@article{20767,
  abstract     = {Chemistry education at the graduate level and beyond faces the formidable challenge of a boundless and constantly expanding frontier of knowledge on many fronts. While modern learners have an increasingly broad range of resources available at their disposal (including open access text-based references, online videos, training problems, and other digital learning materials), there are comparatively fewer such materials aimed at the highest levels of study. With the goal of producing widely accessible graduate-level learning content, we created a community-based approach to online course design that is easily digestible to meet the expectations of modern learners. Herein, we report the development of an open access Advanced Organic Chemistry video-based online course and several other specialized minicourses using the Synthesis Workshop YouTube channel.},
  author       = {Horwitz, Matthew A. and Al-Ahmad, Reem and Bai, Xingfeng and Balletti, Matteo and Bellotti, Peter and Ben-Tal, Yael and Campbell, Mark W. and Cheasty, Kathleen and Crossley, Steven W. M. and Day, Craig S. and Deneny, Patrick J. and Forbes, Katherine C. and Gogarnoiu, Emma S. and Grant, Phillip S. and Halder, Riya and Harris, Georgia R. and Hernández-Lladó, Pol and Jouanneau, Morgan and Jost, Vera and Kutateladze, Dennis A. and Laudadio, Gabriele and Liu, Chun and Looby, Aidan P. and Maestro, Aitor and McCallum, Terry and Palkowitz, Maximilian D. and Paolillo, Joshua M. and Perry, Matthew W. D. and Reisenbauer, Julia and Reyes, Cesar and Sharma, Hayden A. and Sheong, Fu Kit and Thoma, Benjamin and Tran, Andrew V. and Tran, Duc N. and Aguilar Troyano, Francisco José and Verheyen, Thomas and Walsh, Mark P. and Wagner, Alicia and Wearing, Emily R. and Wuitschik, Georg},
  issn         = {1938-1328},
  journal      = {Journal of Chemical Education},
  number       = {9},
  pages        = {3777--3783},
  publisher    = {American Chemical Society},
  title        = {{Reimagining advanced chemistry education: A community-based approach to course design for modern learners}},
  doi          = {10.1021/acs.jchemed.5c00555},
  volume       = {102},
  year         = {2025},
}

@article{17854,
  abstract     = {As social media platforms continue to grow in popularity, there is an increasing need for science outreach teams to bring STEM content to the virtual landscape. Here, we highlight the use of short-form videos on our TikTok channel─@IvyLeagueScience─as a new way to approach science outreach. Through a combination of content production and data analytics, we were able to build an online platform with >150k followers, 3.6 million likes, and 18 million views. By bringing science to social media, we engage with students across the world, allowing them to experience science-based content. In this case study, we hope to encourage other scientific outreach teams to employ social media as a means of increasing visibility of scientists and STEM careers.},
  author       = {Prindle, Claudia R. and Orchanian, Nicholas M. and Venkataraman, Latha and Nuckolls, Colin},
  issn         = {1938-1328},
  journal      = {Journal of Chemical Education},
  number       = {3},
  pages        = {1319--1324},
  publisher    = {American Chemical Society},
  title        = {{Short-form videos as an emerging social media tool for STEM edutainment}},
  doi          = {10.1021/acs.jchemed.3c01185},
  volume       = {101},
  year         = {2024},
}