{European Analytical Column Number 49} J. Serb. Chem. Soc. 86 (11) 1127–1130 (2021) EuCheMS news DIVISION OF ANALYTICAL CHEMISTRY EUROPEAN CHEMICAL SOCIETY 1127 EUCHEMS NEWS European Analytical Column No. 49• SLAVICA RAŽIĆ1*#, MARTIN VOGEL2** and MARCELA A. SEGUNDO3*** 1Department of Analytical Chemistry, Faculty of Pharmacy, University of Belgrade, Vojvode Stepe 450, 11222 Belgrade, Serbia, 2Institute for Inorganic and Analytical Chemistry, University of Münster, Münster, Corrensstraße, 28, 48149 Münster, Germany and 3Department of Chemical Sciences, Faculty of Pharmacy, University of Porto, R Jorge Viterbo Ferreira, 228, 4050-313 Porto, Portugal The European Analytical Column is the voice of the Division of Analytical Chemistry (DAC) as a Professional Network of chemical societies and their members working in all fields of analytical sciences within the European Chemical Society (EuChemS). The strategy for 2021–2023 comprehends the promotion of Analytical Chemistry to a wider community, co-operation with other professional networks and to support members’ activities, particularly through study groups and task forces. This year we will focus on how our community has managed to adapt to teaching analytical chemistry during the pandemic. Please feel free to share your own experience through our social media and networks! 1. DAC-EUCHEMS ACTIVITIES One of the main activities of DAC-EuChemS is the promotion of organiz- ation of Euroanalysis conference. Every two-years, one of the participating scientific chemical societies will host Euroanalysis, with active involvement of local scientists in the organization. Euroanalysis XXI was scheduled for August 2021, but the pandemic prevented us to meet in person as an Analytical Com- munity this year. Instead, we have met online last September for the webinar dedicated to our Awardees Prof. Aldo Roda (DAC-EuChemS Award) and Prof. * Correspondence E-mails: (*)slavica.razic@pharmacy.bg.ac.rs; (**)martin.vogel@uni-muenster.de; (***)msegundo@ff.up.pt # Serbian Chemical Society member. • Reprint from Analytical and Bioanalytical Chemistry, https://doi.org/10.1007/s00216-021- 03760-3, with permission from Springer. ________________________________________________________________________________________________________________________ (CC) 2021 SCS. Available on line at www.shd.org.rs/JSCS/ 1128 RAŽIĆ, VOGEL and SEGUNDO Karen Faulds (Rober Kellner Lecture Award), who gifted us with two wonderful lectures that can be seen at https://youtu.be/I2runlAeq5A, which were sponsored by Springer. Euroanalysis XXI is now rescheduled to 2023 and it will take place in Geneva, Switzerland, under the auspices of the Swiss Chemical Society (https://www.euroanalysis2023.ch/), organized by Prof. Eric Bakker (University of Geneva), Dr. Marc Suter (EAWAG), Dr. Franka Kalman (HES Sion) and Dr. Bodo Hattendorf (ETH Zurich). The Study Groups are also responsible for several ongoing activities of DAC-EuChemS. The topics addressed include “Bioanalytics”, “Chemometrics”, “Education”, “Electroanalytical Chemistry”, “History”, “Nanoanalytics”, “Qual- ity Assurance” and “Sample Preparation”. Please visit the DAC-EuChemS web- site for updated reports (https://www.euchems.eu/divisions/analytical-chemistry/) and contact the Heads of the Study Groups in order to have more information or to participate in their activities. Lastly, one of DAC-EuChemS objectives is to support its delegates on the organization of local events open to the international community through dissemination of the event within the Professional Network, including online events. The Steering Committee of DAC-EuChemS will be happy to receive input for additional activities. Feel free to contact one of the following persons: Slavica Ražić, University of Belgrade, Serbia (Chair), Marcela Segundo, Uni- versity of Porto, Portugal (Secretary), Jiří Barek, Charles University, Czech Rep- ublic (Treasurer), Charlotta Turner, Lund University, Sweden, Sibel A. Özkan, Ankara University, Turkey, Lutgarde Buydens, Radboud University, the Netherlands, and Martin Vogel, University of Münster, Germany. 2. TEACHING ANALYTICAL CHEMISTRY DURING THE PANDEMIC: AN ENDURING ENDEAVOUR – BUT NOT IN VAIN! When the corona pandemic first hit many parts of the world in spring 2020, surely only few of us had imagined that its influence on our everyday live became that drastic, and, even worse, that enduring. It would be idle to enumer- ate once again what has been changing over the last 15 months or so. However, it is surely worth to have a closer look onto the dramatic changes in teaching (not only) analytical chemistry with which instructors all over the world have been faced since 2020. As social distancing had early been recognized as a key measure to interrupt the spread of Covid-19, remote teaching was rapidly introduced wherever and whenever possible. This was – and still is – an endeavour for all of us teaching a subject such as analytical chemistry that is fundamentally dependent on experi- mental practice in the laboratory. While many instructors were thrown in at the deep end in early 2020, many of them rapidly developed innovative and smart approaches to cope with the new challenges. The many experiences made, the ________________________________________________________________________________________________________________________ (CC) 2021 SCS. Available on line at www.shd.org.rs/JSCS/ EUROPEAN ANALYTICAL COLUMN No. 49 1129 many lessons learned and the many conclusions drawn by instructors are worth to be shared with the analytical community as a whole. In January 2021, “ABCs of Education and Professional Development in Analytical Science” column started a series of articles featuring the teaching of analytical chemistry during the pandemic. The idea of this series is to support instructors all over the world in preparing their courses. Several articles on differ- ent aspects of remote teaching have been published up to now and will surely be inspiring for many readers and hopefully activate some of them to share their experiences and ideas by publishing also an article for the column. For example, Emily Niemeyer and co-authors contributed with a paper describing some hands-on laboratory experiments that students can complete while studying off the campus.1 In their paper, easy remote laboratory expe- riments are described that are based on carbonate chemistry and that are used to deal with gravimetry and titrimetry, just to mention one example. Supplemental material is provided, allowing readers to implement the experiments described also into their courses. Another paper published in this special series by Elise Heiss and Susan Oxley describes the implementation of a flipped classroom approach for two different analytical chemistry courses.2 While presenting their experiences with different aspects of flipped classrooms, personal reflections and also recom- mendations of best practices, the article may serve as an inspiration for readers when thinking about the different forms of remote learning (asynchronous, synchronous, as well as assessment). All of us having taught remotely during the last months have surely been faced with the question of how to enhance student engagement in their courses. Jill Venton and Rebecca Pompano provide many good ideas and answers on this question while discussing active learning as a strategy.3 The article is a valuable source of practical tips for student engagement and provides many answers to didactic questions rising from the current Zoom world. Another paper dealing also with the question of student interaction and student engagement has been contributed by Anna Cavinato and co-authors.4 Based on their experiences, four instructors describe their view on engaging stud- ents in an online environment. The article will surely inspire readers through the authors’ profound description of their experiences in different remote setting and their conclusions drawn hereof. An aspect that has turned out to be even more crucial during the pandemic under normal times is the different access to technical infrastructure and financial resources. Vilmalí López-Mejías and co-authors from the University of Puerto Rico therefore describe their way and their experiences of remote teaching of analytical chemistry at an institution that, prior to the pandemic, had already been hit by, e.g., hurricanes and earthquakes.5 The article is a good combination of ________________________________________________________________________________________________________________________ (CC) 2021 SCS. Available on line at www.shd.org.rs/JSCS/ 1130 RAŽIĆ, VOGEL and SEGUNDO showing different didactic approaches for remote learning in a synchronous as well in an asynchronous mode and of presenting remote laboratory experiences to the readers. Supplemental material allows having a deeper look into the func- tioning of the courses. All these articles presented show that teaching during the pandemic has been – and still is – a challenge, and to serve our students in the best way has even more become an endeavour. However, the experiences made and the concepts developed will surely be not in vain, as many of them can be integrated into regular courses. Moreover, I am sure, we shall return to a normal life – with many lessons learned from the pandemic. I hope that this small survey on articles recently published in “ABCs of Education and Professional Development in Analytical Science” supports many readers while preparing and carrying out their course and stimulates them to share their experiences and concepts developed with colleagues in the field. REFERENCES 1. J. F. Destino, E. M. Gross, E. D. Niemeyer, S. C. Petrovic, Anal. Bioanal. Chem. 413 (2021) 1237 2. E. M. Heiss, S. P. Oxley, Anal. Bioanal. Chem. 413 (2021)1245 3. B. J. Venton, R. R. Pompano. Anal. Bioanal. Chem. 413 (2021):1507 4. A. G. Cavinato, R. A. Hunter, L. S. Ott, J. K. Robinson, Anal. Bioanal. Chem. 413 (2021):1513 5. A. L. Morales-Cruz, B. M. Ortiz-Andrade, J. del Pilar-Albaladejo, L. M. Díaz-Vázquez, U. Rivera-González, V. López-Mejías, Anal. Bioanal. Chem. 413 (2021):2845. ________________________________________________________________________________________________________________________ (CC) 2021 SCS. 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