presently claim to be chemistry majors. Our department attended last year's "Symposium on the Education of Chemists (for industry) in the Southeast", which was held a t the University of Georgia. The symposium speakers pointed out several weaknesses of our present day college graduates. Following the symposium, our department discussed methods that would hopefully overcome these weaknesses. The general lack of communication ability, both oral and written, was one of the primary problems that was mentioned during the symposium. Representatives from a variety of industries who have made appearances on our campus have also mentioned this problem. In a small attempt to improve communication ahility, students are now reauired to eive an oral presentation a t the hepinnine of each 3-hr labo&ry period. The presentation can simply he an introduction of the laboratory experiment which the class is about to perform, or it might heanother topic related to the lecture material. Constructive criticism is offered by the instructor a t the end of these presentations so that the class and the speaker can learn how to be more effective in future presentations. We are increasing the use of essay questions on examinations and stressing our desire for good grammar. We feel that working prohlems in a clear and concise way utilizing dimensional analysis is a form of effective communication. Students are required to show their solutions to examination problems associating each number with a unit. The opportunity to write an optional term paper is offered to the students. The paper may be suhstituted for a major examination; i t must be on a recent development in chemistry that is related to one of the topics of the course. Recent is defined as having been published within the last six months. A minimum of two references is required and a photocopy of the references must accompany the completed manuscript. The project has a secondary goal which is familiarizing the student with our library resources a t an early stage in his educational development. Advanced approval for the term paper topic must be obtained within the first four weeks of the course, and a time schedule is established for suhmittine outlines.. roueh - drafts. and the final paper. Each stage of this development is cbmpletely evaluated and discussed in detail with the student so that he has some guidance from the moment he hegins to select a topic to the time he prepares the final rough draft. The underlying theme of last year's symposium was that, although over fifty percent of our students will secure positions in industry, college instructors design their courses assuming that their students will go on to graduate school and then pursue academic positions. But, since the majorit y of our students will work in industry, our courses should reflect this. Changes have been made in the content and structuring of our courses to reflect these ideas. It was not so much a restructuring of our courses to emphasize industry as it was a restructuring of our courses to give industry its fair share of the time normally allotted to discussing applied chemistry in today's world. The lectures have been reorganized so that time is available a few davs before each examination and about a week before the final examination. This additional time is used to make the students aware of current items of interest in chemistry and also serves as a buffer between the classical course material and examinations, i.e., a breather period. Material covered during this period is included on examinations: however this material is usually of a descriptive or illustrative nature and the students find it easier to grasp. Whenever possible, overhead transparencies are produced from diagrams and pictures in the current literature to supplement these presentations. The following is a brief discussion of topics that are representative of those covered during the buffer periods.
While studying electrochemistry, conventional machining is contrasted with electrochemical machining. There is little difference between a classical electrolytic cell diagram and one depicting the mechanics of electrochemical machinine. -, and vet the latter orovides greater insieht. Recent methods of utilizing exothermic reactions to tap solar enerev the work on ther-.are discussed to supplement .. mochemistry. In radiochemistrv, rather than usine imaeinarv numbers to date nonexistentartifacts, actual in>ustrk data are manipulated to determine the ages of current items of interest, such as the 450-ft ship on top of Mt. Ararat that some believe to be the remains of Noah's Ark. In last year's symposium we were asked, "How many of your students know which chemicals are the most ahundantly produced today? Why are these particular chemicals important? Who produces them? How many chemists are there? What are they doing?" A few days have been set aside a t the end of the first quarter to discuss these points.
CHEM-TeC and CHEM TECHS: The Training and the Career John R. Hallman a n d P a u l D. Neumann Nashville State Technical Institute Nashville, Tennessee 37209 Early studies by both the academic community and the chemical industry revealed that there was not only a shortage of technical personnel but a need for a higher level of training for technicians. In 1965, after several months of study, the American Chemical Society published a recommended curriculum in career training for the chemical technician, a program which would provide a more regimented study for the paraprofessional chemical assistant. This program had the following curricular areas 1965 1972 Reuision Study Semester Hours Semester Hours Chemistry Care 28-30 28-30 Technical Option 8-10 4-6 Related Subjects 23-24 23-24 9-12 6-s Social Studies!Humanities 68-76 units 61-68 units The original program was revised in 1972 from information obtained from the participating pilot schools. It was agreed that a reduced total hours of credit would accomplish the desired training and not reduce the capability of the technician graduate. It was apparent that not only in the ACS review but in other studies and evaluations of the chemical technician's job, that there was an ever increasing employment opportunity both in scope and numbers. This work availability was most evident since many schools in the United States began to offer a program in a chemical type technology. In 1972, and as a continuing effort to update a list of schools, requests were sent to various institutions and colleges for information on their respective chemical programs. The data illustrated are based upon the survey information obtained from the 1973174 catalogs and bulletins. The replies indicated that there are a t least 141 schools presently offering a chemical type technology program. The findings from the participating schools' catalogs, bulletins and other material show the following 1) There is a wide variation in the program names, but the overall curriculum is similar. These names show an interesting variety: chemical technology, science technology, science lab technology, laboratory technology, lab-process technology, chemical engineering technology, chemical technician, industrial chemical technology, and others. Volume 53. Number 3. March 1976
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