James M. Miller, James W. Mills, Gregory V. Nelson, and Donald A. ScoH
Drew University Madison, New Jersey 07940
A Non-Traditional curriculum
I
at Drew University
The undergraduate liberal arts chemistry curriculum a t Drew University has been completely revised since 1968. We present here an overview of the new non-traditional curriculum, including a description of our two tracks for the chemistry major and a detailed account of one course as illustration. Designing the Curriculum
The revision of the chemistry curriculum was made possible by a 1967 NSF COSIP grant t o the science and mathematics departments. A study of student performance as a function of ability and high school background and much subsequent discussion with students and educators led us to accept the following points as premises for designing the new curriculum 1) Correlation of beginning courses with background is more
important than comelation with anticipated major. Interdisciplinary connections have the most potential for motivation. 3) The traditional organization of courses is a misrepresentation of chemistry and a hindrance to effective teaching. 2)
We were constrained to minimize the number of courses offered and ensure that five facultv could serve the chemistry needs of a college enrollmek of 1300. Since a new science buildiin was under construction during the early stages of planning, facilities were not a significant limitation. Finally, our promam needed to serve students planning to go directly-into a chemistry vocation or into medical or other scientific fields, as well as students going directly into chemistry graduate school. The resulting courses are briefly described in Table 1. Textbooks in use are also noted. @indingsatisfactory textbooks for our curriculum has been a problem. For several of the courses, content does not parailel the text used. In such cases, the text is used largely as a reference book and is heavily supplemented with additional material. We are presently preparing our own texts for Chem 21 and Chem 101. Three lower-level courses are offered in the first semester-Chem 1, Chem 4, and Chem-Phys 7. Placement in the proper course is based on the general criteria given in course descriptions as well as on placement tests. The following indicates a student's options 1st 2nd High School Background Semester Semester No chemistry Chem 1 Chem 4 Average chemistry + biology Chem 4 Chem 5 Verygood chemistry + physics Chem-Phys 7 Chem-Phys8 and Chem 4 We also give each student a list of the most important concepts and skills necessary for Chem 4 and Chem 5, with reference t o books, programmed materials, and films
Table 1. Brief Description of Courses' C k m I/l"traductionla Ckrnirfry 4 credits. A mure in fvndsm~ntalprinciplesfor t h e withlittle or no previous *aiming in chemistry. The principle arc applied to cmphssim fh. envi.onm.nta1 mnee.ns of air and wsterpaliutian. Kieffer (1) C k m a/Mdec.le~....dLi/~ 4 credits. Rerequesitc: high aehaol chemhtry and biology, or Cham 1. Emphasis on the and chemistni of covalent compounds of biological aipnifiennee, including structnomene1atvre of eerbo" campounda horn hydrocarbons to p m m s , geometries1 and optical isomerim, and acid-bas. equilibria. Holum (21 Chsm 5/chemiroiE"ergy ~ " d L i / < I credits. Prerequisite: C b m 4. A" infmduetion to chemic8J enewy changes with examples in biological pmceaacs. G m t t . Lippincott, and Vcrhmk (31: Scientific ~ ~ ~ ~ i ~ ~ n o f m n n t a ChrmPn,.: 9 i+mralesoil'hem,rm ondPn,ws I crro,,a earn .rmcsv,. Pn,qu,,i,c, hi*h irhaol chcmmr, 0. Chm, I , high r h m 1 p"Yo..a, and
