Reflections and Challenges - ACS Publications

---

%%&

4 CHEMICAL

EDUCATION

A f r n M C e c C n s *

Reflections and Challenges In 1981 the ACS Division of Chemical Education engaged in a variety of activities at the international, national, regional, and local scenes. Through the dedicated efforts of numerous members we succeeded in devising plans and implementing programs aimed a t enhancing the quality of chemical education a t all levels. I am impressed and touched hy the magnitude of commitment and the oassion to helo that characterize the individuals who wurk on Division-related projects. On the international scene the D~visionwas inwlved in two major undertakings: the cosponsorship of the Sixth IUPAC Conference on Chemical Education held in August a t the llniversity of Maryland.Cdrge Park ( w e r 500 l&icipants from nearly 80 vountrie.i); aud rhe JapanIllSA Seminar held in Novem1)er in Minneapolis (about 20 invited participants from hoth ruuntrit:sr. Full reports of hnth activities will be puhlished in lYV2 in 1 . ~ J1O~~ H N A I . .1 haw proposed to the Exe(utire (.'ornrnittee that a new standing committee of the Diikkln be established to pursue directly international chemical e d ~ ~ m t i oconcerns n and ro pn~videa link to the national and intrrnational organizations that deal with chemical I ihzirc the beliei that our work with rhemists and ed~~ration. chemical edurators f r m other countries will 11c mutuallv beneficial. Nationally, we must assume a leadership role especially if we insist, as so many of us do, on having effective chemical curricula at hoth the pre-college and college levels. Educating hoth the science and non-science student is our prime r r iponsihility and the Division can provide means to assist in meetinr" this rrsoonsih~litv. Currrntlv. ,, the Di\,ision is attempting to strengthen its ties with the National Science Teachers Association and with other organizations. Within ACS, the Division's role is very prominent and our relationships with the ACS Education Division (formerly Department of Educational Activities) and with The Society Committee on Education are excellent. Our technical sessions at national ACS meetings attract large audiences. The Program - Committee continues to orpa. nize symposia and other sessions aimed a t increasing our knowledge of specific areas in chemistry and a t sharing information about teachingflearning strategies and methods. Among others, the State-of-the-Art Symposium, the Breakthrough Lecture, and the Perspectives Lecture provide a rich offering to teachers at all levels. Symposia proceedings are also State-of-the-Art often ouhlished in THIS JOURNAL: sympdsia are made available separately as offprints. The Division's Biennial Conferences on Chemical Education provide extended opportunities for professional renewal and learning. The plans for our next conferehce, which will he held in August 1982 at Oklahoma State University, are almost complete. 980

Journal of Chemical Education

The Division's involvement in regional ACS meetings and local ACS section activities has begun to increase. We have been asked to orovide assistance to oreanizers of reeional meetings and have done so primarily th&h the ~ e r s o n n e l and Nominations Committee and the High School Chemistry Committee. The Task Force on Local Section Chemical Education Activities is developing a series of proposals aimed at increasing interactions between local ACS sections and all chemical educators within the geoma~hic boundaries of each . - . section. The Examinations Committee, the High School Chemistry Committee, the Committee on Chemistry in the Two-Year College, the Board of Publications, the Hospitality Center Committee. the Conference Plannine and Coordinatine Committee, the Fund Raising ~ o o r d i n k Committee, n~ ani the Personnel and Nominations Committee are very active in carrying out their missions. Our task forces (distinguished from standine committees in that thev cease to exist once their tasks are completed) are effective incarrying out specific assignments. Currently, there are five: Task Force on Computers in Chemical Education, Task Force on Fostering High School Student Achievement, Task Force on Chemical Education for Health Professionals, the Task Force on Local Section Chemical Education Activities, the Task Force on Academic Preoaration and Industrial Careers in Chemistrv. T'he Division of Chemical Education and its members must collectively and individually consider the difficult challenges that lie around the corner for our society and for the world. Problems of fuel. oollution, fwd, ~ooulation.etc. can he solved if we prepare nu; students and the public-at-large to live in a world full of chemicals whose properties and effects are understood. The use of chemicals, their benefits, and their potential hazards must be pursued intelligently, vigorously, and patiently so that society can make intelligent choices based on knowledge and within a realistic socioeconomic framework. As e d u k r s we must teach our students and the general public the difference between chemistry and chemical technology and emphasize that hoth can lead either to improving the quality of life or to destroying it! We should insist that our students and the eeneral ouhlic learn how to make judgements on sound scienkic bask as well as on ethical and moral grounds. Otherwise, all our efforts will fail.

Bassam Z. Shakhashirl C h a i m n . ACS Division of Chemical Education Department of Chemistry University of Wisconsin-Madison Madison. WI 53706