EDITORIALLY S P E A K I N G
A n Advisory Council for College Chemistry[has been established. This is a group of more than :I score of outstanding chemist-educators under the chairmanship of Dr. Charles C. Price and supported by an initial grant from the National Science Foundation. The general objective of the project is a profession-wide effort to stimulate and to provide coordination among a number of independent efforts aimed a t improving undergraduate instruction in chemistry and to facilitate communication of the importance of good teaching and good teaching ideas in this field. The initiation of such a project on a national level occurs a t a propitious time. The influence of the wellestablished but stiU experimental programs of instruction in chemistry, mathematics, physics and biology in high schools is already apparent in the number of better qualified students entering colleges and universities. The chief effect of these new courses, designed by leading scientists, has been to produce students accustomed to participating in a genuine form of scientific inquiry, not the mere adding to a store of information. This new breed of future scientist (and future lawyer, musician, or housewife, for that matter) deserves more than-as many college and university professors shamefacedly admit-will confront him or her in the existing general chemistry courses. Particularly in the laboratory will this student be frustrated or a t best disillusioned. He or she may find traditional unimaginative exercises, little modified by years of use, or genuine but untried experiments administered hy timid and puzzled graduate assistants. One of the first objectives set for itself by the Council is assembling and making generally available information about what is going on in college and university chemistry teaching. Only after this is done can evaluations be made or recommendations formulated for specific projects to fill indicated needs. It has no intention of building any ideal course or curriculum in
college chemistry. I t goes even further in being vigorously opposed to the principle of any group's providing in a package what faculties should do individually or collectively for themselves. Discussions a t the preliminary planning sessions indicated that activities could he grouped into four general areas: (1) aids for undergraduate instruction and instructors, (2) the general chemistry course, (3) t,eacher training programs, and (4) curriculum, including courses for non-scientists. Probably panels will be established to plan specific project,^. Activities such as the following are typical of those receiving attention. The panel planning instructional aids, in addition to considering the need for topical movies, film loops, etc., expects to encourage the preparation of documentary mat,erials for self-improvement such as resource letters on topics which should be pertinent to the content of a modern first course in college chemistry. A combined attack should be made on the problems of the large university courses which are uniquely complicated by sheer logistics. Training programs hopeful of making genuine teachers out of newly appointed graduate assistants will be studied. The long-held hope of the Division of Chemical Education for an extended and roordinated program of iustitutes and conferences for junior college and college t,eachers may be realized. Efforts will be made to collect and evaluate the vast amount of "why and how" information about curriculum revision. The work of the Advisory Council for College Chemist,ry should have great impact on chemistry teaching in t,he nation. Both its operating efficiency and its ultimate effectiveness depend upon the cooperation and support of chemists everwhere. The first duty of all successful innovators who heret,ofore have remained isolated and hence invisible is to make their work known to the chairman, Dr. Charles C. Price of the IJniversity of Pennsylvania at Philadelphia.
Volume 39, Number 9, September 1962
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