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Chemical
Education International, Vol. 2, Issue 1, 22-25, Published in August
3, 2001
Report on Symposium on Teaching Aspects in Chemistry: Curriculum
Developments in Analytical Chemistry,
Pacifichem 2000, Honolulu, December 14-19, 2000.
Gary D. Christian
Department
of Chemistry,University of Washington,Box 351700,Seattle, WA 98195-1700
USA
[email protected]
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Gary
Christian is Professor of Chemistry and Divisional Dean of
Sciences in the College of Arts & Sciences at the University
of Washington. He received his B.S. degree in 1959 from the
University of Oregon and his Ph.D. from the University of
Maryland in 1964. Christian's research interests include electroanalytical
chemistry, process analysis, and flow injection analysis.
He is author of the textbooks Analytical Chemistry
(Wiley) and Instrumental Analysis (Allyn & Bacon).
He is recipient of the Talanta Gold Medal, the ACS Division
of Analytical Chemistry Award for Excellence in Teaching,
and the ACS Fisher Award in Analytical Chemistry. He is Joint
Editor-in-Chief of Talanta. |
This
symposium of three half-day sessions was organized by Gary Christian
(University of Washington, American Chemical Society), Koichi Oguma
(Chiba University, Chemical Society of Japan), and Robert Cattrall
(Latrobe University, Royal Australian Chemical Institute). The goal
was to explore curriculum development and new modes of teaching
of analytical chemistry in the three countries and others from contributors.
Support was provided the American Chemical Society and the Division
of Analytical Chemistry of the ACS in the U.S., the Analytical Chemistry
Division of the RACI in Australia, and Sanuki Industry Co., Ltd.,
Kohkanankeisoko Corp., Tokyo Kasei Kogyo Co., Ltd. and Soma Optics,
Ltd. in Japan.
There
were twenty-two papers for the symposium covering a wide range of
topics, from nationwide curriculum development to the needs of industry
in training. Following are titles and authors, with FAX and email
contacts for obtaining abstracts or more detailed information:
1.
A Brief History of Time: Where Did Analytical Chemistry Come From?
Gary D. Christian, Department of Chemistry, University of Washington,
Box 351700, Seattle, WA 98195-1700, USA,
206-685-3478, [email protected]
2.
The Standard Curriculum on Analytical Chemistry in Japan.
Koichi Oguma, Chiba University, 1-33 Yayoi-cho, Inage-ku, Department
of Materials Technology, Faculty of Engineering, Chiba, 263-8522,
Japan,
81-43-290-3502, [email protected]
3.
Quantitative, Instrumental Analytical Practical Work, Industry
Based Learning and Employment.
Reg Cross, PO Box 218, Hawthorn, Victoria, Australia, 3122,
61-3-9819-0834,[email protected]
4.
Teaching Analytical Chemistry: What Does Industry Need?
Alan Ullman, Glenn D. Boutilier, Procter & Gamble Company,
6100 Center Hill Avenue, Cincinnati, OH 45224, USA,
513-634-4472, [email protected]
5.
Connection Between Fundamental and Applied Analytical Chemistry.
Kunio Ohzeki, Hirosaki University, 3 Bunkyo-cho, Materials Science
and Technology, Hirosaki, Aomori, Japan,
81-172-39-3541,[email protected]
6.
Mineral Analysis in Analytical Chemistry Teaching Enhanced
Employment Opportunities for Chemistry Graduates.
David N. Phillips, School of Applied Chemistry, PO Box U 1987,
Perth, Western Australia, Australia, 6845,
61-8-9266-2300, [email protected]
7.
MCPWeb: An Interactive, Web-Based Materials Characterization Project
at the University of Arizona.
Jeanne E. Pemberton, Neil R. Mackie, University of Arizona, 1306
E. University Blvd., Department of Chemistry, Tucson, AZ 85721,
USA,
520-621-8248, [email protected]
8.
Analytical Chemistry:
The Lighter Side. Charles Lucy, University of Alberta, Chemistry
Center, Department of Chemistry, Edmonton, AB, Canada, T6G 2G2,
780-492-8231, [email protected]
9.
Ph.D.: Path to a Career or to a Job?
Gary Hieftje, A150 chemistry Building, Indiana University, Bloomington,
IN 47405, USA,
812-855-0958, [email protected]
10.
Analytical Chemistry Teaching in Materials Science to Life Sciences:
What is Basic and Essential, and How to Select the Topics in Analytical
Chemistry for Undergraduate Teaching? Makoto Takagi, Kyushu University,
Hakozaki, Higashi-ku, Department of Chemical Systems and Engineering,
Fukuoka, Japan,
81-92-642-3603, [email protected]
11.
Flexible Learning Methods for Teaching Data Analysis, Quality
Assurance Principles and Chemometrics to Analytical Chemistry
Students.
Mark Selby, Queensland University of Technology, School of Physical
Sciences, Brisbane, Queensland, 4000, Australia,
61-7-3864-1521, [email protected]
12.
Problem-Based Learning in Analytical Chemistry.
Thomas Wenzel, Bates College, Chemistry, Lewiston, Maine 04240,
USA,
207-786-6123,[email protected]
13.
Status of Analytical Chemistry in the Educational Program of Industrial
Chemistry in Japan.
Hideo Akaiwa, Kin-Ichi Tsunoda, Gunma University, Aramaki-cho
4-2, Department of Chemistry, Maebashi, Gunma, Japan,
81-27-220-7019, [email protected]
14.
Using Videoconferencing and Telecommunications to Teach University
Chemistry.
Kieran F. Lim, School of Biological and Chemical Sciences, Deakin
University, Geelong, Victoria, Australia, 3217,
61-3-5227-1040, [email protected]
15.
Quality Assurance Curricula for Chemistry Students.
David Klein, Stanley Israel, Southwest Texas State University,
601 University Dr., Waste Minimization and Management Research
Center, San Marcos, TX 78666-4616, USA,
512-353-7329, [email protected]
16.
Assessment of Activities Related to Curricular Development.
Theodore Kuwana, Cynthia Larive, University of Kansas, 5070 Malott
Hall, Department of Chemistry, Lawrence, KS 66045, USA,
785-864-5396, [email protected]
17.
Trans-disciplinary Approach through Analytical Chemistry:
Developmental Cognitive Nuero-science for Future Learning and
Education. Hideaki Koizumi, Advanced Research Laboratory, Hitachi,
Ltd., General Manager, Hatoyama, Saitama, Japan,
81-492-96-6005, [email protected]
18.
Computer Simulation of Analytical Instruments.
Barry O'Grady V, University of Tasmania, PO Box 252-75, Chemistry,
Hobart 7001, Tasmania, Australia,
61-3-6226-2858, [email protected]
19.
Introducing Undergraduates to Contemporary Analytical Science.
Joseph Pesek, Sam P. Perone, San Jose State University, PO Box
1418, Department of Chemistry, San Jose, CA 95192-0101, USA,
408-924-4945, [email protected]
20.
Analytical Chemistry and Chemical Analysis.
Yohichi Gohshi, National Institute for Environmental Studies,
16-2 Onogawa, Tsukuba, Japan, 81-298-51-2854, [email protected]
21.
A Virtual Instrument for Stripping Potentiometry.
David Davey, Christopher Chow, John Bannigan, Jeremy Lucas, Spas
Kolev, University of South Australia, Mawson Lakes Boulevarde,
Mawson Lakes, South Australia 5095, Australia, Analysis and Sensors
Group, School of Chemical Technology, Adelaide, Australia,
61-8-8302-3668, [email protected]
22.
Back to Basics in the First-Year Quantitative Analysis Laboratory.
Morton Z. Hoffman, Alan D. Crosby, Boston University, 590 Commonwealth
Avenue, Department of Chemistry, Boston, MA 02215, USA,
617-353-6466, [email protected]
A
few highlights from each country:
Oguma
(2) described efforts initiated by the Japan Society for Analytical
Chemistry to establish a new and common curriculum of analytical
chemistry for undergraduate students in Japan. Emphasis will be
on methods of instrumental analysis such as spectroscopic, automated,
hyphenated, and biological techniques, as well as quality assurance
and quality control of analysis. Publication of a standard textbook
is planned on the basis of the standard curriculum. Akaiwa (13)
spoke of educational reform in Japan and the need to standardize
and accredit educational programs, especially for engineers.
Lim
(14) described the use of videoconferencing to provide broader access
to courses, especially upper division classes, at the three linked
campuses of Deakin University. Modern telecommunication technologies
can bring together students and teachers at physically disparate
locations into a single, real-time interactive electronic virtual
classroom. Asynchronous computer conferencing is used for out-of-class
student discussions, study groups, and delivery of lecture resources.
O'Grady (18) reported on his use of computer simulation of hardware
for dealing with resource limitations in instrumental analysis.
Kuwana
(16) provided an update on the NSF supported workshops and the subsequent
report on curricular developments in the analytical sciences, with
an emphasis on problem-based learning. Ullman (4) presented the
needs of the chemical industry in the training of analytical chemists,
emphasizing the importance of problem solving skill, as well as
effective communication. The University of Arizona (7) has a unique
materials characterization lab, and they have developed a prototype
of a Web-based, interactive version, intended to supplement the
more conventional laboratory-based training in undergraduate analytical
chemistry.
Many
of the other presentations provided specific examples of implementing
some of the above recommendations, as well as additional novel approaches
for teaching, and options for students.
Last
updated
16.05.02
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