University of Detroit Mercy
  • cost: $10

Open Pedagogy in Practice: Create a Renewable Assignment Using the Forge

This hands-on workshop introduces chemistry faculty new to Open Educational Resources (OER) and Open Pedagogy (OP) to foundational principles and practices for implementing open approaches to teaching and learning. The session focuses on designing “renewable assignments,” in which student learning activities result in openly licensed educational resources that can be shared and reused by future cohorts. Participants will work in course-specific tracks to develop and prototype usable assets, such as student-generated interactive problem sets, conceptual video explanations, and adaptable, low-cost laboratory procedures, supporting both reduced reliance on proprietary materials and increased student engagement. The workshop includes examples of Open Pedagogy assignments across disciplines, including general, physical, and analytical chemistry, illustrating features such as co-creation, ongoing revision, and contribution to public platforms. Faculty new to Open Pedagogy are encouraged to attend. The session also introduces The Forge, the LibreTexts co-creation platform, and provides guidance on using it to develop and share instructional materials. Participants will leave with practical strategies and resources for implementation.

  • Fixing Systems, Not People
  • Justin Shorb, jshorb@libretexts.org, LibreTexts
  • Charles Cox, charlie.cox@duke.edu, Duke University
  • Delmar Larsen, dlarsen@ucdavis.edu, University of California, Davis
  • cost: $10

Open-Source Hardware in The Chemistry Teaching Lab

Chemists rely on a wide array of tools for chemical synthesis and characterization, and instructional laboratories devote significant time to helping students learn to use these tools and interpret the resulting data. This workshop introduces the growing movement toward open-source hardware designed by and for scientists and explores its potential for chemistry teaching laboratories. Open hardware offers several advantages in instructional settings, including lower cost, simplified and customizable interfaces, full documentation, and flexible, interoperable designs that can support creative and engaging learning experiences. Participants will consider multiple approaches for incorporating open hardware into their teaching, depending on instructional goals. These include customizing interfaces to align with specific experiments, sharing design documentation to support student understanding, and engaging students in building hardware or connecting components to create multifunctional systems. Attendees will explore strategies for integrating open hardware into laboratory instruction and consider how these approaches can support student learning and engagement.

  • Integrating Technology Effectively
  • Philip Lampkin, ppl.lampkin@gmail.com, University of Wisconsin–Madison
  • Blaise Thompson, blaise.thompson@wisc.edu, University of Wisconsin–Madison
  • cost: $75

Organic Curriculum Design Centered on Authentic Data

Centering the organic chemistry curriculum on real chemical phenomena with authentic data has the potential to significantly impact undergraduate chemistry education. The use of real data shifts the intellectual work of students from predicting reaction outcomes based on similar examples to using data to determine and explain those outcomes. Focusing on authentic chemistry tasks also provides opportunities for students to understand the central role of data in the development of organic chemistry knowledge. For several years, the presenters have incorporated reaction data into student assessments and practice exercises. This approach has enabled the use of new prompt types and a wider range of authentic science and engineering practices connected to core ideas (e.g., https://doi.org/10.1021/acs.jchemed.5c00365). Initial feedback from students suggests that some are beginning to view experimental results as an important source of information. Attendees will explore these approaches and consider how to incorporate authentic data into their own instructional contexts.

  • Centering Authentic Phenomena and Practices
  • Brian Esselman, esselman@wisc.edu, University of Wisconsin–Madison
  • Mary Beth Anzovino, anzovino@wisc.edu, University of Wisconsin–Madison
  • Kimberly DeGlopper, kdeglopper@wisc.edu, University of Wisconsin–Madison
  • Ryan Stowe, rstowe2@wisc.edu, University of Wisconsin–Madison
  • cost: $10

Preparing Application Materials and Navigating Academic Job Searches

This workshop, led by members of the Early-Career Chemistry Education Scholars (ECCES) community and distinguished leaders in the field, provides graduate students with practical guidance for navigating the academic job search. Participants will learn how to identify relevant job postings, craft compelling cover letters, and develop strong research and teaching statements. The session will also address strategies for preparing for interviews and presenting oneself effectively to hiring committees. Through examples, discussion, and hands-on advice, attendees will gain actionable tools and insights to create application materials that highlight their experience, skills, and potential, helping them approach the job search with confidence and clarity. To increase access to the workshop, the committee is offering the workshop at a reduced cost of $5. Use promo code ECCES2026 to receive this discounted registration rate.

  • Building and Maintaining Communities of Practice
  • Olivia Crandell, crand209@r.umn.edu, University of Minnesota Rochester
  • cost: $10

REAL CHEM Courseware as a Shared Facility for Chemical Education Research

This hands-on workshop introduces REAL CHEM as a shared facility for advancing chemical education research through large-scale, data-driven experimentation. Developed by Carnegie Mellon University and Arizona State University using the Torus platform, REAL CHEM integrates authoring, deployment, and analysis capabilities that support both classroom instruction and the study of learning at scale. Participants will analyze detailed clickstream and performance data to investigate how students learn and how instructional design, course policies, and digital supports shape that learning. Authoring tools enable instructors to create and instrument interactive activities that capture rich data on student thinking. Deployment is connected to DataShop, which curates classroom data into research-ready datasets, while LearnSphere supports advanced analysis and the sharing of results. Together, these components enable studies across both traditional and AI-enhanced learning environments. A central example explored in the workshop is the use of learning curves to track student progress as they interact with courseware.

  • Building and Maintaining Communities of Practice
  • David Yaron, yaron@cmu.edu, Carnegie Mellon University
  • cost: $10

Rubrics to Assess Science Practices in Chemistry Laboratories

Calls for transforming chemistry education emphasize the need to center instruction on authentic phenomena and practices, yet assessing students’ engagement with these practices remains a persistent challenge. Traditional content-focused assessments often overlook how students reason, model, and construct scientific explanations. This workshop addresses that challenge by introducing science practice rubrics designed to capture evidence of student engagement and support meaningful assessment and feedback. Participants will engage in interactive exercises using real student artifacts, including laboratory notebooks and reports. After a brief introduction to the structure and purpose of the rubrics, participants will apply them in small groups to sample artifacts, compare their assessments with peers, and discuss the reasoning behind their evaluations. Through these calibration exercises, attendees will examine both the challenges and opportunities of assessing scientific practices and consider strategies for providing actionable feedback to students. Gallery walks and Think-Pair-Share activities will support the exchange of ideas and reflection on new insights.

  • Centering Authentic Phenomena and Practices
  • Renée Cole, renee-cole@uiowa.edu, University of Iowa
  • Vinay Bapu Ramesh, vinay-bapuramesh@uiowa.edu, University of Iowa
  • cost: $10

Scientific Modeling Meets Mosaic: Reimagining Equity and Critical Thinking in Chemistry Education

Scientific modeling is at the heart of how students build understanding in chemistry, and when paired with the MOSAIC Framework (Meaningful Connections, Opportunities for Collaboration, Scaffolded Supports, Assessment, Integration of Technology, and Culturally Responsive Content), it becomes a pathway to equity and critical thinking. Developed through work with MosesSTEMinc L3C, MOSAIC supports teachers in designing learning experiences that honor students’ lived experiences while deepening their understanding of chemical phenomena. In this session, participants will engage in hands-on modeling examples centered on real-world issues such as climate change, energy flow, and molecular interactions. The workshop explores how discourse, collaboration, and technology can help students visualize both observable and unobservable aspects of science. Educators will work with tools such as planning templates, discussion stems, and reflection prompts that connect modeling, reasoning, and culturally responsive practice. The session invites participants to consider how chemistry learning environments can support all students in developing as thinkers, problem solvers, and scientists.

  • Centering Authentic Phenomena and Practices
  • Neotha Williams, mosessteminc@mosesscience.net, MosesSTEMinc L3C
  • cost: $10

Supporting 21st Century Skills Development Through BeSocratic

This workshop focuses on designing formative learning and assessment tasks using beSocratic to support and evaluate the development of 21st century skills. Participants will explore how to use the platform to gather evidence of student learning, particularly in areas such as critical thinking, complex problem solving, and communication. While higher education aims to prepare students as productive citizens and critical consumers and creators of knowledge, traditional assessments and technology platforms often make it difficult to capture evidence of these skills. beSocratic provides an approach to formative assessment that emphasizes constructed responses, allowing students to produce written and drawn explanations of increasingly complex phenomena. These activities engage students in modeling, explanation, argumentation, and prediction of mechanisms and system behavior, while also generating explicit evidence of what students know and can do. Participants will work with examples and consider how to design or adapt tasks that support the development and assessment of these skills in their own courses.

  • Integrating Technology Effectively
  • Melanie Cooper, mmc@msu.edu, Michigan State University
  • Samantha Houchlei, houch023@umn.edu, University of Minnesota
  • cost: $10

Teaching Essential Chemistry Content with High-Impact Labs and Demonstrations

Selecting effective laboratory activities and demonstrations can be challenging, particularly when balancing student engagement with conceptual depth. This workshop highlights three high-impact labs and demonstrations that have consistently increased student curiosity and improved conceptual understanding in introductory chemistry courses. Each activity is drawn from the American Association of Chemistry Teachers (AACT) resource library and aligns with core chemistry topics commonly taught at the secondary and early undergraduate levels. Participants will examine the rationale for each activity, along with implementation guidance, safety considerations, and options for differentiation. Classroom-ready handouts, student prompts, and facilitation strategies will be shared. Attendees will explore how these resources can be incorporated into their own instruction to support student engagement and conceptual understanding.

  • Centering Authentic Phenomena and Practices
  • Greta Glugoski, gggmay23@comcast.net, AACT
  • cost: $10

Teaming Up with Undergraduate Learning Assistants (LAs) to Foster Active and Inclusive Chemistry Learning Environments: An Introduction to the LA Model

The Learning Assistant (LA) model engages undergraduate Learning Assistants as members of instructional teams to facilitate active learning and foster inclusive learning environments. Learning Assistants are students who have successfully completed the course they support and receive additional training in pedagogy, often alongside LAs from other disciplines within an institution’s LA program. During weekly instructional team meetings, LAs provide feedback to faculty about student experiences and collaborate in preparing for upcoming instruction. Together, pedagogy training and instructional team meetings provide structure, community, and resources that support LAs in developing inclusive practices. This workshop introduces the essential elements of the LA model—pedagogy, preparation, and practice. Participants will analyze videos, engage with data from LA-supported courses, and consider how working with LAs could be implemented in their own classroom contexts. The session also explores how an LA program can complement existing student support systems on campus.

  • Engaging in Scholarly Teaching
  • Rachel Barnard, rbarnard@msu.edu, Michigan State University
  • cost: $10

The POGIL Project Workshop: Classroom Facilitation

There is no single way to implement POGIL, as each instructional context presents unique characteristics that influence how particular goals are achieved. Effectively facilitating a POGIL classroom involves more than organizing student groups and collaborative activities; it requires careful planning, classroom management, and reflective facilitation techniques. This workshop introduces participants to approaches for facilitating POGIL activities and examines how facilitation can enhance or interfere with student learning, particularly in the development of student process skills. Participants will consider key components of classroom facilitation, explore how instructor actions can promote or inhibit the development of process skills, and examine facilitation strategies for use in their own classrooms.

  • Engaging in Scholarly Teaching
  • Michael Bruno, bruno@ncssm.edu, North Carolina School of Science and Mathematics
  • Matt Horn, hornma@uvu.edu, Utah Valley University
  • cost: $10

The POGIL Project Workshop: Development and Implementation of Guided Inquiry Experiments for Physical Chemistry

The NSF-funded POGIL-PCL project applies the principles of Process Oriented Guided Inquiry Learning (POGIL) to improve student learning in the physical chemistry laboratory course. These principles are used to develop inquiry-based experiments that emphasize both macroscopic and molecular models of chemical phenomena. The project aims to provide a wide range of physical chemistry experiments, along with training materials and practitioner support, enabling instructors to assess their needs and resources and select from a variety of turn-key experiments that support student learning. This workshop introduces the structure of a POGIL physical chemistry experiment through a classroom-tested, hands-on example, allowing participants to experience the POGIL-PCL approach from the student perspective while examining features of effective guided inquiry experiments. Participants will also discuss how to apply POGIL-PCL principles to develop new experiments, adapt existing laboratory activities, and engage further with the POGIL-PCL project.

  • Engaging in Scholarly Teaching
  • Melissa Reeves, mreeves@tuskegee.edu, Tuskegee University
  • Rob Whitnell, rwhitnel@guilford.edu, Guilford College
  • cost: $10

The μCURE Network – Empowering Faculty to Implement a Low-Cost, Adaptable CURE into Analytical Chemistry Courses

This hands-on workshop introduces faculty to a National Science Foundation-funded course-based undergraduate research experience (CURE) in analytical chemistry in which students adapt solution-phase colorimetric assays into microfluidic paper analytical devices (μPADs). The session supports the development of a community of practice by engaging participants in the μCURE network and preparing a new cohort of instructors to implement this approach. This CURE is distinctive in its use of μPADs and represents the first networked CURE designed for the analytical chemistry curriculum. μPADs require very small (< μg) quantities of reagents, making them safe and feasible for use in standard teaching laboratories, while also supporting efforts toward sustainability through low resource demands. Instructional resources for the CURE are freely available in a recently published Journal of Chemical Education article, and the workshop emphasizes hands-on experience with the μPAD platform to support effective implementation in participants’ courses. Participants will engage with the μPAD approach and consider how it can be incorporated into their own instructional contexts.

  • Building and Maintaining Communities of Practice
  • Rebecca Hunter, hunterr@tcnj.edu, The College of New Jersey
  • Kimberley Frederick, kfreder1@skidmore.edu, Skidmore College
  • Maury Howard, mhoward@vwu.edu, Virginia Wesleyan University
  • cost: $10

Using Video Game Software (Unity) to Animate 3D Organic Reaction Mechanisms

This workshop introduces participants to using Unity’s built-in animation features to create three-dimensional representations of organic reaction mechanisms. Unity is a professional video game engine that is available free of charge for educational use. The session draws on the workshop leader’s experience using Unity to develop chemistry games and simulations, many of which are available at InteractiveChemistry.org. Participants will work through the Fischer esterification reaction as a model for developing animations within the Unity environment. The workshop also explores how animations can be shared with students and colleagues through WebGL builds that run in standard web browsers. Attendees will gain experience with the animation workflow and consider how these tools can be applied to support teaching and learning in organic chemistry.

Using Your Community to Anchor Student Learning – A Trip Down The Drain

Engaging with community partners in a mutually beneficial way strengthens ties to the community, builds trust, and provides meaningful contexts for students to understand why chemistry learning is central to our lives, whether or not they pursue STEM careers. Communities wrestle with chemistry problems every day, making them a natural context for anchoring student learning. This workshop explores connections between chemistry and water treatment in Madison, including how community partners are addressing relevant water issues and how the University of Wisconsin–Madison Department of Chemistry has worked to build relationships that support student learning. Participants will hear from community partners, highlighted by taking a trip to the Madison Metropolitan Sewerage District where they will discover the role chemistry plays in helping anticipate problems and develop solutions. Participants will also spend time brainstorming potential partners in their own communities and leave with examples of relevant projects, plans for next steps in integrating these into their courses, and connections with like-minded educators.

  • Centering Authentic Phenomena and Practices
  • Peter Jaeger, pfjaeger@wisc.edu, University of Wisconsin–Madison
  • cost: $10

Utilizing Laboratory Instruments in a Learning Environment

Participants will be introduced to a range of laboratory instruments, including HPLCs, GCs, GC–MS, and ICP–MS, along with their common applications. The workshop includes hands-on experience with one of nine HPLCs available in the laboratory, with additional opportunities for sample preparation depending on time. As participants gain experience using both manual and automated HPLC systems, they will engage in discussions about the role of sample preparation in successful analyses and develop a deeper understanding of how HPLC components function together as an integrated system. The session will also address challenges students face when seeking their first opportunities in industry, what employers look for in prospective hires, and how educators can better prepare students for the transition from academia to the workforce. Participants will leave with ideas for incorporating instrumentation and workforce preparation into their teaching.

  • Building and Maintaining Communities of Practice
  • Greg Robinson, gjrobinson@shimadzu.com, Shimadzu Scientific Instruments
  • cost: $50

WebMO Hands-On Workshop

Computational chemistry is now a requirement for ACS-approved chemistry programs, and this workshop focuses on using WebMO as a low-cost, high-performance platform for integrating computational chemistry into the curriculum. WebMO is a web-based interface to modern computational chemistry programs, including GAMESS, Gaussian, MolPro, MOPAC, NWChem, ORCA, PQS, PSI4, Q-Chem, TeraChem, Tinker, Quantum ESPRESSO, VASP, and xTB. Using a web browser, students can draw three-dimensional molecular structures, run calculations, and visualize results. WebMO is accessible for novice users, with reasonable defaults and graphical outputs, while also offering flexibility for more advanced users through full access to input and output files. Workshop topics include an overview of WebMO features and capabilities; drawing molecules using the WebMO editor; running a range of computational job types; visualizing results; and importing and exporting molecular structures and calculations. Participants will explore how these tools can be incorporated into high school and undergraduate courses to support student learning in computational chemistry.

  • Integrating Technology Effectively
  • Will Polik, polik@webmo.net, WebMO, LLC
  • cost: $10

Writing Green Chemistry Case Studies

The new ACS Guidelines for Undergraduate Chemistry Programs include expectations for introducing students to green chemistry, sustainability, and systems thinking. These guidelines specifically highlight the use of case studies to connect chemistry content to environmental, health, regulatory, and business considerations that influence chemical processes and product design. Educating for a sustainable future is also a central goal for many chemistry educators. This workshop introduces a recently developed and published Case Study Template designed to guide instructors through the process of creating their own green chemistry case studies. The template supports instructors in identifying appropriate contexts, making connections between chemistry and real-world considerations, writing effective learning objectives, and developing instructional materials such as presentations, classroom activities, and assessments. It also includes guidance for sharing materials through the Green Chemistry Teaching and Learning Community (GCTLC), supporting broader collaboration and resource sharing. In this interactive session, participants will work collaboratively through elements of the template and begin developing a case study for use in their own courses or for sharing with others in the community.

  • Educating for a Sustainable Future
  • Jennifer Tripp, jatripp@usfca.edu, University of San Francisco
  • Tom Umile, thomas.umile@villanova.edu, Villanova University
  • cost: $10