IN CHEMICAL EDUCATION AS A FIELD OF STUDY1 by

Twenty years ago, Boyer (1990) called for an expanded definition of the term scholarship to include discovery, integration, application and teaching. The most important obligation now confronting the nation’s colleges and universities is to break out of the tired old teaching versus research debate and define, in more creative ways, what it means to be a scholar. It’s time to recognize the full range of faculty talent and the great diversity of functions higher education must perform. (p. xii) It is tempting to reread Scholarship Reconsidered: Priorities of the Professoriate within the context of the growth in recent years of what has become known as discipline-based educational research. DBER: Neither New nor Easy To Identify Discipline-based educational research (DBER) is not new. It is almost 60 years since the Mathematics Teacher perceived the need to introduce a column on “Research in Mathematics Education ” to familiarize its readers with the results of mathematics education research (Kinsella, 1952). At roughly the same time, the National Council o