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Integrating Chemical Information Instruction into the Community College Chemistry Curriculum. SOUNDS DULL!. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY. ONLINE ACCESS IS THE ANSWER. BUT WHAT ARE THE QUESTIONS?. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY.

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integrating chemical information instruction into the community college chemistry curriculum

Integrating Chemical Information Instruction into the Community College Chemistry Curriculum

SOUNDS DULL!

Chicago-2007

BOB LANDOLT

TEXAS WESLEYAN UNIVERSITY

online access is the answer

ONLINE ACCESS IS THEANSWER

BUTWHAT ARE THE QUESTIONS?

Chicago-2007

BOB LANDOLT

TEXAS WESLEYAN UNIVERSITY

questions arise because
QUESTIONS ARISE BECAUSE:
  • COMMUNITY COLLEGES ARE PUIs (Primarily Undergraduate Institutions)
  • RESEARCH INCREASINGLY IS IMPORTANT
  • TRANSFERABILITY CRUCIAL
  • MULTIPLE CAREER PATHS SERVED
  • PURPOSE(S) OF SCIENCE EDUCATION
slide5

Students’ View of Their Situation:

1944 Cartoon, From Morrison and Boyd, 6th Ed. 1992, p. 474-(Note Bump on Donald’s Head)

heart cut question how to distinguish sense from nonsense
Heart-Cut Question: HOW to “Distinguish Sense from Nonsense?”

David Saxon, 1983, President, U. California, “Educating students for life in a technological society is enormously difficult ...ability to distinguish sense from nonsense is an indispensable aspect….”

"The Place of Science and Technology in the Liberal Arts Curriculum" David S. Saxon Leonardo, Vol. 16, No. 4 (Autumn, 1983), pp. 316-319

“Education is entirely an inner condition… unlike training, … not really "about" the world outside of the person. It must include--the ability to distinguish sense from nonsense, …not only in others, but in the self.”

“The Panamanian Panda Paradigm,”

http://www.sourcetext.com/grammarian/newslettersv12/12.5.htm

slide7

‘INFORMATICS’ Challenges for PUI Chemistry Generally

SOARING COSTS!

FEW SCIENCE LIBRARIANS!

ELECTRONIC SEARCHING REQUIRES SPECIAL EXPERTISE (?)

slide8

ACS 2-Year Program Guidelines (S57):

http://www.chemistry.org/portal/resources/ACS/ACSContent/education/institutional/2ycbroc.pdf

“Because of the increasing volume and complexity of chemical literature, students are no longer able to acquire skills in information retrieval without some formal instruction.”

Skills (e.g., using Chemical Abstracts, other compilations):

integrating them into courses

through library exercises and/or research papers

online interactive computer file experiences.

Accomplished by:

cooperative library arrangements and

electronic access.

slide9

ABOUT TRANSFERABILITY?

ACS Library Guidelines (4 Year Schools)

http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education\cpt\library.html

  • CAfull abstracts access required!
  • CA online? Students must have good, timely access.
  • Minimum of 14 current journals subscriptions
  • Online journals acceptable if full material routinely is accessible to students.
  • Computer access by students must not be unduly limited by cost or impractical access times.
needs of multiple career paths
NEEDS OF MULTIPLE CAREER PATHS?
  • CHEMISTRY FOR SCIENCE MAJORS
  • NURSING AND OTHER HEALTH SPECIALTIES
  • ENVIRONMENTAL SCIENCE/SAFETY ORIENTATION
  • LIBERAL ARTS/ NON-SCIENCE MAJORS
research
RESEARCH?
  • Community Colleges Tackle Research, C&E NEWS, October 16, 2006,http://pubs.acs.org/cen/education/84/8442education.html
  • Community College Led Advances in Undergraduate Education, Tom Higgins,, Harold Washington College,[email protected]
  • Summer ‘URP’/ ‘RUI’/ ‘SURFing’

http://pubs.acs.org/cgi-bin/abstract.cgi/joceah/2005/70/i02/abs/jo0490651.html

slide13

Date

Wed Jul 19 13:09:04 EDT 2006

Count

28,885,178 organic and inorganic substances

57,673,004 sequences,

CAS RN

894495-18-2 is the most recent CAS Registry Number

RESOURCES HUGE AND GROWING!

slide14

Date

Fri., Mar. 16 19:22:37 EDT 2007

Count

31,095,401 organic and inorganic substances ~2 million more

58,703,712 sequences ~1 million

CAS RN

927021-36-1, the most recent CAS Registry Number as of above date

~8 MONTHS LATER

http://www.cas.org/cgi-bin/regreport.pl

ucair a

UCAIR(a)

UNDERGRADUATE

COOPERATIVE

ACCESS

To

INFORMATIONRESOURCES

http://department.txwes.edu/che/rlandolt/ucair2003.html

slide16

WONDERFUL TIME FOR PUIs!

SIZE AND LOCATION NEUTRALIZED

AS LIMITING FACTORS:

THE INTERNET

RESOURCES ARE ONLINE

CONSORTIA

slide17

UCAIR OBJECTIVES

Provide FACULTY with fundamental sophistication in Chemical Informatics.

Teach STUDENTS to determine if information exists, how to retrieve it and assess its quality.

Enable DECISION-MAKERS to see how institutional resources may be used efficiently.

slide18

UCAIR IN A NUTSHELL!

(‘E’=ELECTRONIC; PUI= PRIMARILY UNDERGRADUATE INSTITUTIONS)

  • 4 TEXAS PUIs-CHEMICAL INFORMATICS LITERACY
  • 30 TEXAS PUIs- CHEMICAL ABSTRACTS ‘E’ ACCESS
  • 24 U.S PUIs- ACS JOURNALS ‘E’ ACCESS
  • 10 PUIs-ACS JOURNALS ARCHIVES ‘E’ ACCESS

2006- PROTOTYPE WORKSHOP AT COMMUNITY COLLEGE

slide19

“HCC-Central organic chemistry students seem to be having fun as Dr. Robert Landolt checks out their progress.”

Reproduced, with consent from The Egalitarian, the Newspaper of the Houston Community College Central Campus

searching ca
Searching CA

Command Language:

User Friendly Software:

Web-based STN Easy: (chemistry’s “Google”}

SciFinder Scholar:

“Standard Transmission”

“Automatic Transmission”

“Taking a Taxi”

“Chauffer-Driven Limo”

slide21

Starting Point!

DROP-DOWN MENUS SELECT BY WORD, CAS#, DATE, ETC.

slide22

WITH ACADEMIC DISCOUNT (10-20%), COST < $5-10

STUDENTS SHOULD INCLUDE COST FACTORS AS PART OF THEIR REPORT!

what s next
WHAT’S NEXT?
  • ESTABLISH COLLABORATIONS
    • Two Year College Chemistry Conferences (Consortium) --2YC3
    • Resource Publishers, including ACS Pubs, STN, Merck, CRC, etc.
    • Undergraduate Library Community
  • Create Problem-Oriented Exercises
    • Teaching Chemistry
    • Open-Ended
    • Internet Deliverables
  • On-campus, Regional and/or Online Workshops
slide29

TRADITIONAL VIEW

application

EFFORT

skill

YEAR 1 2 3 4 G. SCHOOL

slide30

UCAIR APPROACH AT PUIs

EFFORT

application

skill

YEAR 1 2 3 4G. SCHOOL

Both Steps Earlier and Easier

slide31

Usually the time it takes a system to become out-dated is just about the same amount of time it takes me to understand it!

slide32

PROJECTED APPROACH AT COMMUNITY COLLEGES

EFFORT

Not Just Skills

YEAR 1 2 3 4 G. SCHOOL

WHAT’S NEEDED?

needed a dromedary
NEEDED: A DROMEDARY!

THANKS TO WIKIPEDIA FOR BOTH CAMELS!

slide34

PROJECTED APPROACH AT COMMUNITY COLLEGES

EFFORT

Skill/Application*

lower

YEAR 1 2

*Through Problem-Oriented Activities

Integrated into Course

slide35

PROBLEM-ORIENTED “LAB”

FOR ENTRY LEVEL COURSES ”FOOD ADDITIVES”

  • IDENTIFY 10-20 “ADDITIVES”
  • LOCATE

LD50s and Safety/Health Issues

Function in product

Do ‘pluses’ out weigh ‘minuses?’

  • REPORTS INVOLVE 3 COMPONENTS
task force approach

TASK FORCE APPROACH

COOPERATIVE PROBLEM SOLVING

PLAN OF ATTACK NEEDS TO BE AGREED UPON

JOB TO BE BROKEN INTO SUBTASKS

CAS#’S MUST BE DETERMINED

INDIVIDUALS CHOSEN FOR ROLES

CO-LEADERS!

REPORT COMPILERS

required report format

REQUIRED REPORT FORMAT

THREE CLEARLY LABELED SECTIONS

INTRODUCTION-A PROBLEM STATEMENT

EXPERIMENTAL-WHAT WAS DONE

RESULTS/ CONCLUSIONS/ EVALUATION

(REFERENCES PROPERLY FOOTNOTED!)

slide38

REPORT MUST BE SIGNED BY EVERY TEAM MEMBER, UNDER STATEMENT:“I have contributed to and read this report”______________(TYPED NAME) SIGNATURE

acknowledgments

ACKNOWLEDGMENTS

ACS

PUBLICATIONS DIVISION

CA/STN INTERNATIONAL

THE WELCH FOUNDATION

CAMILLE AND HENRI DREYFUS FOUNDATION

RESEARCH CORPORATION

your task force problem
Your Task Force PROBLEM
  • PROVIDE A REPORT
  • SUITABLE FOR THE EPA

on the

  • ENVIRONMENTAL IMPACT

of

  • CHLORINATED BENZENES

in the

  • OCEAN ENVIRONMENT
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