Crystallographic education in the 21st century

Saulius Gražulis, Amy Alexis Sarjeant, Peter Moeck, Jennifer Stone-Sundberg, Trevor J. Snyder, Werner Kaminsky, Allen G. Oliver, Charlotte L. Stern, Louise N. Dawe, Denis A. Rychkov, Evgeniy A. Losev, Elena V. Boldyreva, Joseph M. Tanski, Joel Bernstein, Wael Rabeh, Katherine A. Kantardjieff

    Research output: Contribution to journalReview article

    Abstract

    There are many methods that can be used to incorporate concepts of crystallography into the learning experiences of students, whether they are in elementary school, at university or part of the public at large. It is not always critical that those who teach crystallography have immediate access to diffraction equipment to be able to introduce the concepts of symmetry, packing or molecular structure in an age-and audience-appropriate manner. Crystallography can be used as a tool for teaching general chemistry concepts as well as general research techniques without ever having a student determine a crystal structure. Thus, methods for younger students to perform crystal growth experiments of simple inorganic salts, organic compounds and even metals are presented. For settings where crystallographic instrumentation is accessible (proximally or remotely), students can be involved in all steps of the process, from crystal growth, to data collection, through structure solution and refinement, to final publication. Several approaches based on the presentations in the MS92 Microsymposium at the IUCr 23rd Congress and General Assembly are reported. The topics cover methods for introducing crystallography to undergraduate students as part of a core chemistry curriculum; a successful short-course workshop intended to bootstrap researchers who rely on crystallography for their work; and efforts to bring crystallography to secondary school children and non-science majors. In addition to these workshops, demonstrations and long-format courses, open-format crystallographic databases and three-dimensional printed models as tools that can be used to excite target audiences and inspire them to pursue a deeper understanding of crystallography are described.

    Original languageEnglish (US)
    Pages (from-to)1964-1975
    Number of pages12
    JournalJournal of Applied Crystallography
    Volume48
    DOIs
    StatePublished - Jan 1 2015

    Fingerprint

    Crystallography
    Education
    Students
    Technical presentations
    Crystallization
    Molecular Structure
    Organic compounds
    Curriculum
    Curricula
    Molecular structure
    Publications
    Teaching
    Research Design
    Demonstrations
    Salts
    Diffraction
    Crystal structure
    Metals
    Research Personnel
    Learning

    Keywords

    • education
    • teaching

    ASJC Scopus subject areas

    • Biochemistry, Genetics and Molecular Biology(all)

    Cite this

    Gražulis, S., Sarjeant, A. A., Moeck, P., Stone-Sundberg, J., Snyder, T. J., Kaminsky, W., ... Kantardjieff, K. A. (2015). Crystallographic education in the 21st century. Journal of Applied Crystallography, 48, 1964-1975. https://doi.org/10.1107/S1600576715016830

    Crystallographic education in the 21st century. / Gražulis, Saulius; Sarjeant, Amy Alexis; Moeck, Peter; Stone-Sundberg, Jennifer; Snyder, Trevor J.; Kaminsky, Werner; Oliver, Allen G.; Stern, Charlotte L.; Dawe, Louise N.; Rychkov, Denis A.; Losev, Evgeniy A.; Boldyreva, Elena V.; Tanski, Joseph M.; Bernstein, Joel; Rabeh, Wael; Kantardjieff, Katherine A.

    In: Journal of Applied Crystallography, Vol. 48, 01.01.2015, p. 1964-1975.

    Research output: Contribution to journalReview article

    Gražulis, S, Sarjeant, AA, Moeck, P, Stone-Sundberg, J, Snyder, TJ, Kaminsky, W, Oliver, AG, Stern, CL, Dawe, LN, Rychkov, DA, Losev, EA, Boldyreva, EV, Tanski, JM, Bernstein, J, Rabeh, W & Kantardjieff, KA 2015, 'Crystallographic education in the 21st century', Journal of Applied Crystallography, vol. 48, pp. 1964-1975. https://doi.org/10.1107/S1600576715016830
    Gražulis S, Sarjeant AA, Moeck P, Stone-Sundberg J, Snyder TJ, Kaminsky W et al. Crystallographic education in the 21st century. Journal of Applied Crystallography. 2015 Jan 1;48:1964-1975. https://doi.org/10.1107/S1600576715016830
    Gražulis, Saulius ; Sarjeant, Amy Alexis ; Moeck, Peter ; Stone-Sundberg, Jennifer ; Snyder, Trevor J. ; Kaminsky, Werner ; Oliver, Allen G. ; Stern, Charlotte L. ; Dawe, Louise N. ; Rychkov, Denis A. ; Losev, Evgeniy A. ; Boldyreva, Elena V. ; Tanski, Joseph M. ; Bernstein, Joel ; Rabeh, Wael ; Kantardjieff, Katherine A. / Crystallographic education in the 21st century. In: Journal of Applied Crystallography. 2015 ; Vol. 48. pp. 1964-1975.
    @article{02dd96788e6f48e09e5029b530df5729,
    title = "Crystallographic education in the 21st century",
    abstract = "There are many methods that can be used to incorporate concepts of crystallography into the learning experiences of students, whether they are in elementary school, at university or part of the public at large. It is not always critical that those who teach crystallography have immediate access to diffraction equipment to be able to introduce the concepts of symmetry, packing or molecular structure in an age-and audience-appropriate manner. Crystallography can be used as a tool for teaching general chemistry concepts as well as general research techniques without ever having a student determine a crystal structure. Thus, methods for younger students to perform crystal growth experiments of simple inorganic salts, organic compounds and even metals are presented. For settings where crystallographic instrumentation is accessible (proximally or remotely), students can be involved in all steps of the process, from crystal growth, to data collection, through structure solution and refinement, to final publication. Several approaches based on the presentations in the MS92 Microsymposium at the IUCr 23rd Congress and General Assembly are reported. The topics cover methods for introducing crystallography to undergraduate students as part of a core chemistry curriculum; a successful short-course workshop intended to bootstrap researchers who rely on crystallography for their work; and efforts to bring crystallography to secondary school children and non-science majors. In addition to these workshops, demonstrations and long-format courses, open-format crystallographic databases and three-dimensional printed models as tools that can be used to excite target audiences and inspire them to pursue a deeper understanding of crystallography are described.",
    keywords = "education, teaching",
    author = "Saulius Gražulis and Sarjeant, {Amy Alexis} and Peter Moeck and Jennifer Stone-Sundberg and Snyder, {Trevor J.} and Werner Kaminsky and Oliver, {Allen G.} and Stern, {Charlotte L.} and Dawe, {Louise N.} and Rychkov, {Denis A.} and Losev, {Evgeniy A.} and Boldyreva, {Elena V.} and Tanski, {Joseph M.} and Joel Bernstein and Wael Rabeh and Kantardjieff, {Katherine A.}",
    year = "2015",
    month = "1",
    day = "1",
    doi = "10.1107/S1600576715016830",
    language = "English (US)",
    volume = "48",
    pages = "1964--1975",
    journal = "Journal of Applied Crystallography",
    issn = "0021-8898",
    publisher = "International Union of Crystallography",

    }

    TY - JOUR

    T1 - Crystallographic education in the 21st century

    AU - Gražulis, Saulius

    AU - Sarjeant, Amy Alexis

    AU - Moeck, Peter

    AU - Stone-Sundberg, Jennifer

    AU - Snyder, Trevor J.

    AU - Kaminsky, Werner

    AU - Oliver, Allen G.

    AU - Stern, Charlotte L.

    AU - Dawe, Louise N.

    AU - Rychkov, Denis A.

    AU - Losev, Evgeniy A.

    AU - Boldyreva, Elena V.

    AU - Tanski, Joseph M.

    AU - Bernstein, Joel

    AU - Rabeh, Wael

    AU - Kantardjieff, Katherine A.

    PY - 2015/1/1

    Y1 - 2015/1/1

    N2 - There are many methods that can be used to incorporate concepts of crystallography into the learning experiences of students, whether they are in elementary school, at university or part of the public at large. It is not always critical that those who teach crystallography have immediate access to diffraction equipment to be able to introduce the concepts of symmetry, packing or molecular structure in an age-and audience-appropriate manner. Crystallography can be used as a tool for teaching general chemistry concepts as well as general research techniques without ever having a student determine a crystal structure. Thus, methods for younger students to perform crystal growth experiments of simple inorganic salts, organic compounds and even metals are presented. For settings where crystallographic instrumentation is accessible (proximally or remotely), students can be involved in all steps of the process, from crystal growth, to data collection, through structure solution and refinement, to final publication. Several approaches based on the presentations in the MS92 Microsymposium at the IUCr 23rd Congress and General Assembly are reported. The topics cover methods for introducing crystallography to undergraduate students as part of a core chemistry curriculum; a successful short-course workshop intended to bootstrap researchers who rely on crystallography for their work; and efforts to bring crystallography to secondary school children and non-science majors. In addition to these workshops, demonstrations and long-format courses, open-format crystallographic databases and three-dimensional printed models as tools that can be used to excite target audiences and inspire them to pursue a deeper understanding of crystallography are described.

    AB - There are many methods that can be used to incorporate concepts of crystallography into the learning experiences of students, whether they are in elementary school, at university or part of the public at large. It is not always critical that those who teach crystallography have immediate access to diffraction equipment to be able to introduce the concepts of symmetry, packing or molecular structure in an age-and audience-appropriate manner. Crystallography can be used as a tool for teaching general chemistry concepts as well as general research techniques without ever having a student determine a crystal structure. Thus, methods for younger students to perform crystal growth experiments of simple inorganic salts, organic compounds and even metals are presented. For settings where crystallographic instrumentation is accessible (proximally or remotely), students can be involved in all steps of the process, from crystal growth, to data collection, through structure solution and refinement, to final publication. Several approaches based on the presentations in the MS92 Microsymposium at the IUCr 23rd Congress and General Assembly are reported. The topics cover methods for introducing crystallography to undergraduate students as part of a core chemistry curriculum; a successful short-course workshop intended to bootstrap researchers who rely on crystallography for their work; and efforts to bring crystallography to secondary school children and non-science majors. In addition to these workshops, demonstrations and long-format courses, open-format crystallographic databases and three-dimensional printed models as tools that can be used to excite target audiences and inspire them to pursue a deeper understanding of crystallography are described.

    KW - education

    KW - teaching

    UR - http://www.scopus.com/inward/record.url?scp=84948807784&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=84948807784&partnerID=8YFLogxK

    U2 - 10.1107/S1600576715016830

    DO - 10.1107/S1600576715016830

    M3 - Review article

    VL - 48

    SP - 1964

    EP - 1975

    JO - Journal of Applied Crystallography

    JF - Journal of Applied Crystallography

    SN - 0021-8898

    ER -