#DryLabs20: a new global collaborative network to consider and address the challenges of laboratory teaching with the challenges of COVID-19

Journal article

Since the sudden emergence of COVID-19 global pandemic, all educational institutions have looked to move resources and delivery online. Some institutions had already embraced delivering instruction in this way; however, broader adaptation to this teaching style is new to many educators. While the teaching of theoretical concepts is more easily transferred to a blended learning environment, the teaching of practical chemistry poses significant challenges, yet it is crucial to the chemist’s identity. Here we describe the establishment of a new, international, network to consider how practical chemistry can be taught outside of the traditional laboratory environment and invite readers of this special edition of the journal to join. Meeting fortnightly and maintaining links through a shared networked drive between meetings, the network has been accessed by over 100 delegates in the U.K., mainland Europe, North America, and Australasia. The traditional siloes of chemistry have not defined the discussions, which have instead focused on logistical aspects such as social distancing and the pastoral role of the laboratory environment. Initial evaluation shows the network is valued by its members and is making progress toward its aims.

Authors: Campbell, C; Turner, K; Challen, B; Stewart, M

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: American Chemical Society
• Journal: Journal of Chemical Education
• Volume: 97
• Issue: 9
• Pages: 3023-3027
• Publication date: 2020-08-03
• Acceptance date: 2020-07-27
• DOI: 10.1021/acs.jchemed.0c00884
• ISSN: 0021-9584
• Language: English
• Keywords: FFR