Toward Collaborative Dialogue: Unpacking the Researcher–Educator Divide to Advance Chemistry Education

Abstract

Researchers, educators, and students have different roles in the chemistry education community and are subject to distinct evaluation criteria that inform how they approach their work. In this commentary, we leverage our experience as individuals positioned at the researcher−educator−student interface to describe how we consider these evaluation criteria to incentivize different priorities. These priorities often align synergistically but sometimes conflict. We argue that conflicts between priorities can lead to divisions among community members that undermine the achievement of our shared goals. Based on this understanding, we suggest examples of how the community might overcome these challenges by facilitating education research knowledge mobilization, expanding representation of chemistry education at the undergraduate level, and engaging in collaborative dialogue.