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...

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Bibliographic Details
Published inJournal of chemical education Vol. 92; no. 6; pp. 980 - 985
Main Authors Raker, Jeffrey R, Reisner, Barbara A, Smith, Sheila R, Stewart, Joanne L, Crane, Johanna L, Pesterfield, Les, Sobel, Sabrina G
Format Journal Article
LanguageEnglish
Published Easton American Chemical Society and Division of Chemical Education, Inc 09.06.2015
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society
American Chemical Society
Subjects
Chemical Education Research
Chemistry
Chemists
Cluster analysis
College Faculty
Course Content
Curricula
Curriculum development
Inorganic Chemistry
Multivariate Analysis
National Surveys
Organic chemistry
Polls & surveys
Science Curriculum
Science Instruction
Teacher Surveys
Topics
Undergraduate Study
Curriculum
Upper-Division Undergraduate
Inorganic Chemistry
Chemical Education Research
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Summary: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.
ISSN:0021-9584
1938-1328
DOI:10.1021/ed500625f