4th EucheMs chemistry congress

thursday, 30-Aug 2012
s633
chem. Listy 106, s587–s1425 (2012)
Education and History, Professional chemists Ethics, Employability, labels
Education in Chemistry – ii
o - 4 2 9
Another ten iMPortAnt ideAS for
univerSity LeCturerS
i. MACieJowSKA 1
1 Jagiellonian University, Faculty of Chemistry, Krakow, Poland
New lecturers do not always receive appropriate or timely
training before undertaking teaching. To address this the first ‘Ten
important ideas for university lecturers’ were presented in the
framework of 3rd ECC in Nuremberg.
There were:
Relations with students and within student’s group
Start each new group session with a short icebreaker.
Be fair.
Teaching & learning
Be aware/accept/take into account/think about
goals/learning outcomes.
Help your students develop their critical skills.
Organise the course/environment friendly for students
activity/creativity. Let students do mistakes.
Make sure that lectures are not just “transmit-receive”
occasions.
Evaluation
Try your questions out.
Feed back the results to your respondents.
Reflect your own teaching
General
Be prepared and flexible, ready for the question “why?”
In this key-note next ten practical advices [1] for university
chemistry teaching staff (especially for those who have recently
or will shortly be facing their first class of students) will be
presented and discussed. The author will reflect also her own
experience of helping diverse groups of doctoral students (future
academic teachers) and lecturers in different European countries
over last years. [2–4]
references:
1. Race, P. 2000 Tips for Lecturers, Kogan Page, London,
1999.
2. Jak ksztalcic studentów chemii i kierunków pokrewnych?
Podrecznik nauczyciela akademickiego. Maciejowska I.
(ed.), Wydzial Chemii UJ, Kraków 2008.
3. Innovative Methods of Teaching and Learning Chemistry
in Higher Education, Eilks, I. and Byers, B. (eds.), RSC
Publishing, London, 2009.
4.. ECTN3, Newly Appointed University Teaching Staff
Working group, http://ectn-assoc.cpe.fr/network/wg_pres/
ECTN30n_NewAppUTeachStaff.htm, retrieval 02.05.2012
Keywords: chemistry lecturer; staff development;
Education in Chemistry – ii
4 th EucheMs chemistry congress
o - 4 3 0
outCoMeS And BenefitS of internAtionAL
CoLLABorAtion: evALuAtionS of the ACS
GLoBAL reSeArCh exPerienCeS, exChAnGeS,
And trAininG (Greet) ProGrAM
S. MeyerS 1 , B. MiLLer 1
1 American Chemical Society, Office of International Activites,
Washington D.C., USA
The concomitant shifting realities of international
collaboration and innovation and the need for problem solving on
a global scale provided the rationale for the creation of the
American Chemical Society Global Research Experiences,
Exchanges and Training (ACS GREET) program. Through
GREET, research teams—typically a faculty mentor and a
graduate or undergraduate student—receive up to US$11,000 in
seed funding to engage a colleague abroad in a new international
collaboration.
Over a period of several on-site weeks at an international
host institution of their choice, the selected teams initiate a project
that enhances their professional skills, knowledge, intercultural
competence, and personal networking while advancing the
progress of science. The GREET program also facilitates
high-risk, high-reward research to be evaluated by enabling U.S.
chemical scientist teams and their new partners abroad to collect
the feasibility data required to seek additional support; a process
that is not always straightforward with current nationally-focused
research funding structures.
While the GREET experience is intended as a first step on
a long collaborative journey, to date program alumni have already
achieved remarkable outcomes that have resulted in: 1) advances
that directly address the grand challenges facing science and
society; 2) the obtainment of large-scale follow-on funding,
peer-reviewed publications, and secondary exchanges; and
3) benefits and enrichments to local communities and home
institutions. Quantitative data collected from program alumni and
current participants before and after their experience also shows
a pronounced impact on their opinions and perceptions of
international collaborations.
This paper will provide additional information on the
GREET programmatic model and present further details on
significant individual, institutional, and global outcomes.
Acknowledgement: The authors wish to acknowledge ACS and
the ACS Committee on International Activities for their support,
and the recommendations from former ACS President Joseph
Francisco’s International Center Taskforce which provided
guidance for the program.
Keywords: Education; Collaboration; International Exchange;
Research funding; Model program;
AUGUst 26–30, 2012, PrAGUE, cZEcH rEPUbLIc