The <\/span>Conference Contexts <\/span><\/i>are areas where Chemistry Education has made important contributions and has the potential to grow and innovate. To help you see how your interests might align with the thematic framework, the Program Committee has provided a short description of each <\/span>Conference Context <\/span><\/i>and several examples of symposia that could fit within that Context along with potential <\/span>Intersectional Attributes.<\/span><\/i>\u00a0\u00a0<\/span><\/p>\n Example symposia and intersectional attribute connections<\/b><\/p>\n Example symposia and intersectional attribute connections<\/b><\/p>\n Example symposia and intersectional attribute connections<\/b><\/p>\n Example symposia and intersectional attribute connections<\/b><\/p>\n Example symposia and intersectional attribute connections<\/b><\/p>\n ![](\"https:\/\/conferences.union.wisc.edu\/bcce2026\/wp-content\/uploads\/sites\/20\/2024\/07\/Communities-of-Practice.jpg\")
Building and Maintaining Communities of Practice.\u00a0<\/span><\/i><\/b>A community of practice (CoP) is a group of people who \u201cshare a concern or a passion for something they do and learn how to do it better as they interact regularly\u201d (<\/span>Wenger-Trayer & Wenger-Trayner, 2015<\/a><\/strong>). Effective and diverse CoPs provide crucial support for learning, professional development, and growth, for both chemistry learners and chemistry educators<\/span>. Chemistry educators seek not only to be involved in emerging and established CoPs, but also strategies for developing and sustaining such CoPs among themselves and\/or their students.\u00a0<\/span><\/p>\n\n
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Centering Authentic Phenomena and Practices.\u00a0<\/span><\/i><\/b>As chemistry is more than the application of isolated or disconnected facts, chemistry instruction is moving beyond traditional models of memorizing information and mastering skills. Chemistry education is reimagining our methods, moving toward ways that engage students\u2019 interests and support their identities as knowers, doers, and users of science. Some engage learners in using core ideas and science practices authentic to our discipline to explain phenomena or address meaningful problems (<\/span>A Framework for K\u201312 Science Education, 2012<\/a><\/strong>), while others support learners to \u201caccess and interpret the science most relevant to their lives\u201d (<\/span>Feinstein et al., 2013<\/a><\/strong>). Both require that complex, real-world problems and reliable practices are centered in curricula, teaching, and assessment.<\/span><\/p>\n\n
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Educating for a Sustainable Future.\u00a0<\/span><\/i><\/b>Chemistry is foundational to achieving many of the <\/span>United Nations Sustainable Development Goals<\/i><\/a><\/strong>, including mitigating and adapting to climate change, increasing access to affordable and clean energy, developing processes that reduce water use and avoid pollution, and improving agricultural and food production practices to reduce hunger. Many are integrating sustainability into chemistry education using a variety of frameworks (e.g., green chemistry, planetary boundaries, systems thinking, etc.) (<\/span>Wissinger et al., 2021<\/a><\/strong>). Chemistry education is moving toward centering our discipline as a sustainability science and empowering future citizens and scientists alike to address forthcoming challenges.<\/span><\/p>\n\n
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Engaging in Scholarly Teaching.\u00a0<\/span><\/i><\/b>Scholarly teaching aims to maximize learning and increase student engagement by engaging in practice informed by evidence, research on teaching and learning, well-reasoned theory, and critical reflection (<\/span>Potter & Kustra, 2011<\/a><\/strong>). Akin to the way that scientists use the research literature and data from their experiments to develop and identify research questions, develop experimental methods, evaluate findings, and propose solutions to problems, scholarly teachers use the research on teaching and learning and data from their classrooms to identify instructional challenges, develop potential solutions, evaluate the efficacy of those solutions, and meaningfully revise their instructional practice. While many chemistry educators are implementing scholarly teaching practices and contributing to fundamental research on learning and teaching, others seek collaborative dialogue (<\/span>James et al., 2024<\/a><\/strong>)\u00a0and productive partnerships (<\/span>Popova, 2024<\/a><\/strong>)\u00a0between practitioners and researchers.<\/span><\/p>\n\n
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Fixing Systems, Not People. <\/span><\/i>Too often, differences in achievement are attributed to shortcomings within certain groups rather than recognized as the result of broader s<\/span><\/span><\/b>ystemic factors\u00a0(Shukla et al., 2022<\/a>). This perspective shifts responsibility away from structures that shape educational experiences and outcomes. A focus on fixing systems encourages us to examine not just what we do and how we do it, but also why we do it\u2014the values embedded in our policies, curricula, and institutional practices. This shift requires rethinking success and opportunity in ways that foster fair and effective learning environments for all (<\/span><\/span>Boyer 2030 Commission, p. 8<\/a><\/span>). Ed<\/span><\/span>ucators and scholars are increasingly exploring approaches that identify and remove barriers, ensuring that chemistry education reflects and supports the full range of talents and perspectives in our classrooms, programs, and institutions.<\/span><\/span><\/b><\/p>\n\n
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Integrating Technology Effectively.\u00a0<\/span><\/i><\/b>Technology-supported learning involves incorporating technology into learning environments to enhance knowledge, skills, and attitudes. While some technologies are well established in our discipline (e.g., interactive simulations, student response systems, open educational resources), others (e.g., artificial intelligence, augmented\/virtual reality, online learning) are emerging and being explored actively. Regardless of the technology, integrating it effectively into teaching requires understanding how the technology, pedagogy, and content intersect (<\/span>Mishra & Koehler, 2006<\/a><\/strong>