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The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.

This paper aims to give a brief description of some chemistry portals available worldwide, folowed by a description of the chemistry portal developed for Panjab University Library, Chandigarh (India).

A well‐structured chemistry portal was designed for chemistry and its allied departments at Panjab University based on studies of other chemistry portals worldwide.

All the students, research scholars and faculty members of chemistry and allied subjects are deriving benefit from the use of this portal.

The paper provides information about chemistry portals available worldwide. However, only selected portals are presented. Moreover, the information sources included in the chemistry portal may also not be exhaustive.

The paper would be of help to librarians who plan to develop such portals for other subjects.

The success of the portal has led to a demand from other departments in the university for developing subject portals in their subject areas.

This paper aims to discuss the knowledge levels, attitudes and behaviours regarding the concept of sustainable development among pre-university programme educators, as well as the potential barriers and opportunities they face in adopting the concept of sustainable development in the teaching of the pre-university level chemistry module at a public university in Malaysia.

A survey was conducted with eight educators of a pre-university programme at a public university located in Selangor, Malaysia. This pre-university programme exposes students to advanced courses in science, which are very much like first-year university courses for candidates who are interested in gaining admission to degree programmes. For this study, the focus was on chemistry educators only. The collected data were analysed through descriptive analysis following which interviews were conducted with the respondents.

In general, the educators have good knowledge and attitudes towards the concept of sustainable development. Moreover, their projected knowledge (K), attitude (A) and behaviour (B) focus more on environmental dimensions, as opposed to other sustainable development dimensions. While the integration of the concept of sustainable development in chemistry teaching is restricted by a few barriers, such as content-based learning, lack of guidebooks related to sustainable development and an overcrowded curriculum, positive responses from the chemistry educators indicate that there are opportunities to implement sustainable chemistry concepts in the pre-university chemistry module.

The present study was conducted with several limitations; the data were obtained from a small sample size at an institute located within a public university. The respondents of this research consisted of only three existing chemistry educators and five administrators who are also educators. Further studies about sustainable chemistry teaching should include samples from other public and private universities.

This paper is instrumental in assisting the Ministry of Education, administrators, as well as educators within the pre-university sector to shift their goals towards sustainable chemistry teaching to achieve success in education for sustainable development.

Chemistry book reviews serve as an aid to collection development, as well as an educational function for bibliographers and subject specialists. This study aims to outline a methodology for locating book reviews for a subject literature and characterizing the books reviewed.

This study utilized UlrichsWeb Global Serials Directory to identify chemistry periodicals containing book reviews. Criteria were applied to limit the periodicals identified to those publishing ten or more book reviews in 2009 and held by 25 or more libraries. The books reviewed by the periodicals were characterized in terms of the quantity, subject coverage, overlap, lag time, and compared to chemistry books published in 2009. Books reviewed by the chemistry periodicals were also compared to general science and other periodicals known to contain chemistry book reviews.

A total of 11 chemistry periodicals met the criteria and collectively they published 445 book reviews in 2009. Three chemistry periodicals accounted for 72.1 percent of the chemistry books reviewed, thus following Bradford's Law of Scatter. The LC Classification of the books reviewed ranged widely and QDs only comprised 41.1 percent of the 380 unique titles reviewed. The overlap was low with only 17.5 percent of the chemistry titles reviewed more than once. Books reviewed were generally representative of the chemistry books published based on publisher. Few, if any, chemistry books were reviewed by general science periodicals.

This paper provides a methodology that is applicable to other disciplines, as well as updating and expanding previous research by characterizing the subject coverage of books reviewed.

The purpose of this paper is to introduce green chemistry experiments as laboratory‐based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs).

Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure.

Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making.

This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives.

The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory‐based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD.

The First International Congress on Documentation of Applied Chemistry‐was held at the Institut Français, London, S.W. 7 on 22–25 November 1955. It was organized by the Society of Chemical Industry at the request of the International Union of Pure and Applied Chemistry. Some 300 persons attended, of whom about 100 were from overseas; these numbers included chemists and documentalists.

The purpose of this study was to understand the research data management practices of chemistry researchers in the five specialized federal universities of technology in Nigeria. Appropriate research data management practice ensures that research data are available for reuse by secondary users, and research findings can be verified and replicated within the scientific community. A poor research data management practice can lead to irrecoverable data loss, unavailability of data to support research findings and lack of trust in the research process.

An exploratory research technique involving semi-structured, oral and face-to-face interview is used to gather data on research data management practices of chemistry researchers in Nigeria. Interview questions were divided into four major sections covering chemistry researchers’ understanding of research data, experience with data loss, data storage method and backup techniques, data protection, data preservation and availability of data management plan. Braun and Clarke thematic analysis approach was adapted, and the Provalis Qualitative Data Miner (version 5) software was used for generating themes and subthemes from the coding framework and for presenting the findings.

Findings revealed that chemistry researchers in Nigeria have a good understanding of the concept of research data and its importance to research findings. Chemistry researchers have had several experiences of irrecoverable loss of data because of poor choice of storage devices, back-up methods and weak data protection systems. Even though the library was agreed as the most preferred place for long-term data preservation, there is the issue of trust and fear of loss of ownership of data to unauthorized persons or party. No formal data management plan is used while conducting their scientific research.

The research focused on research data management practices of chemistry researchers in the five specialized federal universities of technology in Nigeria. Although the findings of the study are similar to perceptions and practices of researchers around the world, it cannot be used as a basis for generalization across other scientific disciplines.

This study concluded that chemistry researchers need further orientation and continuous education on the importance and benefits of appropriate research data management practice. The library should also roll out research data management programs to guide researchers and improve their confidence throughout the research process.

Appropriate research data management practice not only ensures that the underlying research data are true and available for reuse and re-validation, but it also encourages data sharing among researchers. Data sharing will help to ensure better collaboration among researchers and increased visibility of the datasets and data owners through the use of standard data citations and acknowledgements.

This is a qualitative and in-depth study of research data management practices and perceptions among researchers in a particular scientific field of study.

This paper aims to investigate the knowledge, attitude and behaviour of foundation chemistry learners concerning the sustainable development concept.

Qualitative and quantitative studies were conducted. Atlas.ti software was used to analyse the chemistry curriculum based on selected themes and sub-themes. A survey was carried out involving 132 chemistry learners. The chemistry learners were students from a foundation programme in a local university located in Selangor, Malaysia. The collected data were analysed using SPSS 21.0 involving descriptive and inferential statistics.

Document analysis on the chemistry curriculum shows that water is the theme most covered in the chemistry learners’ textbook, as compared to other themes. In general, the chemistry learners have good knowledge and attitude concerning the sustainable development concept. However, their knowledge and attitude do not reflect in their behaviour as an individual, as well as in the classroom. Moreover, their knowledge, attitude and behaviour focus more on environmental dimension, as compared to other sustainable development dimensions.

This paper is instrumental in assisting educators to assess how chemistry learners perceive sustainable development, and this may help to bring about changes to improve chemistry teaching and learning processes towards education for sustainable development.

This paper is an original and novel research paper which is first conducted on sustainable development concept in chemistry curriculum in Malaysia.