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The Excellent Undergraduate Program in Analytical Chemistry

The Excellent Undergraduate Program. "An excellent chemistry program is an integrated, broad-based, challenging chemical experience designed to provide an undergraduate with the intellectual, experimental, and interactive skills to participate effectively in the chemical sciences enterprise. It is t

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The Excellent Undergraduate Program in Analytical Chemistry

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    1. The Excellent Undergraduate Program in Analytical Chemistry Jeanne Pemberton University of Arizona and Cynthia Larive University of California - Riverside

    2. The Excellent Undergraduate Program

    3. Undergraduate Experience in the Classroom & Beyond

    4. Undergraduate Experience in the Classroom & Beyond

    5. Excellence in the Undergraduate Program

    6. What is Excellence? You know it when you see it.

    7. A Short Survey Think about the chemistry majors you have known as graduating seniors or entering graduate students who embody excellence. What attributes makes these students stand out? Are there ways in which the chemistry undergraduate curriculum can help to develop these attributes in students?

    8. Personal Attributes of Excellent Students Intellectually curious, passionate for science Self-confident Solid work ethic, drive, commitment Good time managers do not put things off Perseverance, determination, patience Self-motivated, strong desire to succeed. Work and think independently Work well with others Good problem solvers - understand that problem solving is a process, not something memorized

    9. Academic Attributes of Excellent Students Knowledgeable in all areas of chemistry, and able integrate their knowledge across all areas of science, within and beyond chemistry Good quantitative and reasoning skills Able to grasp difficult concepts and reduce them to an understandable core Excellent problem solver Good oral and written communication skills. Can articulate their knowledge and thought processes

    10. The Rigorous Undergraduate Program

    11. Characteristics of the Curriculum in Rigorous Undergraduate Programs

    12. Characteristics of Faculty & Their Instructional Approaches in Rigorous Undergraduate Programs

    13. Characteristics of Student Competencies in Rigorous Undergraduate Programs

    14. Characteristics of Student Competencies in Rigorous Undergraduate Programs

    15. Characteristics of Assessments in Rigorous Undergraduate Programs

    16. How can we shape the analytical chemistry curriculum to foster excellence? Respondents to our survey uniformly pointed to the importance of undergraduate research in developing excellence. Research can be an important component of fostering excellence in our students. However, these experiences are variable and often come late in a students career. Therefore, research is a desirable (or perhaps necessary) adjunct to the curriculum, but it should not be the core.

    17. Problem or inquiry-based laboratory experiences Bring elements of research into the classroom Give students the opportunity to design experiments Because they are in a context students can appreciate, they generate excitement and curiosity for science Real problems are complex, they require students to integrate knowledge from earlier courses and to be resourceful in seeking solutions from other sources

    18. Rigor in the analytical curriculum Measurement quality, accuracy and precision are demonstrated and demanded Molecularly-specific measurements that inform scientific hypothesis or problem Transform and reduce large amounts of information generated by measurements into chemical understanding

    19. Thanks to the respondents! Grady Hanrahan, California Lutheran Carlos Gutierrez, Cal State LA Will Polik, Hope College Rob Walker, Montanta State University Dan Raftery, Purdue University Peter Palmer, San Francisco State University Diana Aga, Frank Bright, Luis Colon, Joe Gardella, University at Buffalo Joel Shulman, University of Cincinnati David Ferris, Ryan Julian UC - Riverside Barbara Sawrey, UC San Diego Alex Scheeline, University of Illinois Heather Desaire, Craig Lunte, Susan Lunte, George Wilson, University of Kansas Mark Schoenfisch, University of North Carolina Chapel Hill Joel Harris, University of Utah Lee Park, Williams College

    20. Thanks to the respondents! Grady Hanrahan, California Lutheran Carlos Gutierrez, Cal State LA Will Polik, Hope College Rob Walker, Montanta State University Dan Raftery, Purdue University Peter Palmer, San Francisco State University Diana Aga, Frank Bright, Luis Colon, Joe Gardella, University at Buffalo Joel Shulman, University of Cincinnati David Ferris, Ryan Julian UC - Riverside Barbara Sawrey, UC San Diego Alex Scheeline, University of Illinois Heather Desaire, Craig Lunte, Susan Lunte, George Wilson, University of Kansas Mark Schoenfisch, University of North Carolina Chapel Hill Joel Harris, University of Utah Lee Park, Williams College

    21. Thanks to ACS Committee on Professional Training! (both current & former members)

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