Field Notes from BCCE 2026 - From Entry Points to Ecosystems
Year: 2026
Type: article
Abstract: This resource offers a reflective synthesis of selected sessions from the 2026 Biennial Conference on Chemical Education, with a focus on green chemistry education and practice and on communities of practice in chemistry education. Rather than providing a session-by-session summary of the full conference, the report identifies recurring themes across the strands the author followed. These include the importance of realistic entry points for faculty, the use of systems thinking to connect chemistry with environmental and human systems, authentic case studies and laboratory experiences, course-based undergraduate research experiences, assessment of reasoning under complexity, and the need to build green chemistry competencies intentionally across the curriculum. The report also considers faculty development as both informational and relational. Resources and introductory courses can help educators begin, but sustained curricular change is more likely when faculty have access to peers, feedback, mentoring, and professional communities that support adaptation and implementation over time. The resource may be useful to chemistry educators, faculty developers, community leaders, and organizations working to support green chemistry, systems thinking, curricular transformation, and faculty professional learning.
Source: QUBES
DOI: 10.25334/npkz-aw26
Author: Prescott, Sarah
Institution: University of New Hampshire
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W7172282292
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