This books surveys existing materials for pre-laboratory and post-laboratory exercises in the chemical sciences.

Since the introduction of green chemistry principles in industrial processes, interest has continued to grow and green chemistry has started to take roots in educational laboratories of all disciplines of chemistry. Entire courses centered around green chemistry are becoming more prevalent. By introducing students to green chemistry at a collegiate level, they will better be prepared for industry, graduate schools, and also have a better appreciation for the environment. This book includes experiments that cover a range of green chemistry principles, particularly in the field of organic chemistry. Green chemistry, as we know it today, revolves around a set of twelve principles that were outlined 1998. The experiments presented in this text utilize many of the 12 Principles of Green Chemistry. Each chapter presents an experiment that utilizes at least one, if not more, of these principles. This book is targeted for any professor who would like to introduce green or "greener" laboratory experiments for their students in any chemistry course regardless of level. The book is designed to introduce students to the ideas, principles, and benefits of green chemistry and inspire educators to adopt more green chemistry principles in their course.

"This book is about Technology Integration in Chemistry Education and Research (TICER)"--

Laboratory experiences as a part of most U.S. high school science curricula have been taken for granted for decades, but they have rarely been carefully examined. What do they contribute to science learning? What can they contribute to science learning? What is the current status of labs in our nation�s high schools as a context for learning science? This book looks at a range of questions about how laboratory experiences fit into U.S. high schools: What is effective laboratory teaching? What does research tell us about learning in high school science labs? How should student learning in laboratory experiences be assessed? Do all student have access to laboratory experiences? What changes need to be made to improve laboratory experiences for high school students? How can school organization contribute to effective laboratory teaching? With increased attention to the U.S. education system and student outcomes, no part of the high school curriculum should escape scrutiny. This timely book investigates factors that influence a high school laboratory experience, looking closely at what currently takes place and what the goals of those experiences are and should be. Science educators, school administrators, policy makers, and parents will all benefit from a better understanding of the need for laboratory experiences to be an integral part of the science curriculum-and how that can be accomplished.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner

Modern technology has infiltrated many facets of society, including educational environments. Through the use of virtual learning, educational systems can become more efficient at teaching the student population and break down cost and distance barriers to reach populations that traditionally could not afford a good education. Virtual Reality in Education: Breakthroughs in Research and Practice is an essential reference source on the uses of virtual reality in K-12 and higher education classrooms with a focus on pedagogical and instructional outcomes and strategies. Highlighting a range of pertinent topics such as immersive virtual learning environments, virtual laboratories, and distance education, this publication is an ideal reference source for pre-service and in-service teachers, school administrators, principles, higher education faculty, K-12 instructors, policymakers, and researchers interested in virtual reality incorporation in the classroom.

This book captures the messages from a workshop that brought together research managers from government, industry, and academia to review and discuss the mechanisms that have been proposed or used to assess the value of chemical research. The workshop focused on the assessment procedures that have been or will be established within the various organizations that carry out or fund research activities, with particular attention to the Government Performance and Results Act (GPRA). The book presents approaches and ideas from leaders in each area that were intended to identify new and useful ways of assessing the value and potential impact of research activities.

Although driven by deeper issues, the study presented here focuses on "a central and defining aspect of tertiary science education, the laboratory program. It further focuses on first year mainstream courses, since it is here that the student population is at its most diverse, and not far removed from the secondary school student population. Moreover, if there were a place where a vision of science could be promulgated that was capable of engaging a greater proportion of students, it would be here". --p. 12.