Communication between chemical education

This volume began with a call for improved communication between chemical education researchers and odier chemists. One of the first places where this should occur is in the home institutions and departments of each chemical education researcher. In order for any researcher to be successful and to be fulfilled in his/her work, it is necessary for a good relationship to exist between the individual and his/her department. If good communication and mutual respect are achieved, the relationship can be a fruitful one for bodi the individual researcher and the department as a whole. This chapter will provide an overview of issues to consider and strategies to follow in establishing a fioiitful relationship between a chemical education researcher and the rest of the chemistry community in that person s department. 

Many chemical education researchers are faculty members within departments of chemistry at higher education institutions. The type of research work that they carry out has fundamental similarities to other scientific research in the department, but differs in its methods and tools. Research in chemical education can be of great benefit to departments and other scientists in those departments. However, the work and the field may not be fully understood by all of the stakeholders. This chapter describes ways in which the goals of chemistry departments and chemical education researchers can be identified and overlap between them can be found. Descriptions of possible modes of collaboration and interaction are provided. The chapter concludes with a discussion of the importance of communication among chemical education researchers, other scientists and the broader public. 

Chapter 14 Building a Fruitful Relationship between the Chemistry and Chemical Education Communities within a Department of Chemistry Gabriela C. Weaver... 

We still have so much to learn about teaching chemistry and the first step is asking good questions. But posing questions from the chemistry community to the chemical education research community is not enough. Unless both communities deepen their respect for each other and exchange more information and ideas between them, the answers provided by chemical education researchers are likely to fall on deaf ears. 

However, because universities are responsible also for the preparation of the students for research careers, this book will also include the elements discussed by Aris. In this case, the definition by Aris [5] must come strongly into play. Because much of the chemical engineering research work today is interdisciplinary in nature, especially in the relatively new fields such as biotechnology and microelectronics, it should be clear that mathematical modeling and system theory are the most suitable and efficient means of communication between the different disciplines involved. Therefore, chemical engineering education based on system theory and mathematical modeling as portrayed in this book seems to be the best approach to prepare the chemical engineers for this interdisciplinary research. The fact that... 

Use Consistent Terminology and Concepts. Consistency of usage is needed within and between projects (see above on varied definitions of reference populations, for example). This is a recommendation that can be implemented quickly and relatively easily. Ultimately, this should become part of a larger effort to train various constituencies on what biomonitoring can and cannot tell one about environmental chemicals in humans. Both efforts are vital if there is to be any hope of establishing a minimum of shared knowledge among constituencies so that communicators eventually will not need to recapitulate the entire spectrum of education for each new project. 

The Society has a history of collaboration and outreach. The OSHA Hazard Communication Standard (HCS), 29 CFR 1910.1200, was published in 1983. Shortly thereafter, SCHC and OSHA collaborated to educate stakeholders on the new HCS. Jointly sponsored seminars were held on a regional basis with both OSHA and SCHC participating to inform both members and stakeholders about the HCS. Recently, SCHC and OSHA have signed an alliance to provide information and training on hazard communication, MSDSs, and the new GHS of Classification and Labeling of Chemicals. This alliance is another step in the longstanding relationship between SCHC and OSHA to promote effective hazard communication. 

The PACN aims to improve collaboration between governments, universities, industry and communities to champion tiie successes of African science, attracting students to scientific careers and promoting public qjpreciation of the inq)ortant role fin chemical science in Africa s future to support science education at all levels, from school teaching to training researchers in the use of modem instruments and to provide information to researchers about funding opportunities. 

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