Advertisement
Grab your lab coat. Let's get started
Welcome!
Welcome!
Create an account below to get 6 C&EN articles per month, receive newsletters and more - all free.
It seems this is your first time logging in online. Please enter the following information to continue.
As an ACS member you automatically get access to this site. All we need is few more details to create your reading experience.
Not you? Sign in with a different account.
Not you? Sign in with a different account.
ERROR 1
ERROR 1
ERROR 2
ERROR 2
ERROR 2
ERROR 2
ERROR 2
Password and Confirm password must match.
If you have an ACS member number, please enter it here so we can link this account to your membership. (optional)
ERROR 2
ACS values your privacy. By submitting your information, you are gaining access to C&EN and subscribing to our weekly newsletter. We use the information you provide to make your reading experience better, and we will never sell your data to third party members.
Careers
Awarding Educators
February 23, 2015
| A version of this story appeared in
Volume 93, Issue 8
In her editorial, Bibiana Campos Seijo seems surprised that modern university chemistry disfavors teaching, focusing instead on research activities (C&EN, Jan. 12, page 2). How can this be, she laments.
This shouldn’t surprise anyone, especially someone entrenched in the ACS hierarchy. I speak here of ACS’s mantra, “Education is a priority.” Yet the vast majority of ACS awards are for research progress. Of the few extant awards for teaching, how many are for teaching excellence at four-year Ph.D.-granting institutions?
Steven A. Hardinger
Los Angeles
You might also like...
The power is now in your (nitrile gloved) hands
Sign up for a free account to get more articles. Or choose the ACS option that’s right for you.
Already have an ACS ID? Log in
Join the conversation
Contact the reporter
Submit a Letter to the Editor for publication
Engage with us on X