edited bv SUSAN H. HIXSON National Science Foundation Arlington, VA22230
Highlights
CURTIS T. SEARS, JR. Georgia State University Atlanta, GA 30303
Projects supported by the NSF Division of Undergroduote 6ducotion
Systemic Changes in the Undergraduate Chemistry Curriculum The second r o ~ ~ nofdplannmg grant award3 for System~c Ch;inrer; i n the L'ndergraduate Chemistrv Curr~culum have t e e n announced. Yhree projects were selected for funding from the proposals submitted for consideration under the June 1994 dosing date. Tnese awards support the planning phase of projects designed to enhance the learning and appreciation of science through significant changes i n chemistry instruction. Broad changes in undereraduate chemistw instruction that will benefit students " i n all undergraduate programs a t a n institution a r e soueht. Interdisciolinaw" a ~ o r o a c h e resultine s from close colGboration betkeen chemistry faculty a n 2 their colleagues in other disciplines are expected. NSF anticipate does not funding additional planning grants during the coming year. The closing date for full multi-year implementation proposals is June 1995. Announcement of the first round of implementation awards selected from the proposals received hv the June 1994 closing date is expected sbon. ~ r i edescriptions f of the funded projects will be published in this column shortly after the award announcements. &.
1995 Planning Grant Awards Chem PRIME: A Curriculum of Chemical Principles through Integrated Multiple Exemplars Keith J. Schray Lehigh University Bethlehem, PA 18015 A cunst~rriurnof nine institutions of higher educat~on headed tly Lchigh Unirersitg is making fundamental revlsions of the chemistrv " curricblum a t alllevels for maiors in chemistry, for future professionals, scientists and engineers. for res~onsiblecitizens. and for continuine education students:~he proposed C ~ ~ ~ P R Icurricuyum ME will utilize current.. high-visibilitv. e to struc".m u l t i ~ l exemolars ture the chemistry. Options in exemplars, depth and rigor of treatment, learning style format, review, self-testing, and evaluation create a flexibility made possible by CDROM technology. Students will create self-customized courses. Ultimately a single publication will integrate all courses i n the curriculum. The planning process involves faculty in: ~~
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1. selection of exemplars far introductory and analytical
chemistry courses 2. definition of basic chemistry content covered in these ex-
emplars, and 3. combination of exemplars into tracks through the courses
in the traditional curriculum.
The interdisciplinary nalurc ofmany t!xcmpl:~rhwill promot? the intwration of chemistry and rclatcd disciplinl:.i. while traditional core concepts will allow reliance bn the experience and training of faculty. The ChemPRIME curriculum will create cou&es of unprecedented flexibility hecause: 1. different exemplars treating the same basic chemistry will he interchangeable; 2. depth and rigor may be selected by an instructor; 3. courses may be incrementally updated 4. students will select the presentation optimized for their learning style; 5. laboratory experiences will be closely linked to exemplars; and 6. customized courses far new constituencies may be more easily designed and tested, broadening the impact of chemistry through the traditional college curriculum.
Evaluation of individual components and t h e overall ChemPRIME project will be readily conducted. Student access to the developing program through a network will allow determination of component use and learning success via embedded self-testing and traditional methods. Planning Grant for Development of Systemic Undergraduate Chemistry Curriculum John R. Amend Montana State Univerrity Bozeman, MT 59717 This grant supports preparation of a proposal for a major systemic curriculum project that will place students a t the center of their learning experience, and will encourage both faculty and students to 1. discuss and understand the importance of applied chemistry in our society; 2. participate in activities that encourage exploration and
cooperative learning; 3. engage in a greater diversity of instructional strategies;
and 4. exploit the role af new technologies as a means of imple-
menting these approaches to learning. The curricular materials to be developed will be based on a three-part balance between 1. the factual aspects of chemistry (content), 2. the role of chemistry in our daily lives, and 3. the process by which information is located and discovered, and by which problems are solved.
I t is the intent of this project to develop a wide variety of resources which will draw students into all three of the above aspects of chemistry, and from which faculty may Volume 72 Number 4 April 1995
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