BCCE Guidelines SymposiumConference Call

Thursday, February 7, 2008

2:30-3:30 pm EST

Please call 1-800-882-3610 and enter the passcode 1596631#.

Exploring the ACS Guidelines and Expectations for the First Two Years of Chemistry

This interactive symposium will explore the questions that have arisen about the first two years of chemistry in response to the revisions to the ACS Guidelines for Bachelor’s Programs and the proposed revisions to the ACS Guidelines for Chemistry Programs in Two-Year Colleges. What are the expectations for general chemistry? What should the foundation laboratory experience entail? What skills should be developed during the first two years of the chemistry curriculum? The importance of these questions with respect to student transfer will also be discussed.

This symposium, co-sponsored by CPT and SOCED, will be held at the 20th Biennial Conference on Chemical Education, July 27-31, 2008 at IndianaUniversity.

Conference Call Goals:

To review draft abstracts, talking points, and breakout discussion questions

Participants:

John Clevenger

Cynthia Larive

William Polik

Doug Sawyer

Joel Shulman

Uni Susskind

Staff:

Cathy Nelson (not available)

Jodi Wesemann

Agenda:

  1. Discuss goals of joint symposia
  • Sharing revisions
  • in place for four-year programs
  • planned for two-year programs
  • Exploring opportunities
  • improving the first two-years of chemistry
  • facilitating student transfer
  • Obtaining input
  • two-year guidelines revisions
  • guidelines supplements
  • CPT newsletters
  • future programming
  1. Review draft outline (Appendix A)
  • General or introductory chemistry (Appendix B)
  • Foundation laboratory experiences (Appendix C)
  • Student Skills (Appendix D)
  1. Plan next steps

Appendix A: Tentative outline for Guidelines Symposium

Draft 10-12-07

  1. Opening remarks (15 min)
  2. Opportunity to inform guidelines revision (2-yr) /evaluation processes (4-yr)
  3. Explore impacts on student transfer
  4. Introductory/general chemistry (60 min)
  5. Expectations (serving needs of different audiences)
  6. Role of laboratory experience (exit level expectations)
  7. Discussion (w/ questions to stimulate discussion in small groups, followed by reporting out)
  8. Foundation laboratory experiences (60 min)
  9. Organic/analytical (content organization and level)
  10. Instrumentation (minimum expectations, role of virtual labs)
  11. Discussion (as above)
  12. Student skills (45 min)
  13. Chemical literature (what is typically taught in 4-yr programs, what can be accomplished in 2-yr colleges)
  14. Communication (expectations for written reports and presentation skills)
  15. Discussion (as above)
  16. Closing remarks

Appendix B: Draft Abstract, Talking Points, and Discussion Questions for Session 1

Introductory or General Chemistry

(15-minute joint presentation, 30-minute discussion)

William Polik, John Clevenger

  • What do the new ACS Guidelines for four-year chemistry programs say about Introductory or General Chemistry? (WP)
  • Serves needs of varied audience - general public, science majors, and professional chemists
  • Provides common background
  • Maturation of students in chemical topics, mathematical skills, and laboratory skills
  • For students pursuing a degree in chemistry (WP)
  • Preparation for foundation course work
  • Exit level expectations
  • Ensures knowledge of basic chemical concepts and competency in basic laboratory skills
  • Exit level expectations
  • Diversity of institutions and students requires a wide variety of approaches (WP)
  • Variation in institutional mission and student preparation
  • Course can vary widely based on program goals
  • Must prepare student for Foundation courses
  • Analytical chemistry
  • Biochemistry chemistry
  • Organic chemistry
  • Physical chemistry
  • Guidelines only describe requirements and characteristics beyond introductory level (WP)
  • Programs should regularly contact institutions that provide a significant source of transfer students to ensure that the chemistry curricula of both institutions are appropriately coordinated (WP)
  • What do current and proposed new ACS Guidelines for two-year chemistry programs say about Introductory or General Chemistry? (JC)
  • S50 A spectrum of introductory chemistry consistent mission, goals, programs, student characteristics, and enrollment demand
  • Introductory chemistry courses may include
  • chemistry for the science and engineering professions
  • chemistry for underprepared students
  • chemistry for the nonscience/nontechnology students
  • chemistry for allied health and related occupations
  • chemistry for engineering technologies and related occupations
  • chemistry for other occupational or special-interest groups
  • Chemistry for science and engineering professions (JC)
  • For students intending to major in chemistry, curriculum matches local transfer institutions
  • Curricula must also meet the needs of students’ other intended majors
  • Possible diversity of four-year institutions and approaches requires careful articulation with all institutions in
  • Content level expectations
  • Laboratory content and skills expectations

Abstract

The term Introductory or General Chemistry can have a variety of meanings and applications at different institutions. Enhancing student success requires understanding this variety and careful articulation of course content and laboratory knowledge and skills. Content of current and proposed two-year and the new four-year ACS Guidelines regarding this area will be presented. Input will be solicited on how tofacilitate student transfer by aligning the revision of the ACS Guidelines for two-year programs with the newACS Guidelines for four-year programs.

Questions for Break-Out Groups

  • How do we align the content of chemistry for science and engineering professions with a variety of students and possible variety of approaches at two-year and four-year institutions?
  • What key concepts should be mastered in this course?
  • How do we facilitate and enhance the articulation and transfer of this course?

Appendix C: Draft Abstract, Talking Points, and Discussion Questions for Session 2

The Foundation Chemistry Laboratory Experience

Doug Sawyer and Cynthia Larive

The foundation chemistry experience is intended to provide students with exposure to a breadth of topics. The new ACS guidelines require that students take foundation courses in the five chemistry subdisciplines: analytical, biochemistry, inorganic, organic and physical chemistry, and have a laboratory experience at the foundation or in-depth level in at least 4 of these 5 areas. The focus of this session is on the foundation laboratory courses. Participants in this session will explore the skills that chemistry students should acquire through their foundation laboratory courses. The concepts reinforced by these skills will be discussed and the required instrumentation/resources outlined. Participants will use these skills and concepts to outline a set of minimum hands-on activities for each laboratory course. Participants will also be asked to consider the role that simulated laboratory experiences should play in foundation-level laboratory courses.

Format

1. 10 minute overview and charge to breakout groups.

2. Groups will self-assemble around a specific foundation course content (e.g. organic, analytical, etc.)

3. 20 minutes will be allotted for the groups to outline the skills, concepts reinforced, instrumentation/resources required, and minimum hands-on activities.

4. The last 30 minutes will be allotted for reports from subgroups and discussion.

Appendix D: Draft Abstract, Talking Points, and Discussion Questions for Session 3

Student Skills

(15-minute joint presentation, 30-minute discussion)

Joel Shulman, Uni Susskind

  • What transferable skills are defined by the new ACS Guidelines for undergraduate chemistry programs (JS)
  • Laboratory-Safety Skills
  • Chemical-Literature Skills
  • Communication Skills
  • Team Skills
  • Ethics
  • How these transferable skills can be imparted in a four-year program (JS)
  • Will likely require student activities that are different from traditional lecture: e.g., separate “mini” courses, incorporation into existing courses, undergraduate research
  • Methods of assessing these skills
  • How some of these transferable skills can be incorporated into a two-year program (or the first two years of a four-year program) (TS)
  • Chemical and Laboratory-Safety Skills
  • Communication (especially written) Skills
  • Possible introduction of technical writing in an English composition course
  • Chemical literature retrieval including articles, books and databases
  • Team skills and cooperation in problem-solving situations.
  • Ethics (including plagiarism)
  • Understand the benefits/problems of modern day chemistry to society

Abstract

While formal course work provides students with an education in chemical concepts and training in laboratory practices, students should go beyond course content alone to be effective and productive scientists. They need to master a variety of skills that will allow them to become successful professionals. These include laboratory-safety skills, use of the chemical literature, oral and written communications, team skills, and ethics. Ideas will be presented on how to impart these skills to chemistry students within a four-year program. Specific attention will be paid to how some of these skills can be covered in a two-year program or in the first two years of a four-year program.

Questions for Break-Out Groups

  • In what ways can student skills be imparted in the first two years of a chemistry program?
  • What resources will be needed to accomplish this?
  • In what ways can schools with limited resources accomplish this?

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