Integrating Chemical Information Instruction into the Community College Chemistry Curriculum
Chicago-2007
BOB LANDOLT
TEXAS WESLEYAN UNIVERSITY
SOUNDS DULL!
ONLINE ACCESS IS THE ANSWER
Chicago-2007
BOB LANDOLT
TEXAS WESLEYAN UNIVERSITY
BUTWHAT ARE THE
QUESTIONS?
QUESTIONS ARISE QUESTIONS ARISE BECAUSE:BECAUSE:
• COMMUNITY COLLEGES ARE COMMUNITY COLLEGES ARE PUIsPUIs (Primarily Undergraduate Institutions)(Primarily Undergraduate Institutions)
• RESEARCH INCREASINGLY RESEARCH INCREASINGLY ISIS IMPORTANT IMPORTANT
• TRANSFERABILITY CRUCIALTRANSFERABILITY CRUCIAL
• MULTIPLE CAREER PATHS SERVEDMULTIPLE CAREER PATHS SERVED
• PURPOSE(S) OF SCIENCE EDUCATIONPURPOSE(S) OF SCIENCE EDUCATION
PURPOSE(S) OF SCIENCE PURPOSE(S) OF SCIENCE EDUCATIONEDUCATION
(Faculty View of Student):(Faculty View of Student):
1944 Cartoon, From Morrison and Boyd, 6th Ed. 1992, p. 474-(Note BumpBump on Donald’s Head)
Students’ View of Their Situation:Students’ View of Their Situation:
Heart-Cut Question: HOW to “Distinguish Sense from Nonsense?”
David Saxon, 1983, President, U. California, “Educating David Saxon, 1983, President, U. California, “Educating students for life in a technological society is enormously students for life in a technological society is enormously difficult ...ability to distinguish sense from nonsense is difficult ...ability to distinguish sense from nonsense is an indispensable aspect….” 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, Education is entirely an inner condition… unlike training, … not really "about" the world outside of the person. It … not really "about" the world outside of the person. It must include--must include--the ability to distinguish sense from the ability to distinguish sense from nonsense,nonsense, …not only in others, but in the self.” …not only in others, but in the self.”
““The Panamanian Panda Paradigm,”The Panamanian Panda Paradigm,” http://www.sourcetext.com/grammarian/newslettersv12/12.5.htm 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 NEEDS OF MULTIPLE CAREER PATHS?PATHS?
• CHEMISTRY FOR SCIENCE MAJORS
• NURSING AND OTHER HEALTH SPECIALTIES
• ENVIRONMENTAL SCIENCE/SAFETY ORIENTATION
• LIBERAL ARTS/ NON-SCIENCE MAJORS
From “Today’s Chemist At Work,” ACS Publications, Feb. 2003, p80From “Today’s 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.htmlhttp://pubs.acs.org/cen/education/84/8442education.html
• Community College Led Advances in Undergraduate Education, Tom Higgins,, Harold Washington College, [email protected]@ccc.edu
• Summer ‘URP’/ ‘RUI’/ ‘SURFing’ Summer ‘URP’/ ‘RUI’/ ‘SURFing’ http://pubs.acs.org/cgi-bin/abstract.cgi/joceah/2005/70/i02/abs/http://pubs.acs.org/cgi-bin/abstract.cgi/joceah/2005/70/i02/abs/jo0490651.htmljo0490651.html
Date Wed Jul 19 13:09:04 EDT 2006
Count 28,885,178 organic and inorganic substances
57,673,004 sequences,
CAS RN
894495-18-2 is the most recent CAS Registry Number
RESOURCES HUGE AND GROWING!
Date Fri., Mar. 16 19:22:37 EDT 2007
Count31,095,401 organic and inorganic substances ~2 million more
58,703,712 sequences ~1 million
CAS RN
927021-36-1, the most recent CAS Registry Number as of above date
~8 MONTHS LATER
http://www.cas.org/cgi-bin/regreport.pl
UCAIR(a)
UNDERGRADUATE
COOPERATIVE
ACCESS
To
INFORMATION RESOURCES(a) http://department.txwes.edu/che/rlandolt/ucair2003.html
THE INTERNET
RESOURCES ARE ONLINE
CONSORTIA
WONDERFUL 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)
1993 4 TEXAS PUIs-CHEMICAL INFORMATICS LITERACY
1998 30 TEXAS PUIs- CHEMICAL ABSTRACTS ‘E’ ACCESS
2000 24 U.S PUIs- ACS JOURNALS ‘E’ ACCESS
2003 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 CASearching CA
Command Language:
User Friendly Software:
Web-based STN Easy: (chemistry’s “Google”}
SciFinder Scholar:
“Standard Transmission”
“Automatic Transmission”
“Taking a Taxi”
“Chauffer-Driven Limo”
Starting Point!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
J. Org.Chem.14.2%
JACS
12.2%
Env. Sci. & Tech.
10.1%J. Phys. Chem.
9.3%
Analyt. Chem.8.7%
Biochem.
8.0%
Inorg. Chem.
6.3%
J. Ag. & Food Chem.
3.9%
Langmuir
3.6%
J. Med. Chem.
3.6%
Macromol.
3.1%
Organomet.
2.4%
Org. Letters
2.3%
Chem. Rev.
2.0%
14 @ <2% each
10.3%
Journals Use Profile (57,650)
AT 24 SCHOOLS FOR18 MONTHS
Non-Majors4.4%
Gen. Chem
5.8%
Organic
9.5%
Analytical (i.e., Quant.)
8.0%
Physical
5.8%Adv. Analytical
8.0%Biochemistry
8.8%
Adv. Inorganic
8.8%
Adv. Organic
5.8%
Adv. Physical
5.8%
Chemical Lit.
4.4%
Seminar
6.6%
Research
12.4%Other (i.e. Adv. Lab)
5.8%
USE IN COURSES
WHAT’S NEXT?WHAT’S NEXT?• ESTABLISH COLLABORATIONSESTABLISH COLLABORATIONS
– Two Year College Chemistry Conferences Two Year College Chemistry Conferences (Consortium) --2YC3(Consortium) --2YC3
– Resource Publishers, including ACS Pubs, STN, Resource Publishers, including ACS Pubs, STN, Merck, CRC, etc.Merck, CRC, etc.
– Undergraduate Library CommunityUndergraduate Library Community
• Create Create Problem-OrientedProblem-Oriented Exercises Exercises– Teaching ChemistryTeaching Chemistry– Open-EndedOpen-Ended– Internet DeliverablesInternet Deliverables
• On-campus, Regional and/or Online On-campus, Regional and/or Online WorkshopsWorkshops
FAMILIER TO ORGANIC STUDENTS?FAMILIER TO ORGANIC STUDENTS?
skillskill
applicationapplication
EF
FO
RT
TRADITIONAL VIEWTRADITIONAL VIEW
YEARYEAR 1 2 3 4 G. SCHOOLG. SCHOOL
skillskillapplicationapplication
EF
FO
RT
UCAIR APPROACH AT PUIsUCAIR APPROACH AT PUIs
YEARYEAR 1 1 22 33 44 G. SCHOOLG. SCHOOL
Both Steps Both Steps EarlierEarlier and and EasierEasier
Usually the time it takes a system to become out-the time it takes a system to become out-dated isdated is just about the same amount of time it takes amount of time it takes me to understand it!me to understand it!
Not Not Just Just
SkillsSkillsEF
FO
RT
PROJECTED APPROACH AT PROJECTED APPROACH AT COMMUNITY COLLEGES COMMUNITY COLLEGES
YEAR 1 2 3 4 G. SCHOOL
WHAT’S NEEDED?WHAT’S NEEDED?
NEEDED: A DROMEDARY!NEEDED: A DROMEDARY!
THANKS TO WIKIPEDIA FOR BOTH CAMELS!
Skill/ApplicationSkill/Application**
EF
FO
RT
PROJECTED APPROACH AT PROJECTED APPROACH AT COMMUNITY COLLEGES COMMUNITY COLLEGES
YEARYEAR 11 22
*Through Problem-Oriented Activities*Through Problem-Oriented Activities
Integrated into CourseIntegrated into Course
lowerlower
PROBLEM-ORIENTED “LAB”PROBLEM-ORIENTED “LAB”
FOR ENTRY LEVEL COURSES FOR ENTRY LEVEL COURSES ”FOOD ADDITIVES””FOOD ADDITIVES”
• IDENTIFY 10-20 “ADDITIVES”IDENTIFY 10-20 “ADDITIVES”
• LOCATELOCATE
LDLD5050s and Safety/Health Issuess and Safety/Health Issues
Function in productFunction in product
Do ‘pluses’ out weigh ‘minuses?’Do ‘pluses’ out weigh ‘minuses?’
• REPORTS INVOLVE REPORTS INVOLVE 33 COMPONENTS COMPONENTS
TASK FORCE APPROACHTASK FORCE APPROACH
COOPERATIVE PROBLEM SOLVING
PLAN OF ATTACK NEEDS TO BE AGREED UPONPLAN OF ATTACK NEEDS TO BE AGREED UPON
JOB TO BE BROKEN INTO JOB TO BE BROKEN INTO SUBTASKSSUBTASKS
CAS#’S MUST BE DETERMINEDCAS#’S MUST BE DETERMINED
INDIVIDUALS CHOSEN FOR ROLESINDIVIDUALS CHOSEN FOR ROLES
CO-LEADERS!CO-LEADERS!
REPORT COMPILERSREPORT COMPILERS
REQUIRED REPORT FORMATREQUIRED REPORT FORMAT
THREE CLEARLY LABELED SECTIONSTHREE CLEARLY LABELED SECTIONS
INTRODUCTION-A PROBLEM STATEMENT
EXPERIMENTAL-WHAT WAS DONE
RESULTS/ CONCLUSIONS/ EVALUATION
(REFERENCES PROPERLY FOOTNOTED!)
REPORT MUST BE SIGNED BY REPORT MUST BE SIGNED BY EVERY TEAM MEMBER, UNDER EVERY TEAM MEMBER, UNDER STATEMENT:STATEMENT:
“I have contributed to and read this report”
______________(TYPED NAME) SIGNATURE
ACKNOWLEDGMENTSACS
PUBLICATIONS DIVISION
CA/STN INTERNATIONAL
THE WELCH FOUNDATION
CAMILLE AND HENRI DREYFUS FOUNDATION
RESEARCH CORPORATION
Your Task Force Your Task Force PROBLEMPROBLEM
• PROVIDE A REPORT
• SUITABLE FOR THE EPA
on the• ENVIRONMENTAL IMPACT
of • CHLORINATED BENZENES
in the • OCEAN ENVIRONMENT
Recommended
