N s a E. GORDON, UNIVERSITY OF MARYLAND, COLLEGE PARK, MD.
At the University of Maryland a cooperative experiment is being tried in Chemical Education where the chemical industries are helping the boy to get some practical chemical experience while taking his college course in chemistry. The experiment has started off so well, that the author feels justified in bringing it to the attention of other teachers for their consideration. In brief, it is a scheme where students are enabled to take a standard college course in four years and a t the same time get one year's experience in practical work. This is made possible by the student utilizing his summers either in work or study. The following diagrammatical illustration will show how the student's time is proportioned. Firsf year 2nd scm. Sept. 15 Peb. 1 to to Feb. 1 June 15
Auz. 15
Sent. 15
Study 15
Study 8
Vacation Study
1st sem.
Time
Occupation Credit Hours
Second summer
Time
June 15 to Sept. 15
Occupation Work Credit Hours
Study 15
First summer June 1.5 Aug. 15 to
Third year 1st sem. 2nd sem. Sept. 15 Feb. 1 to to Feb. 1 June 16
Study 18
Work
to
Second gear
1st em. Sea. 15
2nd s e a Peb. 1
Feb. 1
June 15
to
18
Third summer Jvne 15 Sept. 1
Sebt. 1
to Sept. 15
Study
Vacation
to
10
to
Study 18
Fovrth yea. 1st rem. 2nd sem. Sept. 15 Feb. l to
to
Feb. 1 Jvne 16
Work
Study 18
It will he noted that the credit hours total 120 which fulfills the standard requirement in an Art and Science College, and that this is done without taking over 18 hours any semester. Since the cooperation
VOL. 2. No. 1
A Coa~snnnvsPLANIN CHEMICAL EDUCATION
73
with the industries does not begin until the second year, most of the student's work in departments other than the chemistry department has been completed. On the other hand if these subordinate courses have not been finished, no difficulty arises, for all shifts come at the usual break period (that is June 15th, or Feh. 1st). It may be further noted by the diagram that while a junior is studying, a senior is working and vice versa. In this way the job is continually manned, and each boy gets one yeas of experience during his last two years in college. Some advantages which the plan offers to the student are the following: 1. Utilizes his summers along lines which are in tune with his life work 2.
3. 4.
5.
6.
Gives the student an outlook upon a practical field while studying, and helps him to see the need of acquiring chemical knowledge Brings him in contact with the practical men of the country and hence helps him t o get a vision of the practical side of our science Acts as a vocational guidance, i. e., he knows a t the end of four years whether or not he wishes t o he a chemist. If he decides in the negative he has had a four years' course which will equal any in fitting him for the battles of life He will usually be placed st the end of four years, for he has had a chance t o show his worth to some one who needs a man He earns sufficient money to nearly pay his expenses during his last two years in college
It must be acknowledged that the advantages of the plan to the industries does not equal the advantages to the student, yet these are, a t least two: 1. The industries have a chance to "size up" a men without obligating themselves in any way. 2. As a rule the5e college-trained men fill the subordinate positions more efficiently than the man commonly hired for these positions. They are hetter trained and enthusiastic to "make good" and have a future ahead of them, while many times these positions are filled by men who are quite satisfied with life.
Curricula are being worked out where the plan may be tried in all phases of chemical education.
