Integrating Chemical Information Instruction into the Community College Chemistry Curriculum

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Integrating Chemical Information Instruction into the Community College Chemistry Curriculum. SOUNDS DULL!. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY. ONLINE ACCESS IS THE ANSWER. BUT WHAT ARE THE QUESTIONS?. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY. - PowerPoint PPT Presentation

Text of Integrating Chemical Information Instruction into the Community College Chemistry Curriculum

  • Integrating Chemical Information Instruction into the Community College Chemistry Curriculum Chicago-2007

    BOB LANDOLTTEXAS WESLEYAN UNIVERSITYSOUNDS DULL!

  • ONLINE ACCESS IS THE ANSWER

    Chicago-2007

    BOB LANDOLTTEXAS WESLEYAN UNIVERSITY

    BUT WHAT ARE THE QUESTIONS?

  • QUESTIONS ARISE BECAUSE:COMMUNITY COLLEGES ARE PUIs (Primarily Undergraduate Institutions)RESEARCH INCREASINGLY IS IMPORTANT TRANSFERABILITY CRUCIALMULTIPLE CAREER PATHS SERVEDPURPOSE(S) OF SCIENCE EDUCATION

  • PURPOSE(S) OF SCIENCE EDUCATION(Faculty View of Student):

  • 1944 Cartoon, From Morrison and Boyd, 6th Ed. 1992, p. 474-(Note Bump on Donalds Head)Students View of Their Situation:

  • Heart-Cut Question: HOW to Distinguish Sense from Nonsense?

    David Saxon, 1983, President, U. California, Educating students for life in a technological society is enormously difficult ...ability to distinguish sense from nonsense is an indispensable aspect.

    "The Place of Science and Technology in the Liberal Arts Curriculum" David S. Saxon Leonardo, Vol. 16, No. 4 (Autumn, 1983), pp. 316-319

    Education is entirely an inner condition unlike training, not really "about" the world outside of the person. It must include--the ability to distinguish sense from nonsense, not only in others, but in the self.

    The Panamanian Panda Paradigm, http://www.sourcetext.com/grammarian/newslettersv12/12.5.htm

  • SOARING COSTS! FEW SCIENCE LIBRARIANS!ELECTRONIC SEARCHING REQUIRES SPECIAL EXPERTISE (?)INFORMATICS Challenges for PUI Chemistry Generally

  • ACS 2-Year Program Guidelines (S57):http://www.chemistry.org/portal/resources/ACS/ACSContent/education/institutional/2ycbroc.pdf

    Because of the increasing volume and complexity of chemical literature, students are no longer able to acquire skills in information retrieval without some formal instruction. Skills (e.g., using Chemical Abstracts, other compilations): integrating them into courses

    through library exercises and/or research papers

    online interactive computer file experiences.

    Accomplished by:cooperative library arrangements and

    electronic access.

  • CA full abstracts access required!CA online? Students must have good, timely access. Minimum of 14 current journals subscriptions Online journals acceptable if full material routinely is accessible to students.Computer access by students must not be unduly limited by cost or impractical access times.ACS Library Guidelines (4 Year Schools)http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education\cpt\library.html ABOUT TRANSFERABILITY?

  • NEEDS OF MULTIPLE CAREER PATHS?CHEMISTRY FOR SCIENCE MAJORSNURSING AND OTHER HEALTH SPECIALTIESENVIRONMENTAL SCIENCE/SAFETY ORIENTATIONLIBERAL ARTS/ NON-SCIENCE MAJORS

  • From Todays Chemist At Work, ACS Publications, Feb. 2003, p80

  • RESEARCH?Community Colleges Tackle Research, C&E NEWS, October 16, 2006, http://pubs.acs.org/cen/education/84/8442education.htmlCommunity College Led Advances in Undergraduate Education, Tom Higgins,, Harold Washington College, tbhiggins@ccc.eduSummer URP/ RUI/ SURFing http://pubs.acs.org/cgi-bin/abstract.cgi/joceah/2005/70/i02/abs/jo0490651.html

  • RESOURCES HUGE AND GROWING!

  • ~8 MONTHS LATERhttp://www.cas.org/cgi-bin/regreport.pl

  • UCAIR(a)UNDERGRADUATECOOPERATIVEACCESSToINFORMATION RESOURCEShttp://department.txwes.edu/che/rlandolt/ucair2003.html

  • THE INTERNET RESOURCES ARE ONLINECONSORTIAWONDERFUL TIME FOR PUIs! SIZE AND LOCATION NEUTRALIZED AS LIMITING FACTORS:

  • Provide FACULTY with fundamental sophistication in Chemical Informatics.

    Teach STUDENTS to determine if information exists, how to retrieve it and assess its quality.

    Enable DECISION-MAKERS to see how institutional resources may be used efficiently. UCAIR OBJECTIVES

  • UCAIR IN A NUTSHELL! (E=ELECTRONIC; PUI= PRIMARILY UNDERGRADUATE INSTITUTIONS) 4 TEXAS PUIs-CHEMICAL INFORMATICS LITERACY

    30 TEXAS PUIs- CHEMICAL ABSTRACTS E ACCESS

    24 U.S PUIs- ACS JOURNALS E ACCESS

    10 PUIs-ACS JOURNALS ARCHIVES E ACCESS

    2006- PROTOTYPE WORKSHOP AT COMMUNITY COLLEGE

  • HCC-Central organic chemistry students seem to be having fun as Dr. Robert Landolt checks out their progress.Reproduced, with consent from The Egalitarian, the Newspaper of the Houston Community College Central Campus

  • Searching CACommand Language: User Friendly Software: Web-based STN Easy: (chemistrys Google} SciFinder Scholar:Standard TransmissionAutomatic TransmissionTaking a Taxi

    Chauffer-Driven Limo

  • Starting Point!DROP-DOWN MENUS SELECT BY WORD, CAS#, DATE, ETC.

  • STUDENTS SHOULD INCLUDE COST FACTORS AS PART OF THEIR REPORT!WITH ACADEMIC DISCOUNT (10-20%), COST < $5-10

  • UCAIR ON THE ROAD

  • PUIs USING ACS WEB EDITIONS

  • AT 24 SCHOOLS FOR18 MONTHS

  • WHATS NEXT?ESTABLISH COLLABORATIONSTwo Year College Chemistry Conferences (Consortium) --2YC3Resource Publishers, including ACS Pubs, STN, Merck, CRC, etc.Undergraduate Library CommunityCreate Problem-Oriented ExercisesTeaching ChemistryOpen-EndedInternet DeliverablesOn-campus, Regional and/or Online Workshops

  • FAMILIER TO ORGANIC STUDENTS?

  • skillapplicationEFFORTTRADITIONAL VIEWYEAR 1234G. SCHOOL

  • skillapplicationEFFORTUCAIR APPROACH AT PUIsYEAR 1234G. SCHOOLBoth Steps Earlier and Easier

  • Usually the time it takes a system to become out-dated is just about the same amount of time it takes me to understand it!

  • Not Just SkillsEFFORTPROJECTED APPROACH AT COMMUNITY COLLEGESYEAR 1234G. SCHOOLWHATS NEEDED?

  • NEEDED: A DROMEDARY!THANKS TO WIKIPEDIA FOR BOTH CAMELS!

  • Skill/Application*EFFORTPROJECTED APPROACH AT COMMUNITY COLLEGESYEAR12*Through Problem-Oriented ActivitiesIntegrated into Courselower

  • PROBLEM-ORIENTED LAB FOR ENTRY LEVEL COURSES FOOD ADDITIVESIDENTIFY 10-20 ADDITIVESLOCATELD50s and Safety/Health IssuesFunction in productDo pluses out weigh minuses?REPORTS INVOLVE 3 COMPONENTS

  • TASK FORCE APPROACHCOOPERATIVE PROBLEM SOLVING

    PLAN OF ATTACK NEEDS TO BE AGREED UPON

    JOB TO BE BROKEN INTO SUBTASKSCAS#S MUST BE DETERMINED INDIVIDUALS CHOSEN FOR ROLES CO-LEADERS!REPORT COMPILERS

  • REQUIRED REPORT FORMATTHREE CLEARLY LABELED SECTIONS

    INTRODUCTION-A PROBLEM STATEMENT

    EXPERIMENTAL-WHAT WAS DONE

    RESULTS/ CONCLUSIONS/ EVALUATION

    (REFERENCES PROPERLY FOOTNOTED!)

  • REPORT MUST BE SIGNED BY EVERY TEAM MEMBER, UNDER STATEMENT:

    I have contributed to and read this report

    ______________(TYPED NAME) SIGNATURE

  • ACKNOWLEDGMENTSACSPUBLICATIONS DIVISIONCA/STN INTERNATIONAL

    THE WELCH FOUNDATION

    CAMILLE AND HENRI DREYFUS FOUNDATION

    RESEARCH CORPORATION

  • Your Task Force PROBLEMPROVIDE A REPORT

    SUITABLE FOR THE EPAon the ENVIRONMENTAL IMPACTof CHLORINATED BENZENESin the OCEAN ENVIRONMENT