Chemical Education Today
Experiential, Cooperative, and Study Abroad Education
A Cooperative Approach to Chemical Education
edited by
Geoffrey Davies Northeastern University Boston, MA 02115
Diana A. Phillips Kettering University, 1700 W. Third Avenue, Flint, MI 48504-4898
Kettering University (formerly GMI Engineering & Management Institute) has been a co-op based institution since its inception in 1919, but not until 1995 was a major in chemistry offered. Thus, unlike most cooperative chemistry programs that become cooperative after the degree program is already in place, we have been fortunate to be able to build our program around the work experience. Typical Kettering students participate in co-op from the beginning of their freshman year through graduation, alternating 3-month work and academic terms year-round. This rotation culminates in a work-related thesis in their 5th year. Our environmental chemistry curriculum was designed with both real-world applications and American Chemical Society certification guidelines in mind. A complete listing of course requirements is given in Table 1. Because of our desire to require our majors to take courses in engineering and management in addition to a required chemistry seminar and directed research, several typical chemistry courses are not explicitly taught but are interwoven into other courses. Analytical chemistry is taught throughout the curriculum, where its various facets are explored in problems and experiments. Gravimetric, volumetric, and qualitative experiments are performed in the students’ first term. Their analytical repertoire is progressively expanded and refined as students advance through the curriculum. In addition to emphasis on environmental field sampling, the collection, handling, and preparation of all types of samples are stressed. The incorporation of instrumentation in all of our laboratory courses eliminates the necessity for a separate chemical instrumentation course and allows instrumentation to be taught in a relevant framework. In their first term, freshmen use conductivity meters, pH meters, Spec-20s, and AAS’s. During their second term they are exposed to IR, UV–vis, and potentiometers. In their sophomore year, IR, NMR, GC, and GC–MS are heavily used. Upper-division courses incorporate HPLC, ion chromatography, DSC, TGA, ESCA (XPS), and SEM–EDXS in addition to the techniques learned in the freshman and sophomore courses. Inorganic chemistry is the backbone of the second-term environmental chemistry lecture and laboratory courses, where it is presented through examples of environmental significance. The mandatory directed research component can be completed with any of our 11 faculty members in areas such as the dermatological effects of cosmetics and environmental pollutants, inorganic bioremediation, corrosion (acid rain), automotive catalysis, the study of atmospheric pollutants including pyrolysis products, soils and groundwater studies, trace analysis, environmentally friendly syntheses, and chemical oceanography. This is not an exhaustive list but one representative of our current areas of interest. The students’ faculty-directed research experience cul688
minates with a research paper and a presentation as part of the required seminar course (CHEM-491). When appropriate, the results will also be presented by the student as a poster (or possibly a paper) at a professional meeting. In addition to the successful completion of CHEM-498 (Directed Research), all Kettering University environmental chemistry students must complete the Institute’s required coop thesis. This thesis reports research associated with a major real-world problem posed by the student’s employer. The topic and depth of the project must be preapproved by the employer and faculty advisor who supervise the planning, experiments, and completion of the thesis. Ideally, students locate a co-op sponsor either before their arrival on campus as freshmen or soon thereafter. Although graduation requirements dictate a minimum of five 3-month work terms, it is preferred from a financial and educational perspective that as many terms be completed as possible. Kettering University has a full-time corporate relations staff of 17. Because environmental chemistry is new and requires new and different contacts, the chemistry faculty have been working closely with them to place students with the most appropriate companies. Not all students find employment through the corporate relations office. Some find it on their own through hard work or luck. Initial contacts with sponsors are often made in totally unrelated circumstances. For instance, Erin Kennedy, a current sophomore, stumbled onto her corporate sponsor (Mountain Research) in church, where a conversation with an employee about his jacket led to an interview and a position with the company. Erin has made a good match with Mountain Research. In addition to being only a few minutes from her home, the company is in tune with her professional development. Mountain Research monitors her academic program and rotates her through company areas that use and reinforce her classroom education. Locating new sponsors is the most difficult part of operating a new co-op program. We rely heavily on networking but also consult industrial directories as sources for “cold calls” and booths and faculty/student presence at professional meetings. Students can and do co-op worldwide, but most prefer to work within commuting distance of their home to keep expenses to a minimum. Kettering University co-op students receive pay for their work and often earn a substantial part of their educational expenses. The students’ hourly wage increases as they progress through the program. In addition to real wages, many students receive benefits ranging from insurance to books and living expenses. Tables 2–4 list recent pay and benefits received during an Environmental Chemistry major’s work term. By the time a student has completed the program, he or she will have up to two and one half years of relevant work
Journal of Chemical Education • Vol. 75 No. 6 June 1998 • JChemEd.chem.wisc.edu
Chemical Education Today
experience. The ability to integrate academics with applications produces a scientist with a broader base of experiences and a better understanding of concepts. Our students and sponsors are sold on the co-op concept. The work experience benefits all involved. It gives students an advantage in the job market over those from traditional programs. Faculty are kept current through their interaction with the sponsoring companies on thesis projects, some of which develop into ongoing collaborations. The co-op sponsor benefits by employing technically competent personnel at a relatively low cost and minimal commitment. The program also allows employers to “try before they buy”. They have the opportunity to preview the graduate as an employee and have an option to make an offer of permanent employment before other companies know that the student is available.
The Kettering University program is designed to produce experienced, well-educated chemists who have the knowledge and background to be immediately productive in industry or to be successful in the pursuit of advanced degrees. Timothy Rae, president and owner of Mountain Research, employs co-op students from several different schools. He sees the co-op work experience as a very important and positive part of a student’s education because it is “a way [for students] to immediately apply the classroom theory to the real world” as well as to “learn that teamwork is at least as important as technical competence”. Rae finds that “watching an eager student grow in maturity and competence is rewarding for both the student and the employer”. Todd Tompkins was a co-op student. Now, as a project manager at Naval Surface Warfare Center Carderock Division
Table 1. Kettering University's Environmental Chemistry Curriculum
Freshman I
Freshman II
CHEM-135
Principles of Chemistry
CHEM-235
Advanced Principles of Chemistry
CHEM-136
Principles of Chemistry Lab
CHEM-236
Advanced Principles of Chemistry Lab
ENGR-100
Problem Solving Using the Computer
CHEM-271
Introduction to Environmental Policies
IMSE-211
Structured Programming Using Pascal
MATH-102
Calculus II Behavioral Science
MATH-101
Calculus I
MGT-120
MGT-131
Written & Oral Communication
PHYS-110
Physics I: Mechanics
ORTN-100
Orientation
PHYS-111
Physics I Laboratory
SSCI-101
Current Issues in Historical Perspectives
Sophomore I
Sophomore II
CHEM-345
Organic Chemistry I
CHEM-251
Environmental Ecology
CHEM-346
Organic Chemistry I Lab
CHEM-347
Organic Chemistry II
MATH-203
Multivariate Calculus
CHEM-348
Organic Chemistry II Lab
PHYS-220
Physics II: Electromagnetism
MATH-204
Differential Equations and Laplace Transforms
PHYS-221
Physics II Laboratory
PHYS-230
Physics III: Waves
SSCI-231
Society, Culture, People
PHYS-231
Physics III Laboratory
Junior I
Junior II
CHEM-351
Environmental Biochemistry
CHEM-363
Physical Chemistry II
CHEM-352
Environmental Biochemistry Lab
CHEM-364
Physical Chemistry II Lab
CHEM-361
Physical Chemistry I
CHEM-371
Environmental Chemistry I
HUMN-271
Human Values in Art & Literature
CHEM-374
Honors Environmental Chemistry Lab
MATH-408
Probability and Statistics
MATH-307
Matrix Algebra
MGT-245
Economic Principles
Senior I
Technical Elective
Senior II
CHEM-471
Environmental Chemistry II
CHEM-475
Environmental Chemistry III
CHEM-472
Environmental Chemistry II Lab
CHEM-476
Environmental Chemistry III Lab
MGT-431
Written & Oral Communication II
MGT-455
Management
Free Elective
Free Elective
Humanities/Social Science Elective
Technical Elective
Technical Elective
Senior III
Senior IV
CHEM-491
Seminar
CHEM-498
Directed Research
CHEM-571
Co-op Thesis
Handling of Hazardous Materials Free Elective
Humanities/Social Science Elective Technical Electives
JChemEd.chem.wisc.edu • Vol. 75 No. 6 June 1998 • Journal of Chemical Education
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Chemical Education Today Table 2. Kettering University Environmental Chemistry
Table 3. Kettering University Undergraduate Student Wage Supplements
Rank
Wage Range ($/hour)
Type of Supplement
Freshman
8.00 – 10.38
Company scholarship
Sophomore
9.00 – 11.25
Responses (%) 2
GMI tuition assistance
12
Table 4. Kettering University Undergraduate Student Benefits Benefit Health insurance
Responses (%) 19
Life insurance
14
Accident insurance
12 12
Junior
10.00 – 12.50
Room and board (at GMI)
1
Senior
11.50 – 14.38
Housing (at work)
7
Dental insurance
2
Disability insurance
9
Vision care insurance
5
Thesis
13.00 – 14.38
Living expenses Travel allowance (to/from GMI/work)
12
Book allowance
3
Job performance bonus
9
Grade achievement bonus
4
Other wages supplement
2
Prescription drugs
14
Paid overtime
72
Paid vacation
28
Paid holidays
54
Paid sick/personal days
19
Stock/profit sharing
9
Retirement program
16
Product discount Other benefits
(NSWCCD), he supervises them. Tompkins refers to co-op programs as “win–win situations” and a “good way for the workplace to try out students”. He describes Kettering’s program as “aggressive” and is “impressed with the quality of its students”. As far as the type of assignments students get at NSWCCD, he says, “When we come up with tasks for co-ops we want to empower them with responsibility.” Our students have confirmed that this is indeed what they do. One of Tompkins’s charges is Holly Nestle, a junior GMI environmental chemistry major. Holly says, “The co-op program has been one of the best experiences of my life. When I first arrived at GMI, my job experience was that of a typical high school student: a few odd jobs here and there for some spending money. Working for NSWCCD has opened my eyes to the inner workings of a full-time job; how management works, the paperwork that needs to be completed, and the need for knowledge/higher education. This is what is going to give me the edge when I pass my resume to a potential employer. Not only will I have a B.S. in environmental chemistry, but I will also have two to two and a half years of employment history with an environmental government branch.” Kettering Sophomore Stephanie Halcomb says she chose environmental chemistry as her major because “I simply like chemistry” and Kettering University because of “the promise of a co-op job. I believed I could get a jump on students from any four-year school. I was really after the work experience.” Stephanie, whose co-op employer is the Astbury Water Technologies Division of the Astbury Group in Indianapolis, is getting the experience that will give her that jump. The University’s “reputation and co-op program” are what attracted junior Adam Wylie. Adam, who works at General Motors Metal Fabricating Division, deals almost exclusively with regulations and meeting them. Although he originally wanted to major in environmental engineering or environmental policies (majors not offered here), Adam believes that Kettering’s environmental chemistry program
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will enable him to achieve his goals. He says, “I realize that Kettering University and its co-op program will get me where I want to go, and that’s most important.” Encotec, a Division of Rollins Environmental Services, employs Kettering sophomore Patrick Chapman. He believes that each aspect (work and academic) “makes you appreciate the pros and cons of the other.” Enotec performs a variety of analyses on samples submitted by clients. Their facility is divided into many labs through which Patrick will rotate during his co-op terms. Kettering junior environmental chemistry major Andy Essenmacher, who works at American Tape Company in Marysville, Michigan, describes his work experience. “During my first work term I spent half the day in the lab where I was an adhesives technician, and the other half with Jordan Thompson, the Manager of Environmental Affairs. In the lab I collected samples of adhesives and tested them for solids, viscosity, and their cure zone. With the Environmental Affairs Manager, I became involved with updating MSD’s.” During his second work term, Andy also split his days between the two departments. He became involved with analyzing contaminated debris in the waste stream, hazard labeling, and the hazardous waste inventory and inspection. His responsibilities and project scope continue to expand. Most of our students were hired by their employers as freshmen and given exposure and responsibility well beyond what is normally available to students at this level. Joel Austin was hired by Latex Foam Products, Inc., last year as a freshman. He is serving as the Connecticut facility’s Analytical Chemist. Last year he performed IR analysis for the compounding department and worked on formulating an IR data base. This work term, in addition to adding to the data base he is “doing research on making better formulas” for their products. There is no doubt that a co-op experience enriches the education of the student and produces a more well rounded graduate.
Journal of Chemical Education • Vol. 75 No. 6 June 1998 • JChemEd.chem.wisc.edu
