4 research outputs found
Foundation Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty
A national survey of inorganic chemists
explored the self-reported
topics covered in foundation-level courses in inorganic chemistry
at the postsecondary level; the American Chemical Society’s
Committee on Professional Training defines a foundation course as
one at the conclusion of which, “a student should have mastered
the vocabulary, concepts, and skills required to pursue in-depth study
in that area.” Anecdotal evidence suggested that more than
one type of Inorganic Chemistry Foundation course was offered in the
undergraduate chemistry curriculum. Cluster analysis confirmed this
evidence, revealing four distinct foundation courses, each with unique
profiles of topics covered. Faculty reported changes in content coverage
over the past five years that mirror the evolving foci of inorganic
chemistry research. These results potentially complicate how graduate
programs evaluate incoming students’ understanding of inorganic
chemistry and the design of national assessments of undergraduate
inorganic chemistry courses
Foundation Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty
A national survey of inorganic chemists
explored the self-reported
topics covered in foundation-level courses in inorganic chemistry
at the postsecondary level; the American Chemical Society’s
Committee on Professional Training defines a foundation course as
one at the conclusion of which, “a student should have mastered
the vocabulary, concepts, and skills required to pursue in-depth study
in that area.” Anecdotal evidence suggested that more than
one type of Inorganic Chemistry Foundation course was offered in the
undergraduate chemistry curriculum. Cluster analysis confirmed this
evidence, revealing four distinct foundation courses, each with unique
profiles of topics covered. Faculty reported changes in content coverage
over the past five years that mirror the evolving foci of inorganic
chemistry research. These results potentially complicate how graduate
programs evaluate incoming students’ understanding of inorganic
chemistry and the design of national assessments of undergraduate
inorganic chemistry courses
Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum
The undergraduate inorganic chemistry
curriculum in the United States mirrors the broad diversity of the
inorganic research community and poses a challenge for the development
of a coherent curriculum that is thorough, rigorous, and engaging.
A recent large survey of the inorganic community has provided information
about the current organization and content of the inorganic curriculum
from an institutional level. The data reveal shared “core”
concepts that are broadly taught, with tremendous variation in content
coverage beyond these central ideas. The data provide an opportunity
for a community-driven discussion about how the American Chemical
Society’s Committee on Professional Training’s vision
of a foundation and in-depth course for each of the five subdisciplines
maps onto an inorganic chemistry curriculum that is consistent in
its coverage of the core inorganic concepts, yet reflects the diversity
and creativity of the inorganic community. The goal of this Viewpoint
is to present the current state of the diverse undergraduate curriculum
and lay a framework for an effective and engaging curriculum that
illustrates the essential role inorganic chemistry plays within the
chemistry community
In-Depth Coursework in Undergraduate Inorganic Chemistry: Results from a National Survey of Inorganic Chemistry Faculty
A national survey of inorganic chemists
explored the self-reported
topics covered in in-depth inorganic chemistry courses at the postsecondary
level; an in-depth course is defined by the American Chemical Society’s
Committee on Professional Training as a course that integrates and
covers topics that were introduced in introductory and foundation
courses in a more thorough manner. Anecdotal evidence suggested that
more than one type of in-depth course was offered in the undergraduate
chemistry curriculum. Cluster analysis confirmed this evidence and
revealed three distinct types of in-depth inorganic chemistry courses
with unique topical profiles. These results confirm diversity in the
inorganic chemistry curriculum and the need for awareness that our
students leave degree programs with varying understanding of inorganic
chemistry based on the coursework offered at their respective institutions