Podcasts about chemical education

In this episode, podcast co-hosts Dr. Dwight Stoll and Dr. James Grinias talk with Dr. Molly Atkinson, Assistant Professor of Chemistry at the University of North Texas in Denton, TX, and her graduate student David Hamilton. Atkinson and Hamilton are experts in Chemistry Education Research (CER), and they recently published a paper discussing results of a survey of bachelors-level chemists working in industry that asked them “What does industry want new chemists to know?”. The paper, published earlier this year in the Journal of Chemical Education, generated quite a lot of buzz on analytical chemistry social media. In the conversation we talk about highlights from the article, and touch on potential future work that could fill in knowledge gaps identified by the first survey. The survey revealed some trends that will be familiar to readers of LCGC Magazine. For example, the surveyed chemists indicated that liquid and gas chromatography are two of the top five most important instrumental techniques that new chemists entering industry should know how to use. On the other hand, the survey also revealed some surprising results - for example, nuclear magnetic resonance (NMR) spectroscopy was not in the top-five instrumental techniques, despite that NMR occupies a prominent position in most undergraduate chemistry curricula in the United States. Finally, the guests and co-hosts discuss a bit about how Chemistry Education Research “works”, for listeners who are less familiar with this discipline than other more traditional research areas.

In this episode, Mark talks with Deanna Cullen, about her work as a teacher, how she came to modeling, and how it changed her teaching. They talk about the work she is doing now with the Journal of Chemical Education and with ChemEdX, the Chemical Education Exchange. They also talk about Target Inquiry, a 2 1/2 year long professional development program which gives teachers the opportunity to do research and develop labs to build inquiry skills. They talk about summer conferences for chemistry teachers and the benefit of that kind of professional development. Guests Deanna Cullen Deanna Cullen is the High School Editor for ChemEd X the Chemical Education Exchange, Adjunct professor at Grand Valley State University, spent over 25 years teaching chemistry, science & biology - primarily high school - through June 2017. She is the former associate editor with the Journal of Chemical Education. For two years she was a chemistry laboratory technician. She regularly attends state, national and international science conferences. Deanna is passionate about supporting science teachers and working with authors. Twitter Highlights [8:15] Deanna Cullen "One of the posts (on ChemEdX) that gets a lot of views during modeling instruction courses is one that Erica Posthuma posted about build-a-boat and developing culture in your classroom" [28:55] Deanna Cullen "we teach students to be scientists. Scientists make observations, they analyze data and they form conclusions. And we know that scientists make further observations that will cause them to reanalyze and reformulate a conclusion. And that's what our students do in modeling instruction. So they're learning to be a scientist." Resources Download Transcript Ep 50 Transcript Links Journal of Chemical Education Chemical Education Exchange Target Inquiry

Princess Shuri is the Black Panther T'Challa's sister and has been the Black Panther herself – and she is the ultimate scientific genius! The Women of Marvel podcast takes a look at her many scientific discoveries and inventions, how writers and actors get inside the head of a scientist like Shuri, and how she inspires young scientists in the real world.Joining Ellie and Preeti for this scientific investigation are writers Nnedi Okorafor and Nic Stone, actors Letitia Wright and Daisy Lightfoot, and chemist and educator Dr. Sibrina Collins.Check out Marvel Unlimited's Women of Marvel Reading List for Shuri! https://www.marvel.com/articles/podcasts/listen-women-of-marvel-shuri-podcast-episode-highlightsAnd for more on vibranium and the periodic table, you can read Drs. Collins and Appleby's Journal of Chemical Education article here: https://pubs.acs.org/doi/10.1021/acs.jchemed.8b00206

I first learned about British physicist and chemist Sir William Crookes (1832-1919) several months ago, while working on my episode on X-rays. Recently, while reading Violet Tweedale's Ghosts I Have Seen and Other Psychic Experiences, I learned that Sir William had an interest in spiritual and paranormal matters in addition to the sciences. In this episode, I focus on some of his better known scientific discoveries (and will discuss his relationship to the paranormal next time). ***** References Barral, Miguel. “The Ghosts of William Crookes.” https://www.bbvaopenmind.com/en/science/leading-figures/the-ghosts-of-william-crookes/ Crookes, Sir William. On radiant matter [microform] : a lecture delivered to the British Association for the Advancement of Science, at Sheffield, Friday, August 22, 1879. https://archive.org/details/onradiantmatterl00croorich/page/7/mode/2up Division of Chemical Education, Purdue University. “6.1 Crookes' Tube.” https://chemed.chem.purdue.edu/genchem/demosheets/6.1.htm National MagLab. “William Crookes.” https://nationalmaglab.org/magnet-academy/history-of-electricity-magnetism/pioneers/william-crookes/ Sella, Andrea. “Crookes' tube.” https://www.chemistryworld.com/opinion/crookes-tube/8381.article Travis, Anthony S. “Introduction: Food or Famine.” https://link.springer.com/chapter/10.1007/978-3-319-68963-0_1 Tweedale, Violet. Ghosts I Have Seen and Other Psychic Experiences. https://www.gutenberg.org/files/39769/39769-h/39769-h.htm#Page_33 Wikipedia “Atomic, molecular, and optical physics.” https://en.wikipedia.org/wiki/Atomic,_molecular,_and_optical_physics#Optical_physics “Crookes radiometer.” https://en.wikipedia.org/wiki/Crookes_radiometer “Organic chemistry.” https://en.wikipedia.org/wiki/Organic_chemistry “Phenakistiscope.” https://en.wikipedia.org/wiki/Phenakistiscope “Robert Bunsen.” https://en.wikipedia.org/wiki/Robert_Bunsen “William Crookes.” https://en.wikipedia.org/wiki/William_Crookes ***** Email: thevictorianvarietyshow@gmail.com Twitter (or X, or whatever it's called now): twitter.com/victorianvarie1 Threads: threads.net/@marisadf13 Buy Me a Coffee: buymeacoffee.com/marisadf13 Linktree: https://linktr.ee/thevictorianvarietyshow I'd greatly appreciate it if you could take a moment to rate & review this podcast on Apple Podcasts, Goodpods, Spotify, Podchaser, Audible, or wherever you listen, as that will help this podcast reach more listeners! --- Send in a voice message: https://podcasters.spotify.com/pod/show/marisa-d96/message Support this podcast: https://podcasters.spotify.com/pod/show/marisa-d96/support

In this episode, Mark talks with Karle Delo and Erica Posthuma, both of whom work on the social media presence of AMTA. They talk about the various ways to find AMTA resources and other teachers online as well as which places are particularly geared toward sharing modeling ideas with administrators or others new to modeling instruction, and which places are most geared toward talking about putting the methodologies into practice. There are so many ways to connect online. Find AMTA where you already spend time online! Guests Karle Delo Karle Delo taught middle school science for 10 years, and has been a Modeler since 2016. Currently, she is an Instructional Coach and Technology Integrationist in Mid-Michigan, and leads Middle School Modeling distance learning courses. Karle noticed the transformation in quality discussions, depth of knowledge, and student ownership of learning through the adoption of Modeling Instruction. As the new Director of Marketing for AMTA, she aims to expand AMTA's audience, and introduce more educators to the transformative nature of Modeling. Instagram Erica Posthuma Erica Posthuma has been a science educator since 2001, teaching in both public and private school settings. She attended her first modeling instruction workshop after ten years of teaching, and it completely changed her way of teaching. Erica serves on the board of AMTA and is very active on social media, supporting and sharing ideas with others from all over. Erica is also an associate editor for the Journal of Chemical Education's ChemEdXchange. Twitter Highlights [3:19] Erica: "We started this connectED conference in response to the pandemic when we were unable to meet in person for our summer conferences. And we were trying to provide the community a way to connect, even virtually... Now in the upcoming one in February, I know we have four different breakout sessions, and we were very deliberate in our choices for those so that we span all the disciplines. We have biology, we have physics, we have astronomy, we have chemistry. We have something for everybody. [12:09] Karle: "Summary tables are a great tool for organizing information. I know that, a lot of times when we use modeling instruction, there's no textbook. So, what do the kids go back to? A summary table is a great way to give students a concrete thing to go back to where they are recording their learning throughout the process. So George Nelson does a great job of walking you through how to use that and where to find resources (on our YouTube Channel)" Resources Download Transcript Ep 41 Transcript Links Register for ConnectED virtual conference Modeling Chemistry - Facebook Group Modeling Mechanics - Facebook Group Modeling Biology - Facebook Group AMTA on Facebook AMTA on Twitter

Think chemistry is boring? Think again! Dr. Colleen Kelley has created a chemistry comic bookseries filled with colorful characters and exciting storylines that translate complex chemistry into animated mysteries. Her comics and unique imagination have turned the Periodic Table into a playground of chemical adventure and have allowed elementary school students to master concepts often taught at the college level.Dr. Colleen Kelley is the Creator and Founder of Kids' Chemical Solutions(www.kidschemicalsolutions.com) which is a comic-book based chemistry curriculum intended for kids ages 8 – 108. Her journey as a chemist began at The University of Richmond where she received her B.S. in Chemistry. She fell in love with the world of discovery and research and wanted to continue explore more chemistry. She headed to Penn State University and dashed through graduate school receiving her Ph.D. in chemistry at the age of 24. She was having so much fun doing chemistry research that she accepted a Chateaubriand Postdoctoral Fellowship in Strasbourg, France with Nobel Prize winner Jean-Marie Lehn.Colleen was a first-generation college student who kept following her flow of having fun doingchemistry research. Fast forward 30 years later to the tail-end of her career teaching chemistry in higher education, Colleen finds herself captivated by the question, “Why do my students think chemistry is SO hard?” Dr. Kelley now conducts her research in Chemical Education to uncover this mystery. What she has discovered is that learning chemistry is very much like learning music. Both disciplines are dependent on the interpretation of symbols and the development of fluency with these symbols. We know that the best time to learn music is between ages 6 – 10 when the brain has the plasticity to make the neural connections necessary. We NOW know,through Dr. Kelley's research, that this is also the best time to learn chemistry.Dr. Kelley is now teaching in 4th and 5th grade classrooms in Arizona using her chemistry comic book series. The kids are excited and embracing learning through this platform. What's next? “My WHY is to make learning chemistry fun, accessible, and inclusive so that it becomes a ‘normal' part of a child's education.”Connect with Colleen:Twitter: @kids_chemLinkedIn: Colleen Kelley, Ph.D.

Introducing engineering students to systems thinking early in their education is critical for their development and learning success. In this episode Dr. Rea Lavi talks to us about the System  Architecture-Function-Outcome (SAFO) framework he developed to help foster systems thinking in undergraduate students. He explains how this framework can be integrated in engineering teaching and used to assess systems thinking in first year engineering students.Reference(s) mentioned in this episode:Articles in peer-reviewed journals: Aubrecht, K. B., Dori, Y. J., Holme, T. A., Lavi, R., Matlin, S., Orgill, M., & Skaza-Acosta, H. (2019). Graphical tools for conceptualizing systems thinking in chemistry education. Journal of Chemical Education, 96(12), 2888-2900. Lavi, R., Dori, Y. J., Wengrowicz, N., & Dori, D. (2019). Model-based systems thinking: Assessing engineering student teams. IEEE Transactions on Education, 63(1), 39-47.Lavi, R., Dori, Y. J., & Dori, D. (2021). Assessing novelty and systems thinking in conceptual models of technological systems. IEEE Transactions on Education, 64(2), 155-162. York, S., Lavi, R., Dori, Y. J., & Orgill, M. (2019). Applications of systems thinking in STEM Education. Journal of Chemical Education, 96(12), 2742-2751. Lavi, R., Breslow, L., Salek, M. M., & Crawley, E. F. (2022, Submitted). Fostering and assessing the systems thinking of first-year undergraduate engineering students using the System Architecture-Function-Purpose framework. Other works: Presentation: Teaching and Assessing Systems Thinking in First-year Engineering Education Download link: shorturl.at/cmRUY LinkedIn article: A Cost-Effective Methodology for Tackling Ill-Defined Problems: A Case Study in an Undergraduate Project-Based Course https://www.linkedin.com/pulse/cost-effective-methodology-tackling-ill-defined-problems-rea-lavi/ResearchGate discussion: Are creative thinking and systems thinking related? https://www.researchgate.net/post/Are_creative_thinking_and_systems_thinking_relatedBio:Dr. Rea Lavi is Lecturer and a Curriculum Designer with the New Engineering Education Transformation (NEET) undergraduate program in the School of Engineering at Massachusetts Institute of Technology (MIT), Cambridge, MA, where he leads the integration of 21st century skills into the program curriculum. In 2021, he received an award from the d'Arbeloff Fund for Excellence in Education to develop and teach a new undergraduate course at MIT School of Engineering, ‘22.s092 - Tackling Challenges in Climate and Sustainability with Ways of Thinking'.Dr. Lavi received his Ph.D. in 2019 from the Faculty of Education in Science and Technology, Technion—Israel Institute of Technology, Haifa, Israel. His research interests in STEM higher education involve the fostering and assessment of systems thinking and creative thinking within the context of complex problem-solving. His doctoral research received several awards, including the Zeff Fellowship for Excelling First-year Ph.D. Students and the Miriam and Aaron Gutwirth Fellowship for Excelling Ph.D. Students. Rea's method for structured creative problem-solving, SNAP Method®, is trademarked in both the US and UK. From 2009–2013, he was involved in the founding and initial funding rounds of a biotech startup, 

Smerte gør avs.Hvis der er én ting vi frygter lige så meget som døden, så er det smerte. Det betyder at vi har forsøgt i årtusinder at finde på måder at undgå og reducere smerte. Men jagten på smertelindring har ikke været uden sine problemer. Faktisk har det både ført til den største afhængighedskrise i menneskets historie, men det har også været skyld i at Hong Kong var under britisk styre til 1997, at næsten alle veteraner fra Vietnamkrigen var junkies og at USA's gennemsnitlige levealder for første gang siden første verdenskrig og den spanske syge faldt tre år i træk i 2015-17.Hør med når Mark fortæller historien bag opium-baserede smertestillende og hvordan vi gang på gang på gang har fucket op i vores jagt efter smerte uden afhængighed.Hvis du vil være med til at optage live med os på Discord kan du støtte os på 10er og blive en af vores kernelyttere https://bit.ly/VU10er - hvis pengene er knappe kan du også bare tjekke vores Facebookgruppe ud, vi hygger max!Du kan også tjekke vores webshop: bit.ly/vushop. Vi har T-shirts, kaffekopper og tasker! Og meget mere! Der er også en hønsetrøje!Send os vanvittig videnskab eller stil et spørgsmål på facebook, Instagram eller vudfordret@gmail.comTak til Christian Eiming for disclaimer.Tak til Barometer-Bjarke for Gak-O-meteret.Husk at være dumme

An Academic's Struggle to Reconcile Jewish Heritage with Scientific Theory. Is man's origin from an ape or from Adam? How old exactly is our world? These are a few of the issues that appear to pit modern scientific theory against traditional Jewish belief. Join us for an incredible evening with award-winning lecturer and Professor of Chemistry Dr. Binyomin Abrams as he takes us on a personal journey of self-discovery and bridges the gap between the seemingly conflicting worlds of science and Judaism.  About Dr. Binyomin Abrams  Dr. Binyomin Abrams is a senior Professor of Chemical Education and Theoretical Physical Chemistry at Boston University, and recipient of the 2015 Metcalf Award for Excellence in Teaching. His pursuit of Judaism began while working on his doctorate in Physical Chemistry at New York University. Dr. Abrams lectures extensively on the interplay of science and Judaism.Donate and support Rabbi Bernath's work http://www.jewishndg.com/donateSign up for Rabbi Bernath's Relationships Podcast https://anchor.fm/the-love.../episodes/Love-Rabbi-QA-ecpnteSign up for Rabbi Bernath's Kabbalah Podcast https://anchor.fm/kabbalahforeveryoneFollow Rabbi Bernath's YouTube Channel https://www.youtube.com/user/ybernathAccess Rabbi Bernath's Articles on Relationships https://medium.com/@loverabbiSupport the show

If you homeschool or not can you teach science at home? Science is hidden in a lot of ways until it's broken down to find it's all around us. Now you maybe wondering, what age is great to start teaching kids science? In talking with Stephanie Ryan, I had no clue how easy it is to not only teach science as how much it is around us on our day to day living. Now how can us parents teach kids to be okay with the wrong answers? We adults know we are far from perfect and it's okay to make mistakes yet we don't always teach our kids mistakes are how we learn. Be sure to tune in as Stephanie offers tips to make science fun at home. More about Stephanie Ryan: Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr. Stephanie on Instagram at @letslearnaboutscience. Like and share this episode with others who you think may like it. Be sure to leave a review! You can always follow me on social media at: IG: thehealingforthesoul Facebook: healingforthesoul Become or improve your Leadership Skill today by joining my Mastermind --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/healingforthesoul/support

We invited Research & Innovation expert, Dr. Robert Sobel, to help us unpack what natural and artificial flavouring really means.Today's episode is brought to you by S'mores Chaiabout the guest: Dr. Robert Sobel Dr. Sobel began his career in the flavour industry at McCormick FONA (Flavors of North America) in 1999. Over the years, he has taught general chemistry, quantitative chemical analysis and instrumental analysis and published manuscripts in Analytical Chemical Acta, The Journal of Chemical Education and Perfumer & Flavorist. He received a B.S. in Chemistry from Northern Illinois University, his M.A. in Educational Leadership from Aurora University and his Ph.D. in chemistry from Northern Illinois University. As the current Vice President of Research & Innovation at McCormick FONA , Dr. Sobel directs technology and innovation efforts for new and novel flavour encapsulation delivery systems. If there's anyone who can unpack the complexity of flavouring, it's him!To learn more about the world of flavour innovation, listen to McCormick FONA's Flavor University PodcastFor a complete transcript of this episode visit davidstea.com

To celebrate DNA Day we are joined by Dr. Stephanie Ryan! In this podcast episode, Dr. Ryan discusses science education and communication, especially making science understandable for kids. To keep the celebrations going we will be co-hosting a virtual event on DNA Day itself, Monday, April 25th at 6pmET! During this special DNA Day event we will do a live DNA experiment with Dr. Stephanie Ryan. You can follow along at home to do the experiment with us! You can register for the event here.Stephanie Ryan, Ph.D. is a chemist, boy mom, and a social media influencer who enjoys using her background in academia to create educational products and content, helping young kids learn through play about the fascinating world around them. Over the years, Dr. Ryan has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Ryan earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College.On This Episode We Discuss:Thoughts on correcting kids if they have an incorrect understanding What to do if kids ask questions that we don't know how to answerRecommended resources for parents/caregivers to foster scientific curiosity in their children from a young ageThe recommended age kids should start learning about STEM conceptsThe inspiration behind Dr. Ryan's book, “Lets Learn About Chemistry”Advice for being a science communicator, especially on social media Want a free copy of “Lets Learn About Chemistry”? Head over to our social media to enter our giveaway! Search “DNA Today” on Twitter, Instagram, and Facebook. For great learning activities in the sciences, book recommendations, and more, follow Dr. Ryan on Instagram and visit her website letslearnaboutscience.com. Also don't forget to mark your calendar for Monday, April 25th. It's DNA Day! At 6pmET we will be co-hosting a virtual event with Dr. Ryan. She will be our guide for doing these at-home DNA experiments together! Register here.Stay tuned for the next new episode of DNA Today on April 29, 2022, where we'll be discussing the completion of the human genome with Dr. Eric Green, Director of the National Human Genome Research Institute (NHGRI) at the National Institutes of Health (NIH)! New episodes are released on Fridays. In the meantime, you can binge over 180 other episodes on Apple Podcasts, Spotify, streaming on the website, or any other podcast player by searching, “DNA Today”. Episodes since 2021 are also recorded with video on our YouTube channel. DNA Today is hosted and produced by Kira Dineen. Our social media lead is Corinne Merlino. Our video lead is Amanda Andreoli. See what else we are up to on Twitter, Instagram, Facebook, YouTube and our website, DNApodcast.com. Questions/inquiries can be sent to info@DNApodcast.com. Are you seeking a career with purpose in the healthcare space? We'd recommend checking out Worldwide Clinical Trials, a contract research organization that partners with pharmaceutical and biotechnology companies to advance development of new medicines. Apply your passion at Worldwide where they take an entrepreneurial approach backed by scientific expertise to help bring treatment options to patients. With a global team of 3,000 experts, you will be inspired by bright thinkers, dreamers and doers who innovate and invent for a brighter tomorrow. Perks include unlimited flexible paid time off, limited travel requirements, and the ability to work remotely. Bring your talents and passion and join the team at worldwide.com. (SPONSORED)PerkinElmer Genomics is a global leader in genetic testing focusing on rare diseases, inherited disorders, newborn screening, and hereditary cancer. Testing services support the full continuum of care from preconception and prenatal to neonatal, pediatric, and adult. Testing options include sequencing for targeted genes, multiple genes, the whole exome or genome, and copy number variations. Using a simple saliva or blood sample, PerkinElmer Genomics answers complex genetic questions that can proactively inform patient care and end the diagnostic odyssey for families. Learn more at PerkinElmerGenomics.com. (SPONSORED)If you enjoy DNA Today, especially Episode 139 with Dani Shapiro who discovered she was donor conceived, then you'll also enjoy more shocking discoveries from DNA testing in a new podcast I love, BioHacked: Family Secrets. It's a brand new podcast all about hidden ancestry, medicine, and technology. The show follows the children of anonymous sperm and egg donors — some with dozens or hundreds of half-siblings — who accidentally learn the truth because of commercial DNA kits like 23andMe. The podcast drops some bombshells...and shows how new technology is unraveling the deep, dark secrets of the baby business. Along with scandalous personal stories, BioHacked: Family Secrets also reveals unexpected ethical, scientific, and political questions. It's a vital listen for anyone who loves wild stories about science, tech, and history...or even just messy family drama. You can find BioHacked: Family Secrets...wherever you're listening right now. New episodes drop every Wednesday.The Big Biology podcast dives deep on some of the most provocative and exciting topics in biology today, in a fun and accessible way. In each episode, hosts Art Woods and Marty Martin, biology professors themselves, talk to leading scientists and journalists from around the world about the biggest, most cutting-edge topics in biology. From human consciousness, human origins, new directions in evolutionary theory, to the emergence and spread of zoonotic diseases like COVID-19, and much more! Whether you are a researcher, teacher, student or simply curious about science and biology you'll love the entertaining and deep conversations about biology and the exposure to new research they bring. Learn more at BigBiology.org, and subscribe, rate and review on, Spotify, Apple Podcasts, Google Podcasts, or wherever else you get your podcasts.

Check it out on Spotify: https://spoti.fi/33Z4VsE Check it out on Apple: https://apple.co/3AHc2DT Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr. Stephanie on Instagram at @letslearnaboutscience. Dreams: Help parents see that they can do many science activities without a bunch of fancy chemicals. Stephanie wants people to duet with her on Tik Tok so that she is an approachable person that people can ask questions. Started her own company to do assessment and curriculum materials. Expand into Public Speaking. Write another book How you can Help: Introduce her to Emily Calandrelli Introduce her to Inspiring People who can get a grassroots approach to things. Follow her on tik tok and on Instagram at Let's Learn About Science. Share her work and say why you liked it, invite her friends to like it Go buy her book Contact them at: @letslearnaboutscience on IG https://itascabooks.com/lets-learn-about-chemistry/ https://amzn.to/3mpZJY5 http://www.letslearnaboutscience.com/ https://www.tiktok.com/@letslearnaboutscience

Check it out on Spotify: https://spoti.fi/33Z4VsE Check it out on Apple: https://apple.co/3AHc2DT Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr. Stephanie on Instagram at @letslearnaboutscience. Dreams: Help parents see that they can do many science activities without a bunch of fancy chemicals. Stephanie wants people to duet with her on Tik Tok so that she is an approachable person that people can ask questions. Started her own company to do assessment and curriculum materials. Expand into Public Speaking. Write another book How you can Help: Introduce her to Emily Calandrelli Introduce her to Inspiring People who can get a grassroots approach to things. Follow her on tik tok and on Instagram at Let's Learn About Science. Share her work and say why you liked it, invite her friends to like it Go buy her book Contact them at: @letslearnaboutscience on IG https://itascabooks.com/lets-learn-about-chemistry/ https://amzn.to/3mpZJY5 http://www.letslearnaboutscience.com/ https://www.tiktok.com/@letslearnaboutscience

Science doesn't have to be confined to school settings. It is all around us and cane be super fun. In this segment, Dr. Stephanie Ryan, Ph.D. discusses STEM at home, difference between STEM & STEAM, and helping parents feel more confident in doing math and science with their kids. See video here - https://youtu.be/QJpiCWy1B90 WHO IS DR. STEPHANIE? Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr. Stephanie on Instagram at @letslearnaboutscience. DR. STEPHANIE'S CALL TO ACTION Follow @letslearnaboutscience on TikTok and Instagram and find an activity to do with your kids today! https://www.instagram.com/letslearnaboutscience/ https://www.tiktok.com/@letslearnaboutscience https://www.amazon.com/Learn-about-Chemistry-Stephanie-Ph-D/dp/1734091622 GENESIS'S INFO https://thehello.llc/GENESISAMARISKEMP CALL TO ACTION Subscribe to GEMS with Genesis Amaris Kemp Channel, Hit the notifications bell so you don't miss any content, and share with family/friends. **REMEMBER - You do not have to let limitations or barriers keep you from achieving your success. Mind over Matter...It's time to shift and unleash your greatest potential. If you would like to be a SPONSOR or have any of your merchandise mentioned, please reach out via email at GEMSwithGenesisAmarisKemp@gmail.com --- Send in a voice message: https://anchor.fm/genesis-amaris-kemp/message Support this podcast: https://anchor.fm/genesis-amaris-kemp/support

Support our mission through our fundraiser at GoFundMe! We need your support as we are in the process of becoming a nonprofit and increasing our reach to serve women and underprivileged populations in their STEM career journeys! If you don't want to participate in the fundraiser, you can always support WISEcast here --> PayPal. Also don't forget to check out our newest offering - The Wisest Children on YouTube! These young scientists are making science accessible and fun for anyone to try at home through some "kitchen science" activities. In this episode, we explore the role of mentors and FEMtors (aka female mentors) in one's professional trajectory. It's important to properly seek out these relationships and continue to nurture them. What's the ideal number of mentors? What differing advice do you receive if a mentor is female vs. male, and does that actually matter? We discuss all this and more with Dr. Stephanie Ryan. Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play.. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She is also the author of Let's Learn About Chemistry" and the CEO of Ryan Educational Consulting. You can connect to Dr. Ryan through all these socials: IG: @letslearnaboutscience TIKTOK: @letslearnaboutscience Twitter: @letslearnsci Facebook: Let's Learn about Science LinkedIN: https://www.linkedin.com/in/sacr/ Use our special code "WISECAST" to get 50% off of Dr. Ryan's book Let's Learn About Chemistry from Dec 2nd-Dec 10th at the following website--> https://itascabooks.com/lets-learn-about-chemistry/ - This code cannot be used through Amazon. WISEcast is featured as the Top 45 Women in STEM Podcasts by Feedspot! Help keep our momentum going and visit our website thewisestwomen.com, and follow us on: Instagram, Facebook, Twitter, YouTube and LinkedIn. For information regarding sponsorship, send us an email at communityengagement@thewisestwomen.com. Sound engineering for this episode is by Rachit Taneja (email: rachittaneja@gmail.com). --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/thewisestwomen/message

Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr. Stephanie on Instagram Website http://letslearnaboutscience.com/ (www.letslearnaboutscience.com) Social Media Information https://www.instagram.com/letslearnaboutscience/ Show Sponsor The National Association for Primary Education speaks for young children and all who live and work with them. Get a FREE e-copy of their professional journal at https://nape.org.uk/journal (nape.org.uk/journal) https://frstre.com/go/?a=100059-6a3612&s=1971853-ecdb80&p_affiliate.referral_code=marktaylor12 (Listen to Mark's audio course ) https://frstre.com/go/?a=100059-6a3612&s=1971853-ecdb80&p_affiliate.referral_code=marktaylor12 (10 Pieces of Advice You'd Like to Have as a Child) Support this podcast

Episode # 39 Dr. Stephanie Ryan, Carmel Indiana.Where You Can Find Dr. Stephanie Ryan – www.ryaneducationconsulting.com.  Instagram is @letslearnaboutscience.  Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content.  Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them.  Her recent book for small children - Let's Learn about Chemistry was a finalist for the 2021 Next Generation Indie Book Award for Children's/Juvenile (Non-Fiction). Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education.Dr. Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College.  TOTD ‘The meaning of life is to find your gift. The purpose of life is to give it away.' –Pablo Picasso In this episode:Talk about the trips to Purdue University and how that inspired you to learn about chemistry?The influence of technology Ryan Education Consulting Let's Learn About Chemistry – Award winning bookPedagogical assessments What are your life's essential ingredientsLegacyLight the fuse – actions parents, students, professors, teachers… can take to bring education to lifeThanks for listening and enjoy the show!

Dr. Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr. Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr. Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education.  In this episode, Stephanie and I discuss why teaching kids about science is so important, and how parents and teachers can make it fun and exciting. Science and mathematics are two of the most important subjects for kids to learn as it equips them with a curiosity for understanding and exploring the world, and teaches a methodology for critical thinking - an essential life skill. Unlike the traditional textbook-based rote-learning studies, Stephanie suggests using a more interactive and practical way of teaching. Doing science experiments with your children, and allowing them to ask questions and explore how and why things work the way they do can encourage a passion for discovery and a willingness to learn. So much of our everyday activities involve some aspect of science and can be used to demonstrate the fun-side of science. Whether it's cooking, building, gaming, or cleaning, there is always a place to include and teach children.  Follow Stephanie's social media accounts, @LetsLearnAboutScience, to see some of her amazing easy-to-do at home science experiments.  Get a copy of Stephanie's book Let's Learn About Chemistry today to discover the amazing world of chemistry for kids: http://www.letslearnaboutscience.com/   To learn more about Stephanie's educational products, visit  www.ryaneducationconsulting.com/  Ryan Education Consulting delivers research-based educational products for both the K-16 and corporate settings. Ryan Education Consulting utilizes learning theory and content expertise to develop content that will stick with people (students or employees) and/or truly assess what they understand. More of Stephanie:  Instagram: https://www.instagram.com/letslearnaboutscience/   LinkedIn: https://www.linkedin.com/in/sacr/   Twitter: https://twitter.com/letslearnsci  More of Shane:  LinkedIn: https://www.linkedin.com/in/shane-pokroy/    Instagram: https://instagram.com/shanepokroy/   Facebook: https://facebook.com/UndergroundAnticsPodcast/    Listen and subscribe to Underground Antics on your favourite podcast platform

Dr Stephanie Ryan, Ph.D. is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content. Although an academic at heart, Dr Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. Over the years, Dr Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education. Dr Stephanie earned her Ph.D. in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College. For great learning activities in the sciences, book recommendations, and more, follow Dr Stephanie on Instagram at @letslearnaboutscience. In our conversation, we talk about learning sciences, education, and Stephanie's book Let's Learn about Chemistry. Show notes and connect with us at (steampoweredshow.com)

An Academic's Struggle to Reconcile Jewish Heritage with Scientific Theory. Is man's origin from an ape or from Adam? How old exactly is our world? These are a few of the issues that appear to pit modern scientific theory against traditional Jewish belief. Join us for an incredible evening with award-winning lecturer and Professor of Chemistry Dr. Binyomin Abrams as he takes us on a personal journey of self-discovery and bridges the gap between the seemingly conflicting worlds of science and Judaism. About Dr. Binyomin Abrams Dr. Binyomin Abrams is a senior Professor of Chemical Education and Theoretical Physical Chemistry at Boston University, and recipient of the 2015 Metcalf Award for Excellence in Teaching. His pursuit of Judaism began while working on his doctorate in Physical Chemistry at New York University. Dr. Abrams lectures extensively on the interplay of science and Judaism. Support the show (http://www.jewishndg.com/donate)

This is episode #62 of "Classroom Matters" by Educate.Today.  We are a program dedicated to speaking with some of the most outstanding educators in the nation, covering different topics in the world of teaching and learning.On today's episode I will be sitting down with Dr. Stephanie Ryan, a chemist,  boy mom, and a social media influencer who enjoys using her background to create superior educational products and content.  Although an academic at heart, Dr. Ryan is passionate about learning through play and can be found helping young kids explore the fascinating world around them. Over the years, Dr. Ryan has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education.During this conversation we will be discussing why teaching chemistry to young kids so scary for parents and how parents and teachers can expose and teach students about chemistry without fancy chemicals, supplies or textbooks.Links to: Instagram - https://www.instagram.com/letslearnaboutscience/Website - http://letslearnaboutscience.com/ Classroom Matters Host - Kristy HoulePodcast Producers - Jessica Pierce and Kristy HoulePodcast Audio Editing - Jessica PierceEducate.Today Executive Director - Tim Gore

Dr Stephanie Ryan, PhD is a chemist, a boy mom, and a social media influencer who enjoys using her background to create superior educational products and content.Although an academic at heart, Dr Stephanie is passionate about learning through play. She can be found helping young kids explore the fascinating world around them. She also published a book called " Let's Learn about Chemistry" where you can find it here.Over the years, Dr Stephanie has taught science to all age groups, both in and out of the classroom, helping toddlers learn about their world and college students define theirs. She is an active member of the chemistry education community and is currently a committee member of the International Activities Committee for the Division of Chemical Education.Dr Stephanie earned her PhD in the Learning Sciences and her M.S. in Analytical Chemistry from the University of Illinois at Chicago. She earned her B.S. in Chemistry from Saint Mary's College.For More Check the Following for her Instagram :https://www.instagram.com/letslearnaboutscience/Link for her Book " Let's Learn about Chemistry" :https://www.amazon.com/Learn-about-Chemistry-Stephanie-Ph-D/dp/1734091622The Number of Industrial Revolutions:https://en.wikipedia.org/wiki/Fourth_Industrial_RevolutionThank you for following us !! Please find your social media account below:https://linkfly.to/CEVfriendsJoin The Community  of Civil Engineering Vibes on Facebook:https://www.facebook.com/groups/civilengineeringvibesPlease find the website of our Podcast below  :http://www.civilengineeringvibes.comIf you want to know more about The Podcast, Check the link below :https://withkoji.com/@CivilengineeringvibesCheck our Merchenside below:https://shop.spreadshirt.com/CivilEngineeringvibesIf you want to know more about The Podcast, Check the link below :https://withkoji.com/@CivilengineeringvibesLink of What we Said in The Introduction. Click and support !!!Survey 1Survey 2Patreon PageLinkedIn Community Group Get Your Guest From Podmatch.com Most of our Guest has been chosen from Podmatch.com. check the link below for more infoDisclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Support the show (https://www.patreon.com/civilengineeringvibes)

We tackle one of Hollywood's favourite themes presently in Blockbuster movies and one of sciences most controversial topics.Fazale (Fuz) Rana, the son of a Muslim scientist, serves as the vice president for science apologetics at Reasons To Believe. His research in biochemistry provided him with the initial evidence that life must have been created. A personal challenge daring him to read the Bible led him to the scriptural evidence that the Creator is the God of the Bible.Fuz attended West Virginia State College (WVSC) as a Presidential Scholar. There he earned a BS degree in chemistry with honors. He completed a Ph.D. in chemistry with an emphasis in biochemistry at Ohio University, where he twice won the Donald Clippinger Research Award. His postdoctoral studies took him to the Universities of Virginia and Georgia. Before joining Reasons To Believe, Fuz worked for seven years as a Senior Scientist in product development for Procter & Gamble.Fuz has published numerous articles in peer-reviewed scientific journals including Biochemistry, Applied Spectroscopy, FEBS Letters, Journal of Microbiology Methods, and The Journal of Chemical Education. He has made presentations at twenty international scientific meetings and co-authored a chapter on antimicrobial peptides for Biological and Synthetic Membranes. In addition, he holds one patent.Today Fuz travels widely speaking on science and faith issues at churches, business firms, and universities. He also participates in the weekly webcast, Creation Update, and has made guest appearances on The John Ankerberg Show, Harvest Show, and Newsmakers (hosted by Jerry Rose on The Total Living Network). In addition, Fuz currently lectures for the Master of Science and Religion program in Christian Apologetics at Biola University.  

Clarissa Sorenesn-Unruh teaches chemistry and statistics full-time at Central New Mexico Community College. She is a Ph.D. student in learning sciences, a Councilor for the Division of Chemical Education in the American Chemical Society, and a panelist for a National Academies of Sciences, Engineering, and Medicine symposium. Clarissa contributed a chapter to the book Ungrading: Why Rating Students Undermines Learn (and What to Do Instead) titled “A STEM Ungrading Case Study: A Reflection on First-Time implementation in Organic Chemistry II.” In this episode, Clarissa will discuss her first experience with ungrading and pushing her students' metacognition not only made an impact on her students but also herself as a teacher. Follow Clarissa Sorensen-Unruh: Twitter Blog Book YouTube Resources: Ungrading: Why Rating Students Undermines Learning (and What to Do Instead) (2020) --- Send in a voice message: https://anchor.fm/beyondthecurriculum/message Support this podcast: https://anchor.fm/beyondthecurriculum/support

In this episode, Mark talks with Erica Posthuma and her student Molly Bickle. This conversation explores passing the torch to a next generation science instructor. Guest BioMolly Bickle Molly Bickle is a senior at University High School of Indiana. She is a varsity golfer in the fall and is heavily involved in her school’s musical in the spring. After taking three years of Chemistry, Molly is very excited to combine her love for the subject with her passion for and interest in education. Additionally, she spent January of 2020 student teaching for a Spanish 1 classroom. Although unsure of where she is going to study, she plans on pursuing an undergraduate degree in Chemistry and Spanish. Erica Posthuma Erica Posthuma has been a science educator since 2001, teaching in both public and private school settings. She attended her first modeling instruction workshop after ten years of teaching, and it completely changed her way of teaching. Erica serves on the board of AMTA and is very active on social media, supporting and sharing ideas with others from all over. Erica is also an associate editor for the Journal of Chemical Education's ChemEdXchange. ResourcesTranscript https://sciencemodelingtalks.com/wp-content/uploads/2021/01/SMT-Ep16-Erica-Molly-Transcript.pdf (Erica and Molly Transcript) Support this podcast

I dedicate this episode to the memory of my dad, who would have been 80 today. He was a great dad. Episode notes The main point of this episode is to explore the questions: “Who are you, exactly? Who am I, exactly?” Credits, Acknowledgments, and References Introduction courtesy of Mr. Micah Hanks. Doctor 11 quote courtesy of BBC; from the Dr. Who episode “The Time of The Doctor”, which aired for the first time in 2013. Copyright BBC. Used in adherence to the copyright guidance stated in gov.uk/guidance/exceptions-to-copyright. 98 % of a human's atoms are replaced every year: Paul C. Aebersold; Edwin A. Wiggin. Journal of Chemical Education 1953, 30, 5, 229. The Ship of Theseus: bigthink.com/philip-perry/this-ancient-thought-exercise-will-have-you-questioning-your-identity Music courtesy of YouTube Audio Library. For more information please email me at orpagan@yahoo.com or leave a comment at baldscientist.com. I can also be reached on Twitter: @baldscientist. Please spread the word about my podcast. Thanks in advance! The opinions expressed by me or my guests do not necessarily represent the opinions and policies of my employer, my family, our dog (Ginger), or Charles Darwin. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/one-r-pagan/message

We talk today with Paulette Vincent-Ruz about Chemical Education, and the ways in which her field is redefining how the next generation of students will learn Chemistry. With Canada, USA and Mexico represented on today's show, CJ also quizzes Alex and Paulette on NAFTA! Tune in for some trilateral edutainment!

When it comes to implementing reliable consistent chemicals to do the dirtiest jobs in sterile processing, few names rise to the top like Certol International. With a 40-year track record in chemical manufacturing for infection prevention products, Certol International embodies a commitment to quality that is long-lasting. On this week’s release of the Beyond Clean Vendor Spotlight series we speak with Peggy Spitzer and Brett Norton about the common issue experienced in healthcare facilities of soils drying on surgical instrumentation and we take a deep dive into the role of chemicals and the correct application of them. Certol International led the charge when it came to point-of-use cleaning and during this episode we talk with them about their products that are shaping instrument care. Learn more by visiting www.certol.com. Call Certol at 1-800-843-3343 and ask for Peggy or Brett or e-mail them at pspitzer@certol.com and bnorton@certol.com for educational information and to ask questions directly. Follow Certol on Linkedin, Twitter and Facebook.  #VendorSpotlight #ChemicalEducation #PointOfUse #Cleaning #Certol #CertolInternational #CertolUSA #Endoscopy #SterileProcessing #BeyondClean #WeFightDirty #SPD #CS #MDR #SPS #Surgery   

In this conversation with Erica Posthuma, we hear about her experience of going through her first modeling workshop and the "aha" moments that she experienced. Erica talks about how modeling instruction makes chemistry accessible to even students who do not perceive themselves as strong math students. She talks about how modeling instruction units align well with the big goals of NGSS. Finally, Erica also talks about the importance of community and support when teaching using modeling instruction.  Guest BioErica Posthuma has been a science educator since 2001, teaching in both public and private school settings. She attended her first modeling instruction workshop after ten years of teaching, and it completely changed her way of teaching. Erica serves on the board of AMTA and is very active on social media, supporting and sharing ideas with others from all over. Erica is also an associate editor for the Journal of Chemical Education's ChemEdXchange. Highlights[5:03] Erica Posthuma: it was through that discussion that I started to realize I actually had agency over my own understanding and my learning and I didn't need to turn to someone who I felt was more of an expert or more knowledgeable. I didn't need that because if I could reason through my answer and I could provide evidence and I could discuss it with other teachers or with other colleagues, peers, students, and they could question me on it and I could defend it... I didn't need a book anymore. [23:53] Erica Posthuma: at my school, we have started to look at taking the standards outlined through NGSS and seeing how we already align with them and looking for opportunities to incorporate better alignment. ...Like students can formulate, refine, evaluate, testable questions. Students can synthesize and develop models. Students can analyze and interpret data. Students can construct explanations based on evidence. Like these are things that are tenants of modeling. They are ingrained in the curriculum in every unit throughout the entire year. [40:36] Erica Posthuma: Being a member of AMTA, the biggest benefit that I have received is the community that I have become a part of is that collaboration. It's the way they challenged me to think about things. They pushed me to be a better teacher and we also have a lot of fun together. ResourcesTwitter Accounts AMTA: @AMTATeachers (https://twitter.com/amtateachers) Erica Posthuma: @eposthuma (https://twitter.com/eposthuma) Hashtag: #chemmod (https://twitter.com/hashtag/chemmod) Links AMTA website (https://www.modelinginstruction.org/) ChemEdXchange (https://www.chemedx.org/) ACS Hach Grants (https://www.acs.org/content/acs/en/funding-and-awards/grants.html) (Listed under "Education Grants" at the bottom of the page) - Mentioned at 32:38 Downloads Erica Posthuma - Transcription (/wp-content/uploads/2020/01/Erica-Posthuma-transcription.pdf)

Winter can get pretty dark, especially in northern latitudes, and many cultures have winter holidays that feature and celebrate lights. For our last episode of 2019 we decided to talk about the bright and colorful chemistry of carbon dots! In this mini episode we interview Dr. Christy Haynes, Professor of Chemistry at the University of Minnesota and Associate Director of the Center for Sustainable Nanotechnology.Left: Dr. Christy Haynes. Right: Transmission electron microscopy (TEM) image of malic acid carbon dots with an inset photo of the carbon dots in aqueous solution and illuminated by 365 nm UV (carbon dot image by Bo Zhi)Want more podcast episodes? You can find them all on our podcast page, or you can subscribe through Apple Podcasts or Stitcher.ABOUT THIS EPISODERelated links:Christy Haynes: website, TwitterSustainable Nano blog post: Have you ever seen colorful "carbon"?Pham, S. et al. Carbon Dots: A Modular Activity To Teach Fluorescence and Nanotechnology at Multiple Levels. Journal of Chemical Education, 2017. 94(8) 1143-1149. doi: 10.1021/acs.jchemed.6b00995The Center for Sustainable NanotechnologyInterviewee: Christy HaynesProducer/Host: Miriam KrauseMusic: PC III and Dexter BritainThis material is based upon work supported by the National Science Foundation under the Center for Sustainable Nanotechnology, grant number CHE-1503408. Any opinions, findings, and conclusions or recommendations expressed on this podcast are those of the participants and do not necessarily reflect the views of the National Science Foundation or the participating institutions.

An Academic’s Struggle to Reconcile Jewish Heritage with Scientific Theory. Is man’s origin from an ape or from Adam? How old exactly is our world? These are a few of the issues that appear to pit modern scientific theory against traditional Jewish belief. Join us for an incredible evening with award-winning lecturer and Professor of Chemistry Dr. Binyomin Abrams as he takes us on a personal journey of self-discovery and bridges the gap between the seemingly conflicting worlds of science and Judaism. About Dr. Binyomin Abrams Dr. Binyomin Abrams is a senior Professor of Chemical Education and Theoretical Physical Chemistry at Boston University, and recipient of the 2015 Metcalf Award for Excellence in Teaching. His pursuit of Judaism began while working on his doctorate in Physical Chemistry at New York University. Dr. Abrams lectures extensively on the interplay of science and Judaism.

Join Devin & Melissa Pellew, Co-Chapter Directors of Ratio Christi at Winthrop University, as they discuss topics related to biblical theology, Christian apologetics and worldview issues. For more information on The Pellews' or to support their ministry, please visit https://ratiochristi.org/people/melissa-pellew/. We are joined by Dr. Fazale Rana of Reasons To Believe to discuss his new book with Ken Samples, Humans 2.0: Scientific, Philosophical and Theological Perspectives on Transhumanism. Formerly a senior scientist in research and development at Procter & Gamble, Fuz graduated with highest honors from West Virginia State College with a BS in chemistry and went on to earn a PhD in chemistry with an emphasis in biochemistry from Ohio University. He pursued postdoctoral studies in the biophysics of cell membranes at the Universities of Virginia and Georgia. Several articles by Fuz have been published in peer-reviewed scientific journals, such as Biochemistry, Applied Spectroscopy, FEBS Letters, Journal of Microbiological Methods and Journal of Chemical Education, and he has delivered numerous presentations at international scientific meetings. He also holds two patents, authored a chapter on molecular convergence and intelligent design for The Nature of Nature, and co-wrote a chapter on antimicrobial peptides for Biological and Synthetic Membranes.  Fuz writes and speaks extensively about evidence for creation emerging from biochemistry, genetics, human origins and synthetic biology. As vice president of research and apologetics at Reasons to Believe, he is  dedicated to communicating to skeptics and believers alike the powerful scientific case for God’s existence and the Bible’s reliability.   

Ed Meyer, physical chemistry experiments with Atari computers   In the 1990s, Ed Meyer was a professor at DePaul University in Chicago, where he taught physical chemistry. In August 1990, The Journal of Chemical Education published his article, "An Inexpensive Computer Station for Undergraduate Laboratories Using the Atari 800XL" in which Ed showed how to interface the Atari controller ports with a 12-bit analog-to-digital converter chip to do chemistry experiments. (The article includes schematics and code in assembly language and BASIC.)   From the article:   "The kind of “interfacing” that has been emphasized in chemical education thus far in this country has been largely limited to using the “game paddle inputs” of a home com- puter, which allows the connection of any device that looks like a variable resistor to the computer. This approach has served admirably as an introduction to the power and versa- tility of inexpensive home computers as data collectors and handlers but suffers from significant disadvantages. The most obvious is the limitation to 8 bits of information; one would like to be able to obtain better precision than this provides (at half scale we can expect roughly 1% reproduc- ibility). Another is the requirement that the resistance of the transducer used be consistent with that of the game paddle it replaces.   It is possible, without spending inordinate sums of money, to convert one of these home computers into a research- grade instrument with a resolution of 1 bit in 4096, if one knows a little about digital electronics. This article describes an interface for the Atari 800XL computer based on a 12-bit analogue-to-digital converter (ADC). We have incorporated six of them into “computer stations” in our upper track freshman laboratory. In general, the variables in question (e.g., temperature vs. time for coffee cup calorimeter experi- ments, pH vs. volume titrant) are plotted in real time on the monitor screen, and after collection of the data, a hard copy of the plot is produced on a printer, along with a table of the data. We use similar stations in our physical chemistry lab- oratory, where more sophisticated curve-fitting routines are included."   This interview took place on July 9, 2018.   "Once the thing is able to read a DC voltage, you have all kinds of opportunities. ... I mean the most obvious one is to use a pH meter to do acid-base titrations."   Article: An Inexpensive Computer Station for Undergraduate Laboratories Using the Atari 800XL   Heterogeneous catalysis

Dr Alice E Williamson looks back at the months she spent back in her home town in the North West of England just before moving to Sydney. Alice is a Lecturer in Chemical Education and Outreach at The University of Sydney. Originally from the North West of England, Alice completed her PhD at The University of Cambridge, where she worked with colleagues to develop two new chemical reactions.  In addition to her research, Alice specialises in science communication and outreach. In February 2015, she was named as one of ABC RN and UNSW’s ‘Top 5 Under 40’ in recognition of her passion for sharing science stories. Alice presents a weekly science slot on FBi Radio’s breakfast show and is the co-host of the ABC Science Podcast Dear Science. Queerstories is an LGBTQIA+ storytelling night programmed by Maeve Marsden, with regular events in Sydney, Melbourne and Brisbane. For Queerstories event dates, visit www.maevemarsden.com, and follow Queerstories on Facebook. The new Queerstories book is published by Hachette Australia, and can be pre-ordered on Booktopia. To support Queerstories, become a patron at www.patreon.com/ladysingsitbetter And for gay stuff, insomnia rant and photos of my dog Frank follow me - Maeve Marsden - on Twitter and Instagram. See omnystudio.com/policies/listener for privacy information.

Mit Teresa Beck setzt Gudrun das 2014 mit Tobias Hahn geführte Gespräch fort. Die Software ChromX zur Computersimulation von Chromatographie-Säulen ist inzwischen Teil des Portfolios einer Ausgründung aus dem KIT mit dem Namen GoSilico. Neben Thiemo Huuk, der gleichzeitig mit Tobias Hahn im Rahmen seiner biotechnologischen Promotion die Kundenbedürfnisse für Chromatographie-Simulationen erforscht hat, und Tobias Hahn ist Teresa als dritte im Team Gründerin der im Januar 2016 an den Start gegangenen GmbH. Tobias ist Diplom-Mathematiker. 2010-2015 modellierte er im Rahmen seiner Promotion Aufreinigungsprozesse mit modernen mathematischen Simulationswerkzeugen. Es erwies sich als sinnvoll, dafür schließlich ganz in die Bio-Verfahrenstechnik zu wechseln. Teresa Beck ist hingegen Diplom-Meteorologin, deren Faszination für die Modellierung der Wetterphänomene am Computer schließlich zu einer Promotion in Mathematik am EMCL (erst in Karlsruhe und dann in Heidelberg) führte. Einige Zeit haben Gudrun, Tobias und Teresa in der gleichen Gruppe am Institut für Angewandte und Numerische Mathematik am KIT gearbeitet, bevor sich die Wege wieder trennten. Der Kern des Programms ChromX ist eine parallelisierte Finite Elemente Simulationssoftware für die Advektions-Diffusions-Gleichungen in Aufreinigungsprozessen. Die Benutzer sind jedoch keine mathematischen Experten, sondern in der Regel Laborantinnen und Laboranten. Deshalb ist es genauso wichtig, eine funktionierende Simulation zu realisieren, wie eine grafische Oberfläche zu schaffen, die ganz intuitiv die Laborerfahrung nachbildet und dabei die Mathematik "versteckt". Schließlich sollen teure Experimente ersetzt werden und dafür muß die Bedienung den Personen im Labor leicht fallen und möglichst Freude machen. Alle eigentlich für die Mathematik wichtigen Parameter, die auf Parallelisierung, Wahl nichtlinearer Löser oder schlechte Kondition des Problemes Einfluß nehmen, muss das Programm eigenständig sinnvoll setzen, denn für den normalen Benutzer sind diese unverständlich. Dafür müssen Parameter-Konfigurationen, die für die Bedienung gesetzt werden, von vornherein sinnvoll eingeschränkt werden, um die Stabilität und Korrektheit der Simulation zu gewährleisten. Daneben gibt es jedoch auch eine Experten-Lösung, wo ein Parameterfile direkt übergeben werden kann. Es ist immer etwas ungewiß, wie erfolgreich Ideen aus der Forschung in ein florierendes Unternehmen übersetzt werden können. Für die Gründung von GoSilico war aber in der ganzen Entwicklungsphase schon die Industrie-Tauglichkeit mitgedacht und geeignete Partner mit am Tisch. Durch die Präsentation der Erfolge mit der Forschungssoftware auf Tagungen gab es auch schon vor der Ausgründung viel Interesse an einer zukünftigen Zusammenarbeit. Deshalb lagen zur Gründung viele Letters of intent vor. Wichtiger Teil des Alltages im Unternehmen ist es jetzt, die Software zu verkaufen. Es dauerte in den Verhandlungen bisher zwischen 70 und 250 Tage bis Firmen wirklich die Software erwarben. Meist folgte auf eine schnelle Zustimmung aus den Fachabteilungen (die aber (leider noch) keine Budgets für solche Software haben) die länger währende Abklärung aller rechtlichen Verpflichtungen auf beiden Seiten bevor die zuständigen übergeordneten Stellen das Geld für den Kauf freigaben. Das liegt auch daran, dass diese Art von Chromatographie-Simulation noch ganz neuartig ist und die Abläufe in den Unternehmen schießlich neu ordnen wird. Wichtig für eine vertrauensvolle Zusammenarbeit ist, dass das interne Wissen der Firmen (intellectual property) geschützt bleibt (z.B. gegenüber anderen Firmen, die die Software auch erwerben oder schon benutzen). Nach etwas mehr als einem Jahr sind aber schon sechs große Kunden aus den weltweiten Top 20 gewonnen worden. Das Ziel für 2017 lautet, noch zwei weitere zu gewinnen. Dafür stehen die Chancen gut. Gerade wächst das Team um mehrere Personen, damit die Weiterentwicklung, Dokumentation und Zertifizierungsverfahren (nach TÜV oder ISO) auf mehr Schultern verteilt werden können. Literatur und weiterführende Informationen ChromX: Simulation toolbox for liquid chromatography of proteins. GoSilico: Company for software and methods for computer-aided – in silico – bioprocess development Simone Schappert - KIT-Gründerschmiede Gründer des Monats Juli 2016. Teresa Beck, Tobias Hahn, Thiemo Huuk, Jürgen Hubbuch: In-Silico Process Development: Success Stories. Poster presented at: 29th International Symposium on Preparative and Process Chromatography; 07/2016; Philadelphia, Pennsylvania, USA, 2016. Tobias Hahn, Thiemo Huuk, Vincent Heuveline, Jürgen Hubbuch: Simulating and Optimizing Preparative Protein Chromatography with ChromX. Journal of Chemical Education 09/2015; 92:1497–1502. DOI:10.1021/ed500854a, 2015. Gang Wang, Till Briskot, Tobias Hahn, Pascal Baumann, Jürgen Hubbuch: Estimation of adsorption isotherm and mass transfer parameters in protein chromatography using artificial neural networks. Journal of Chromatography A 03/2017; 1487:211–217. DOI:10.1016/j.chroma.2017.01.068, 2017. Thiemo C. Huuk, Tobias Hahn, Katharina Doninger, Jan Griesbach, Stefan Hepbildikler, Jürgen Hubbuch: Modeling of complex antibody elution behavior under high protein load densities in ion exchange chromatography using an asymmetric activity coefficient. Biotechnology Journal 03/2017, 1600336. DOI:10.1002/biot.201600336, 2017. Podcasts T. Hahn: Chromatographie, Gespräch mit G. Thäter im Modellansatz Podcast, Folge 21, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014. A. Osberghaus: Versuchsplanung, Gespräch mit G. Thäter im Modellansatz Podcast, Folge 22, Fakultät für Mathematik, Karlsruher Institut für Technologie (KIT), 2014.

In Episode 3, I chat with Rebekah Ravgiala, Biology and AP Biology at Tyngsborough High School. She has been actively involved in the BioBuilder community since 2011. BioBuilder works to make Synthetic Biology accessible to high school and middle school students. Rebekah led a high school team to the iGEM competition in 2012 and was a pioneering leader of the BioBuilder BioDesign Club for high school students. She has been awarded the ASBMB Fostering K12/University Partnership Grant in 2014 and the AMGEN Excellence in Science Teaching Award in 2013. Rebekah has presented her hands-on teaching methods at many conferences and professional workshops as well as publishing in journals such as The Journal of Chemical Education. Rebekah is graduate of Saint Anselm College with a degree in Biology. She earned a doctoral degree in Mathematics and Science Education in 2003 from the University of Massachusetts, Lowell.

Dr. Starkey has authored an introductory organic synthesis textbook, developed online laboratory tutorials, Blackboard online prelab quizzes, and created o-chem lessons for Educator.com. She is also Cal Poly Pomona's Calibrated Peer Review (CPR) administrator and serves on the Chemistry Editorial Board of MERLOT. Her research interests lie in the area of Chemical Education, but she focuses on developing and assessing online learning tools, and developing new lab experiments in the area of Synthetic Organic Chemistry.

Flick Coleman reads an excerpt from The Life of Ira Remsen by Frederick Getman, published by Journal of Chemical Education. (3:37) "A greenish blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became dark red. A great colored cloud arose. This was disagreeable and suffocating."

Guest IntroductionToday’s guest is a professor in the School of Teaching and Learning at Bowling Green State University. He teaches Science Methods for the Inclusive Early Childhood Classroom, Advanced Methods in Elementary School Science, Advanced Pedagogy and Best Practices, Qualitative Approaches to Classroom Inquiry, as well as Issues and Trends in Curriculum and Instruction. His research focuses on “Play” in human and nonhuman primates, lesson study with preservice and inservice teachers, and the acquisition of pedagogical content knowledge. He is a good friend and collogue. Please welcome Dr. Rick Worch._______________________Table of Contents:00:00 - Introduction - Learning Theory & Constructivism07:25 - Interview with Dr. Rich Worch_______________________Interact with Dr. Partin and the Teaching and Learning Professor community at:https://www.facebook.com/theteachingandlearningprofessor/_______________________Support this podcast at RedCircle— DONATE TODAY!!I'm using your donation to buy a new microphone and studio equipment to improve my sound. I need coffee too :-)_______________________Learning Theory & ConstructivismLearning Theory explains how students understand, process, integrate, and retain knowledge throughout learning. Prior experience, environmental factors, cognitive ability, and emotions play a large part in a student’s world view or understanding of the world they live in. The world view influences the way knowledge and skills are acquired, changed, and retained. There are generally 3 contemporary theories of learning teachers use to guide their teaching practices: Cognitivism, Transformative Theory, and Constructivism. CognitivismCognitivism stems from Gestalt Psychology and focuses on the learner and memory. In Gestalt theory, psychologists believe that humans learn by making sense of the relationships between new and old information. The human mind views entities as part of a bigger picture and as components of more complex systems (Cherry 2019). Cognitive theories of learning focus on the learner instead of the environment and have two underlying assumptions: 1) the memory system of the brain is structured and an operational processor of information; 2) prior knowledge plays a key role in learning (Smith 2018). Because each individual has a unique view of the world, humans create their own learning experiences and uniquely decipher information in ways that may differ from others. Transformative TheoryTransformative learning theory explains how people adjust and reinterpret meaning (Taylor 2008).It is related to the mental process of creating change in a frame of reference (Mezirow 1997). A frame of reference defines the way humans view the world and emotions play a large part in creating that view (Illeris 2001). Adults typically reject information that conflicts with their views and understanding of the world. Frame of reference is made up of habits of mind and points of view. Habits of mind (such as mindset or persistence) are very difficult to change but possible, however points of view may change over time as a result of reflection, criticism, or feedback (Mezirow 1997). Transformative Learning occurs when a student critically ponders evidence in support of competing understandings and points of view (Mezirow 1997). ConstructivismConstructivism is a concept often mentioned when discussing science classroom-learning environments. In fact, much of the current science education research and literature has focused on constructivism. Constructivism is a philosophy about how people learn, and specifically addresses how knowledge is acquired and constructed. More specifically, “according to the constructivist view, meaningful learning is a cognitive process in which individuals make sense of the world in relation to the knowledge which they already have constructed, and this sense-making process involves active negotiation and consensus building” (Fraser 1998, p. 13). Science educators may agree that constructivism is ideally more desirable over more traditional methods of instruction, such as direct instruction; however, many debate exactly how knowledge is built. The two primary descriptions of constructivism derive from Jean Piaget’s (1954) theory of cognitive development and Lev Vygotsky’s (1978) social constructivism. Cognitive constructivism focuses on internal cognitive processes (Piaget 1954) and an individual’s attempts to make sense of the world (Von Glasersfeld 1995), whereas social constructivism stresses the significance of society, culture, and language (Lemke 2001), where knowledge is socially constructed and acquired in specific social and cultural contexts. Despite their differences, both branches of constructivist thought stress the importance of experiential learning and acknowledge that motivation is crucial for the construction of knowledge and the progression of conceptual change. The literature contains many testimonials and experimental research studies that support the idea that meaningful learning is tied to experience (e.g. Angelo 1990; Bodner 1986; Bybee 1993; Caprio 1994; Lawson 1992; Lawson et al. 1990, 1993; Leonard 1989a, 1989b; Lord 1994; Lorsch & Tobin 1995; Roth 1994; Seymour 1995). The National Research Council’s 1999 Report, How People Learn (Brandsford, Brown, & Cocking 2000), is also in concert with the constructivist view and suggests inquiry-based learning as a way to have students doing real scientific investigations similar to the way in which practicing scientists define problems, formulate and test hypotheses, and draw conclusions. Inquiry-based learning has many nonscience classroom applications as well.Currently there are many models of constructivist learning (e.g., Glasson & Lalik 1993; Hewson & Tabachnick 1999; Nussbaum & Novick 1982). However, David Palmer (2005) examined the extent to which motivational strategies have been considered in the design of existing constructivist informed teaching models and found that existing models were inadequate in explicitly integrating motivation. Palmer also found that some models, in fact, conflict with the currently accepted views of motivation. Thus, new models integrating motivation and constructivism are needed. In a 2012 article by BGSU faculty Partin and Haney such a model is proposed and they discuss implications for further research in this area. References Angelo, T. A. (1990). Classroom assessment: Improving learning quality where it matters most. New Directions for Teaching and Learning, (42), 71-82.Bodner, G. M. (1986). Constructivism: A theory of knowledge. Journal of Chemical Education, 63(10), 873-878.Bransford, J. D., Brown, A. L., Cocking, R. R. Commission on Behavioral and Social Sciences and Education. (2000). How people learn: Brain, mind, experience, and school. expanded edition. National Academy of Sciences - National Research Council, Washington, DC.Bybee, R. W. (1993). Leadership, responsibility, and reform in science education. Science Educator, 2(1), 1-9.Caprio, M. W. (1994). Easing into constructivism. Journal of College Science Teaching, 23(4), 210.Cherry, K. (2019, November 18). What Impact Did Gestalt Psychology Have? Retrieved from https://www.verywellmind.com/what-is-gestalt-psychology-2795808.Glasson, G. E., & Lalik, R. V. (1993). Reinterpreting the learning cycle from a social constructivist perspective: A qualitative study of teachers' beliefs and practices. Journal of Research in Science Teaching, 30(2; 2), 187-207.Hewson, P. W., & Tabachnick, B. R. (1999). Educating prospective teachers of biology: Introduction and research methods. Science Education, 83(3), 247.Illeris, K (April 2001). "Transformative Learning in the Perspective of a Comprehensive Learning Theory". Journal of Transformative Education. 2 (2): 79–89. doi:10.1177/1541344603262315Lawson, A. E. (1992). Using reasoning ability as the basis for assigning laboratory partners in nonmajors biology. Journal of Research in Science Teaching, 29(7), 729-741.Lawson, A. E., Baker, W. P., Didonato, L., Verdi, M. P. and Johnson, M. A. (1993), The role of hypothetico-deductive reasoning and physical analogues of molecular interactions in conceptual change. Journal of Research in Science Teaching, 30: 1073–1085.Lawson, A. E., Rissing, S. W., & Faeth, S. H. (1990). An inquiry approach to non-majors’ biology. Journal of College Science Teaching, (May), 340-346.Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316.Leonard, W. H. (1989). Research and teaching: Ten years of research on investigative laboratory instruction strategies. Journal of College Science Teaching, 18(5), 304-306.Leonard, W. H. (1989). A review of research on science laboratory instruction at the college level. U.S.; South Carolina:Lord, T. R. (1994). Using constructivism to enhance student learning in college biology. Journal of College Science Teaching, 23(6), 346.Lorsbach, A., & Tobin, K. (1995). Toward a critical approach to the study of learning environments in science classrooms. Research in Science Education, 25(1), 19-32.Mezirow, J (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education. Jossey-bass. pp. 5–12.Nussbaum, J., & Novick, S. (1982). Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy. Instructional Science, 11(3), 183.Palmer, D. (2005). A motivational view of constructivist‐informed teaching. International Journal of Science Education, 27(15), 1853-1881.Partin, M. L., & Haney, J. J. (2012). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate non-major biology course. Learning Environments Research, 15(1), 103–123. doi: 10.1007/s10984-012-9102-xPiaget, J. (1954). The construction of reality in the child. New York: Basic Books.Roth, W. (1994). Experimenting in a constructivist high school physics laboratory. Journal of Research in Science Teaching, 31(2), 197.Seymour, E. (1995). Revisiting the `problem iceberg': Science, mathematics, and engineering students still chilled out. Journal of College Science Teaching, 24(6), 392.Smith, M. K. (2018). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved: 12/12/2019].Taylor, E.W. (2008). Transformative learning theory. New Directions for Adult and Continuing Education. Jossey-Bass. pp. 5–15. Fraser, B. J. (1998). Classroom environment instruments: Development, validity and applications. Learning Environments Research, 1(1), 7-34.Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard Univ. Press.Von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. Studies in mathematics education series: 6. Bristol, PA: Falmer Press.Support this podcast at — https://redcircle.com/the-teaching-and-learning-professor/donations