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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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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)