ACSPhilly2020

Inclusion in the Chemistry Profession, Is it a Reality?

Cosponsored by CWD

1. A. Supalo, Organizer, Presiding

9:00 Introductory Remarks.

9:05 50. What is Inclusion in the Chemistry Profession for Chemists with Visual Impairments?  C.A. Supalo

9:25 51. Science Outreach via University Administrative Fellowship at the Princeton Center for Complex Materials.  M. Hossain, J. Van Wyck, J. Bhattacharya, D. Steinberg

9:45 52. The Princeton University Materials Academy (PUMA): inclusive informal education via a socio-scientific approach..  J. Bhattacharya, D. Steinberg

10:05 Intermission.

10:20 53. Inclusion and accessibility efforts at the Princeton University MRSEC.  D. Steinberg

10:40 54. Inclusion Techniques Used to Teach Technology to Rurally Isolated Upward Bound Programs High School Students.  C. Monroe

11:00 55. “… All that is seen and unseen….” Visual impairments in the modern inorganic research environment.  S.M. Kilyanek

11:20 56. Culturally-Responsive Teaching: Scientific Argumentation Strategies among Deaf and Hard-of-Hearing Students.  A.D. Ross, T.E. Pagano

11:40 Concluding remarks.

Description: Becoming a professional in any field requires learning how to navigate entry into the field and moving as a professional within it. To do this undergraduate students must become proficient both in the mechanics (such as writing resumes and applying for jobs) and also in the behavior and practices required by professionals in the field (such as working on teams and networking). It is true that many resources which help students acquire these skills are available through professional affiliations; however, students often do not know of their existence, or how to use them effectively.

Furthermore, students who are unaware of these resources are often from groups who are historically underserved, creating an additional barrier to their success. In an attempt to combat this, programs may include professional skills within their coursework, but these attempts can often feel like non-authentic experiences or add-ons that have no relevance to the course. In fact, many learning experiences related to professional skills are optional for students through workshops or speakers presented by a campus career center where students self-select into them. This results in students who do not see the value in learning about professional skills or the fact that these professional skills are contextual to specific fields.

To be more effective, a program should aim for curricula that:

1) scaffold these experiences across the student’s entire experience rather than within an individual course;

2) are created through a backward design approach; and

3) utilize best practices and authentic experiences situated within the curriculum so that every student benefits and appreciates the value of professional skill development.

This day-long symposium will present the current need for and research on best practices in teaching professional skills (morning session) and examples from authentic, scaffolded professional skills curriculum including data collected on student learning.

LGBTQ+ Graduate Student & Postdoctoral Scholar Research Symposium Posters

1. Eytel, T. P. Yoon, Organizers

2:00 – 4:00

35. Wide Range of Tunability in Persistent Micelle Templating. A. Sarkar, M. Stefik
36. Co-encapsulation of TMZ and Cy5 in EGFR targeted biodegradable nanoparticles for improved TMZ efficacy and glioblastoma theranostics. R. Schmitt, S. Mahajan, K. Cwilinski, P.N. Prasad
37. Designing bimetallic Fe(III) complexes as T₁MRI contrast agents.  A. Rivera, J.R. Morrow
38. Sticky lipids alter the wettability of lipid-clay films. B.L. Kessenich, N. Pokhrel, E. Nakouzi, J.K. Kibue, M. Flury, L. Maibaum, J.D. Yoreo
39. Characterization of metal-loaded mimetic melanin by magnetometry. K.S. Cay, J.D. Rinehart
40. Progress toward development of a more acid stable epothilone for use as an ADC payload. H. Imlay, L. Chen, O. John-Fatinikun, A. Fojo, D. Sackett, J.L. Leighton
41. Determining the Molecular Target of Biliatresone, a Plant Isoflavenoid That Causes Biliary Atresia. A.D. Glass, J.D. Winkler
42. Amide Bond Equilibration: Development of a Chemical Strategy to Access Lasso Peptides. L. Digal, A. Ghorai, A. Roberts
43. Antibacterial and antiparasitic activity of novel brominated vinylic fatty acids. V. Jauregui, D. Alequin-Torres, N.M. Carballeira
44. Rippled β-sheets from sequence mismatched L- and D- amphipathic peptides. E. Quigley, D. Raymond, B.L. Nilsson
45. Aerobic C–H functionalization of simple arenes promoted by mild Brønsted acid additives. J. Sampson, L. Wang, B.P. Carrow
46. Mechanism of Polymerization of rac-Lactide by Aluminum Indolide Catalysts. S. Chiniforoush, A.M. Luke, A. Peterson, M. Mandal, Y. Popowski, H. Sajjad, C.J. Bouchey, B. Graziano, L.J. Yao, T.M. Reineke, W.B. Tolman, C.J. Cramer, D. Shopov
47. ¹H NMR Spectrum board game: A new active learning tool for undergraduate students. Z. Thammavongsy, M. Morris, R.D. Link

International Opportunities for Collaboration

1. P. Greenblatt, Organizer
2. Greenblatt, Presiding

1:00 Introductory Remarks.

1:05 27. Opportunities for international collaborations: Pharma and academic perspectives – the Moulder Center experiment.  M. Abou Gharbia

1:30 28. International Collaborations in the Middle East Catalyzed by the Malta Conferences.  Z.M. Lerman, M.Z. Hoffman

1:55 29. Some international collaboration experiences: 1972 – 2012.  S.A. Katz

2:15 30. My personal experiences with international collaborations and visits.  L.J. Berliner

2:35 31. Initiating successful international collaborations during sabbatical.  L.M. Blaney

2:55 Intermission.

3:10 32. Conducting research as a Fulbright grantee in Germany.  K.M. Elkins

3:30 33. International collaborations:Experiences from a US Fulbright Scholar Program.  S. Raje

3:50 34. Enhancing Your Teaching and Research through International Collaboration.  C.C. Velez, D.A. Shipp, C.A. Parish, L.H. Rickard, A. Larsen

4:40 Concluding Remarks.