The Beauty and the Beast in Approaches to Teaching Analytical Chemistry: Can There Be Any Harmony?
 Thursday, March 6, 2008
1:30 p.m., Room 244

Organizer:

Michael J Samide and Olujide T Akinbo, Butler University

Speakers:

1:35    Teaching Pedagogy: The Advantage of Non-traditional Approaches  THOMAS WENZEL, Bates College

2:05    Course Content: What Is Appropriate?  GEORGE S WILSON, University of Kansas

2:35    Theme-Based Modular Approaches in the Analytical Laboratory:  Preparation  OLUJIDE TOKUNBO AKINBO, Butler University, Michael J Samide

3:05     Recess

3:20     Theme-Based Modular Approach in the Analytical Laboratory: Implementation  MICHAEL J SAMIDE, Butler University, Olujide Akinbo

3:50     Undergraduate Research: The Ultimate Problem-Based Learning Experience  CYNTHIA K LARIVE, University of California, Riverside

4:20     Instrumentation in the Undergraduate Curriculum: Option or Obligation?  GARY M HIEFTJE, Indiana University

Overview:

There has been a gradual but steady paradigm shift in instructional models for delivering analytical chemistry curriculum.  This is causing a debate in the field over which method is most appropriate.  While one school of thought supports the traditional approach of lecture and survey-style laboratory, the other suggests that application of inquiry-based or problem-based learning is best suited for the delivery of the analytical chemistry curriculum.  There are a variety of ways in which these models have been implemented; variants include pure lecture and survey-style experiments, lecture coupled with inquiry-based projects, and/or a complete inquiry-based classroom and laboratory experience.

In addition to this debate is the non-uniformity in the content that is delivered in the analytical chemistry course.  Although the American Chemical Society has supplied guidelines, these are typically non-binding and every group is free to choose what topics they wish to cover.  Some of the factors guiding the selection of topics include issues of time, perceptions of relevancy, and incorporation of modern technologies.  Furthermore, many institutions value a research experience as a necessary component of an undergraduate education.  Different institutions define research very differently.
Can we come to an agreement on course content and on what approach is most relevant?  Is it necessary to do so?  How do we define undergraduate research?  Is there a best method for developing an undergraduate research experience?
The focus of this symposium is to facilitate a discussion on undergraduate teaching models and various definitions of undergraduate research in academics through the sharing ideas and currently employed methods of teaching.  The goal of the symposium is not to generate unanimous agreement, but instead to expose the strengths and weaknesses of the various issues related to teaching analytical chemistry.