Chemical information instruction, 1984-2004: Who is leading the charge?

The ACS Committee on Professional Training has long emphasized the importance of chem. information instruction (CII) in the education of both undergraduate and graduate students. In 1984 and 1993, the ACS Chem. Information Division Education Committee surveyed US academic institutions regarding their level of CII. The results of these surveys have provided valuable information concerning the levels of activity and the difficulties faced in providing information instruction. However, in the 11 years since the last survey was conducted, there have been explosive changes in both information delivery and instructional methodology. We have therefore updated the survey instrument to capture such changes. We will present the results of the latest CII survey, conducted in 2004-5, and examine and discuss the trends shown by its comparison with findings from the previous surveys. [ACS Abstract

Oral history interview with Derek Davenport, 2009 May 2

Derek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdues Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001

Oral history interview with Derek Davenport, 2009 May. 2

Derek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdues Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001

Oral history interview with Derek Davenport, 2009 Apr. 30

Derek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdue's Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001

Oral history interview with Derek Davenport, 2009 Apr. 30

Derek A. Davenport, retired Professor of Chemistry, was born September 23, 1927 in Leicester, England. He talks about school experiences during World War II. Davenport talks about being affiliated with Purdue's Kanpur project in India to teach chemistry. He also talks about his affiliation with the Chemistry Department at Purdue with his laboratory and the experiments conducted with the assistance of his students. He was honored at a symposium during the 22nd National Meeting of the American Chemical Society in 2001

Reaching Graduate Students : A Community of Practice for Teaching ICT Literacy

This study explored the use of a community of practice for teaching information and communication technology (ICT) skills to graduate students. Two questions were posed. The first addressed the ICT skill needs of 15 students enrolled in a research methods course in chemistry education. The second focused on the use of a community of practice to facilitate ICT skill acquisition. Both qualitative and quantitative data were collected and analyzed. Results indicate that ICT instruction was most useful when: 1) students defined/interpreted information needs by recalling prior knowledge and experiences; 2) those interpretations were tested, refined, rejected, or revised for a specific purpose; 3) access to resources and tools (artifacts, symbols, and language) were readily available; and 4) formative feedback supported critical thinking about the information retrieval process. These findings provided important insights into using a community of practice to facilitate and reinforce learning

Chemical Information Instruction in Academe: Who Is Leading the Charge?

Chemical information instruction (CII) has been recommended by the ACS Committee on Professional Training as a necessary component of the chemistry curriculum for both undergraduate and graduate students. Surveys conducted by the ACS Chemical Information Division (CINF) Education Committee in 1984 and 1993 showed the extent that CII had become embedded within the curriculum and highlighted issues in providing adequate instruction. The authors have updated the survey instrument to reflect the changing nature of CII and surveyed ACS-approved institutions in 2004−2005. This paper presents the survey results, including comparisons with the two previous surveys, and highlights the contributions made both by librarians and chemistry instructors in imparting the proper use of the chemical literature and related resources