Conference: 2023 Chemistry Education Research and Practice Gordon Research Conference and Gordon Research Seminar

本项目旨在通过促进和传播化学教学知识以及这些知识在本科化学学习环境中的应用，为国家利益服务。2023年夏季戈登研究会议（GRC）和戈登研究研讨会（GRS）化学教育研究与实践（CERP）将以前沿化学教育研究为特色。他们将把研究人员和化学教学学者聚集在一起，讨论最新的方法和发现，以及研究在教学实践中的应用。2023年CERP GRC建立在GRC成功传统的基础上，同时在多样性、公平、包容和归属感等领域进行创新。2019冠状病毒病和最近的社会运动促使有关化学教学中的公平、社会正义和包容的学术研究增加。会议组织者将利用这一新的奖学金，从传统上在化学科学领域代表性不足的团体和机构中招募演讲者和与会者，并强调对多样性、公平性、包容性和归属感的项目关注。2023年也是CERP GRS召开的第一年，这将为从事化学教育研究的新学者和早期学者提供独特的专业发展机会。这些学者不仅是新一代的化学教育研究者，而且也是新一代的高校教师。通过参与GRS和GRC，他们将建立必要的专业和公共网络，以支持基于研究的化学教与学改革。在化学教育领域，2023 GRC和CERP GRS的合并将促进本科化学教与学的准入、质量和改革。2023年夏季戈登化学教育研究与实践（CERP）研究会议和研讨会将：(1)通过加强研究项目之间的协调和有意实施循证教学创新，促进更多和更好的化学教育研究和化学学术教学；(2)构建更加多元化的化学教育研究和化学学术教学学者群体；(3)通过精心组织关于这些核心研究技能之间一致性的会议，拓宽早期学者在构建研究问题、采用多样化研究方法和应用理论取向方面的专业知识。这三个目标将通过精心设计的计划和多样化的、高素质的演讲者和讨论领袖的选择，以及由GRC和GRS提供的亲密的会议环境来实现。具体来说，GRS为研究生和博士后提供了一个特殊的机会，使他们能够形成专业网络，获得对他们工作的反馈，并与他们自己研究小组以外的领域领导者接触。GRC项目包括变革性概念，特别是在多样性、公平、包容和归属感领域，以及针对2019冠状病毒病大流行对化学教育研究和实践影响的学术回应。戈登化学教育研究与实践研讨会和会议的结构和内容经过精心构思和组织，以实现其三个目标。更广泛地说，各种各样的演讲者和讨论领袖、首届CERP GRS和GRC Power Hour将有助于所有与会者的发展，并建立认识，以支持那些在科学历史上被排除在外的人。此外，并行编程和网络部分将进一步讨论无意识偏见，指导和赞助，以及解决骚扰和不当行为的策略。这样的讨论和互动将有助于培育支持所有化学家专业成长所需的文化变革。NSF IUSE: EDU项目支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project seeks to serve the national interest by advancing and propagating knowledge of chemistry teaching and learning as well as the application of this knowledge in undergraduate chemistry learning environments. The Summer 2023 Gordon Research Conference (GRC) and Gordon Research Seminar (GRS) on Chemistry Education Research and Practice (CERP) will feature cutting-edge chemistry education research. They will bring researchers and chemistry teaching scholars together to discuss recent methods and findings as well as applications of the research in instructional practice. The 2023 CERP GRC builds on a successful tradition of GRCs while it innovates in the areas of diversity, equity, inclusion, and belonging. COVID-19 and recent social movements have prompted an increased amount of scholarship on equity, social justice, and inclusion in chemistry teaching and learning. The conference organizers will leverage this new scholarship, recruit speakers and conferees from groups and institutions that have been traditionally underrepresented in the chemical sciences, and highlight a programmatic focus on diversity, equity, inclusion, and belonging. 2023 also marks the first year of a CERP GRS convening, which will provide unique professional development opportunities for new and early scholars who conduct chemistry education research. These scholars are not only the next generation of chemistry education researchers, but they are also among the next generation of college and university faculty. By participating in the GRS and GRC, they will build the necessary professional and communal networks to support research-based reforms in chemistry teaching and learning. For the field of chemistry education, the combined 2023 GRC and GRS on CERP will advance access, quality, and reform in undergraduate chemistry teaching and learning.The Summer 2023 Gordon Research Conference and Seminar on Chemistry Education Research and Practice (CERP) will: (1) stimulate more and better chemistry education research and scholarly teaching in chemistry with increased coordination among research programs and the intentional implementation of evidence-based teaching innovations; (2) build a more diversified group of scholars carrying out chemistry education research and scholarly teaching in chemistry; and (3) broaden early scholars’ expertise in framing research questions, employing diverse research methods, and applying theoretical orientations by deliberately organizing sessions on the alignment among these core research skills. These three goals will be attained through a carefully designed program and diverse and highly qualified speaker and discussion leader selection complemented by the intimate conference environment afforded by a GRC and a GRS. Specifically, the GRS provides a special opportunity for graduate students and postdoctoral fellows to form professional networks, receive feedback on their work, and engage with leaders in the field from outside of their own research groups. The GRC program includes transformative concepts, particularly in the areas of diversity, equity, inclusion, and belonging as well as scholarly responses to the COVID-19 pandemic’s effect on chemistry education research and practice. The structure and content of the Gordon Research Seminar and Conference on Chemistry Education Research and Practice are carefully conceived and organized to achieve its three goals. More broadly, the diverse group of speakers and discussion leaders, the inaugural CERP GRS, and the GRC Power Hour will contribute to all conferees’ development and build awareness to support those who have been historically excluded in science. Additionally, the concurrent programming and networking segments will further conversations about unconscious bias, mentoring and sponsorship, and strategies for addressing harassment and inappropriate behavior. Such discussions and interactions will help seed the culture change needed to support the professional growth of all chemists. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.