JChemEd Statement

Education: Central to the Central Science.

Education is key to ACS' mission, and I see opportunities to augment our activities for many important audiences.

For our Children.

Pointedly, 60 percent of high school students enroll in chemistry classes, and we don't have enough teachers to accommodate them. Many chemistry classes are taught by dedicated teachers from another field; few high school students take the course from a degreed chemist.

We can equip capable chemical professionals-early retirees are a good example-with the pedagogical tools they need to take their technical expertise into the classroom. Also, some colleges offer summer enrichment courses wherein non-chemist teachers gain new methodology and recharged enthusiasm. ACS can perform a service by cataloguing and publicizing these courses, compiling curricula, communicating best practices, and helping teachers identify potential tuition aid sources.

These teachers may not now be our members, but they have been entrusted with the preparation of our incoming undergraduates and ultimately our Society's next generation. We benefit when they all are the best they can be.

For our Colleagues and Future Colleagues.

A career in industry leaves one with different perspectives on chemistry than those that usually appear in textbooks. Practical experience, when brought to the classroom, provides the "so THAT's why it's important" version of the "Eureka" moment. My perspectives come from 25 years in research, management, marketing, licensing, public affairs and government relations at the state, national and international level. A little of nearly everything, it seems.

We in industry should share our experiences with students either as mentors or teachers, and my company has encouraged me to do just that. I teach Polymer Chemistry at Indiana University, and draw on my experience to describe the breadth of what chemists do and how the activities integrate. It complements the department curriculum and lets me experience the joy and frustration of academe.

As President I will encourage companies to make scientists with special skills available to universities-especially undergraduate-only institutions--to round out areas of study not covered by existing faculty.

Government at all levels has a huge influence on the chemical enterprise. Academic research-both graduate and undergraduate--depends on government funding. But today there is danger of losing funding as state governments in crisis cut appropriations for higher education.

Many universities struggle financially to provide their students with the undergraduate research experience that is now virtually required. This is especially true as costly advanced instrumentation is needed to stay current in the field. Industrial partners are more difficult to come by in times of economic uncertainty. Increased NSF support is of little help if offset by lower state budgets.

We advocate effectively at the federal level now. But we could also collaborate with other chemical organizations to advocate at the state level on behalf of university science. The President of ACS should be a spokesperson to make the case for research both inside and outside of Washington DC.

Sometimes we forget that chemistry is an economic engine for more than PhDs. One of my earliest mentors was a technician with a high school education who taught me the basics of survival in an industrial laboratory.

Chemistry was his livelihood just as it was mine. Discovery teams in the chemical enterprise succeed through the contributions of non-degreed, associate, bachelor and graduate chemists alike. The chemical enterprise provides careers for over a million people, and I value the educators who prepare students for each of those careers. They are integral to the advancement of science.

For the Public.

The President should be the most visible face and credible voice for chemists and chemistry. All Presidents visit and speak to Local Sections but can do more. A trip to a local section could include an interview with the local paper; a radio call-in show; a speech to a civic group; a visit to the high school and a speaking and listening session with the Local Section. One visit, five engagements, four teaching opportunities (learning opportunities, too) designed to improve the public's perception of chemistry. As President, I will take the challenge to be publicly visible and credible.

We all teach.

I started college intending to be a high school teacher, and ended graduate school headed for industry. But over the years, whether with customers, congressmen or citizens, I found myself explaining chemical concepts to non-technical audiences. Ironically, I realize I became a teacher after all. I believe we all are.

I welcome your counsel and comments at http://www.billcarroll.org or bill_carroll@oxy.com.