Editorial-Revising Chemistry Curricula - ACS Publications

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ANALYTICAL CHEMISTRY

EDITORIAL

APPLIED JOURNALS, ACS Direcfor of Publicafions, C. B. Larrabee Ediforial Director, Richard 1. Kenyon Assisfanf fo fhe Direcfor of Publicafiont, Joseph H. Kuney Assisfanf t o fhe Editorial Director, Rodney N. Hader Director o f Ediforial Research, Robert F. Gould

ANALYTICAL CHEMISTRY Edifor, Lawrence T. Hallen Managing Edifor, Robert 0. Gibbs EDITORIAL HEADQUARTERS WASHINGTON 6, D. C. 1155 Sixteenth SI., N.W. Teletype W A 23 Phone REpublic 7-3337 Associate Edifors: 0. Gladys Gordon, Stella Anderson,Katherine 1. Biggs,Sue M. Solliday, Ruth Reynard Assisfanf Editors: Robert J. Kelley, Malvina E. Lester Ediforial Asrisfanfs: Katherine H. Ginnane, Virginia E. Stewarf, S. S. Rogers, Lorraine M. Bertuszi Layout and Production: Joseph Jacobs (Art Director), Melvin D. Euckner, Betty V. Kieffer, John V. SinneW Ediforial Reference: Barbara A. Gallagher BRANCH EDITORIAL OFFICES CHICAGO 3, ILL. Room 926, 36 South Wabash Ave. Teletype CG 725 Phone STate 2-5148 Associafe Editor in Charge: Arthur Poulos HOUSTON 2, TEX. 71 8 Melrose Bldg. Teletype HO 72 Phone FAirfax 3-7107 Associate Edifor in Charge: Bruce F. Greek NEW YORK 16, N. Y. 2 Park Ave. Phone ORegon 9-1646 Teletype NY 1-4726 Associafe Edifor in Charge: William 0. Hull SAN FRANCISCO 4, CALIF. 703 Mechanics' Institute Bldg., 57 Post St. Teletype SF 549 Phone EXbrook 2-2895 Associafe Edifor i n Charge: Richard 0. Newhall EASTON, PA. 20th and Northampton Sts. Phone Blackburn 8-91 11 Teletype ESTN Pa 7048 Associafe Editor: Charlotte C. Sayre Ediforial Assisfanf: Elizabeth R. Rufe EUROPEAN OFFICE Bush House, Aldwych, London Cable JIECHEM Phone Temple Bar 3605 Associute Edifor in Charge: David E. Gurhee Confribufing Edifor: R. H. Muller Advisory Board: F. E. Beamish, C. E. bicker, D. D. DeFord, E. C. Dunlop, C. 1. Luke, W. J. Mader, H. V. Malmrtadt, W. B. Mason, F. W. Mitchell, Jr., M. 1. Mors, N. H. Nachhieb, 1. B. Rogers, 8. F. Scribner, Sldney Siggia, F. H. Stross

Revising Chemistry Curricula HE TREMENDOUS growth of chemistry in recent years has created Tchallenging problems for undergraduate teachers. Whether it be organic, inorganic, physical, analytical, or related subjects such as physics, the scope of the material to be covered has increased. This has made many educational institutions look over and re-evaluate their entire chemistry curriculum. General objectives are to incorporate new areas of knowledge into the curriculum, t o eliminate duplication of topics, and to stay within a four-year limit. In some cases, where professors of organic, inorganic, physical, and analytical and related scientific disciplines have reviewed together the content of their respective courses, some duplication and overlapping of content have been noted. This kind of approach will become more essential if required subject material is t o be covered in a specific time limit. There appears to be some trend toward incorporating the teaching of analytical principles and techniques in courses which are not labeled analytical; the courses identified as analytical appear in the junior and senior years. I n some cases, we understand, analytical courses have practically disappeared as such, with the content incorporated into organic, inorganic, physical, etc. Even though the instructors might be quite competent, this extreme, we feel, is undesirable, as it provides no real opportunity for a student t o get an understanding of the philosophy of analytical chemistry. I n making changes in the chemistry curriculum to meet changing needs, courses should be set up so that each student will have adequate opportunity to decide what field he wishes t o select for his future work. No major field of chemistry should be so submerged or the teaching of the subject be so dispersed as to prevent the student from determining whether he has the interest and aptitude to work in a particular field. While chemistry courses are designed primarily t o meet needs of the chemistry major, the needs of premedical and engineering students also must be considered. Few, we believe, will disagree that among the objectives in teaching chemistry are: presenting comprehensive and up-to-date courses in each area of chemistry; avoiding duplication of subject matter-for example, between courses in physics, physical chemistry, and analytical chemistry; and maintaining the characteristic identities of each of the major fields of chemistry. No single plan or pattern will suffice to attain these goals. The chemistry courses in a college with 20 to 30 chemistry majors will differ from those in a large university with hundreds of chemistry majors and a large teaching staff. The problem will not be solved overnight and any solutions will not be valid indefinitely, considering rapid changes taking place.

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VOL. 33, NO. 1, JANUARY 1961

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