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Comment: Extending the impact of AACT on ACS inclusivity as it celebrates its 10th anniversary

by Wayne E. Jones Jr., chair, ACS Board of Directors
October 7, 2024 | A version of this story appeared in Volume 102, Issue 31

 

Wayne E. Jones, Jr.
Credit: Portrait Simple Studio
Wayne E. Jones, Jr.

Over its long history, the American Chemical Society has transformed from a group of 35 men in New York to a wonderfully diverse global community of over 200,000 individuals. My board colleagues and I continually consider how ACS can better foster a chemistry community that is welcoming to all. In August, we approved an updated Statement on Diversity, Equity, Inclusion, and Respect (DEIR) that more accurately reflects our history, celebrates our progress, and recognizes opportunities to grow through an ongoing commitment to DEIR.

AACT: A milestone in inclusivity

This year, we celebrate the 10th anniversary of a notable example of ACS striving to foster scientific advancement and professional development for all individuals employed in the chemistry enterprise. Recognizing the need for a more inclusive environment, particularly for K–12 chemistry educators, ACS launched the American Association of Chemistry Teachers (AACT) in 2014.

Before AACT’s creation, fewer than 1,000 K–12 chemistry teachers were ACS members. Many teachers did not feel a sense of belonging within the society, which often catered to research-oriented professionals. AACT addressed this gap by creating a professional home specifically for these educators. The AACT community has grown to over 7,200 members in 80 countries by addressing the unique challenges and needs of K–12 teachers—offering a space where they can connect with colleagues facing similar situations, share best practices, and access resources tailored to their specific curriculum.

Supporting excellence in K–12 chemistry education

AACT’s impact extends far beyond creating a space for K–12 teachers. Since its founding, AACT has developed and curated an impressive library of over 1,100 resources. This extensive collection encompasses a wide range of topics and approaches to learning, empowering K–12 teachers to create engaging and effective chemistry lessons for their students.

Empowering K–12 chemistry educators benefits everyone.

AACT’s commitment to ongoing professional development is evident in its robust webinar program. The 220-plus webinars that AACT has organized to date provide K–12 educators with access to expert-led sessions on a variety of topics, keeping them abreast of the latest advancements and pedagogical strategies in chemistry education.

With nearly 300 articles published since its inception, AACT’s periodical Chemistry Solutions provides a platform for educators to share their experiences, successful teaching strategies, and innovative approaches to chemistry education. This collaborative exchange of knowledge allows teachers to learn from one another, fostering a culture of continuous improvement within the community.

The AACT website has received more than 10 million visits from over 7 million users to date, which speaks volumes about the value and reach of AACT’s resource library and online platforms. This response demonstrates the significant demand for high-quality, targeted resources among K–12 chemistry teachers and highlights the success of AACT in fulfilling this need.

Empowering K–12 chemistry educators benefits everyone, inspiring young people to follow a science, technology, engineering, and math journey after high school, educationally or professionally, that can contribute innovative solutions to global challenges.

AACT as a model for success

AACT’s operational model offers a strategic advantage for both the organization and its members. By delegating operational responsibility to the AACT governing board, ACS empowers K–12 teachers to have a direct voice in shaping the direction of their professional association. This model ensures that AACT’s resources and services remain relevant and responsive to the evolving needs of K–12 chemistry educators.

This model also allows AACT to leverage the established infrastructure and resources of ACS—for example, website hosting and content management systems—which reduces operational costs and ensures a high level of professionalism and accessibility for AACT’s offerings. AACT is able to develop resources at a competitive price point, making them more readily available to K–12 educators with limited budgets. Leveraging this model for other ACS programs, products, and services may provide greater inclusivity and member input while increasing efficiency and access.

A more inclusive future for chemistry

The success of AACT is a powerful testament to ACS’s commitment to inclusivity. By fostering a dedicated community for K–12 chemistry teachers, providing them with essential resources, and empowering them to shape their professional development, AACT has significantly broadened the reach and impact of ACS. As the organization continues to evolve, it is essential to build on the foundation laid by programs such as AACT, ensuring that all members feel valued, supported, and empowered to contribute to the advancement of chemistry. The benefits of this approach are clear. Today ACS boasts over 3,800 K–12 teachers as members, more than tripling the 2013 number, before AACT was created.

AACT is one of many examples of ACS’s commitment to creating a more diverse, equitable, and inclusive environment that fosters innovation, collaboration, respect, and a shared passion for chemistry in our community. We have all benefited from teachers in our past—perhaps inspiring us to join the chemistry profession—and we all have the opportunity to support K–12 education in our communities. Thank you to the chemistry teachers, AACT, and ACS members who continue this important work.

Views expressed are those of the author and not necessarily those of C&EN or ACS.

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