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Chemistry, Society, and Civic Engagement (Part 1): The SENCER Project

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Catherine Hurt Middlecamp

Department of Chemistry, University of Wisconsin–Madison, Madison, WI 53706

Trace Jordan

Morse Academic Plan, New York University, New York, NY 10003

Amy M. Shachter

Department of Chemistry, Santa Clara University, Santa Clara, CA 95053

Karen Kashmanian Oates

Office of Academic Affairs, Harrisburg University of Science and Technology, Harrisburg, PA 17101

Sue Lottridge

Center for Assessment and Research Studies, James Madison University, Harrisonburg, VA 22801

J. Chem. Educ., 2006, 83 (9), p 1301

DOI: 10.1021/ed083p1301

Publication Date (Web): September 1, 2006

Section:

History, Education, and Documentation

Abstract

Science Education for New Civic Engagements and Responsibilities (SENCER) is a national dissemination project for courses in science, technology, engineering, and mathematics. SENCER courses connect science and civic engagement by teaching through complex, contested, current, and unresolved public issues to the underlying scientific principles. This paper describes two chemistry courses for non-majors that are based on the SENCER principles, and lists the full array of SENCER model courses that were developed through the project. It also describes the challenges instructors face in designing a SENCER course, setting and assessing the goals of the course, and in teaching for civic engagement.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Curriculum

Keywords (Feature):

Interdisciplinary Connections

Keywords (Subject):

Applications of Chemistry

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This article has been cited by 8 ACS Journal articles (5 most recent appear below).

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