Ann Powell1 and Bernard S. Schlessinger D~visionof Library Science Southern Connecticut State College New Haven, 06515
Teaching Scientific Literature in the SmdI College and University
This study was designed to investigate how seriously the chemical profession is taking its role in training the student in the use of the literature to find the mass of information, data, papers, books, etc., available in science today. Two elements seemed t o support the idea that, in the teaching of scientific literature in the United States, chemists were trying t o meet the objective of training potential professionals in the use of available literature. First, two previous studies had shown that many academic institutions (although not most) did offer the scientific literature course. The Mellon study (I), in 1961 of 600 colleges and universities including graduate studies showed that 44.9% offered a formal course. A study by Martin and Robinson (2) in 1967 of 259 schools granting graduate degrees showed that 41.4y0 of them offeredthe literature course. The second element that seemed to support the chemical profession's interest in this area was the activity of the American Chemical Society (ACS). Twice during the past ten years [in 1962 (3) and 1968 ( 4 1 , the ACS Division of Chemical Education had cooperated with the Division of Chemical Literature in presentation of a symposium at the ACS national meeting. Since 1962, several related papers were presented a t national meetings on this subject. Four books (6-8) have also been published by the ACS in the area. It was decided t o investigate whether the scientific literature course was being taught in smaller institutions (in contrast with the larger schools studied previously), and to determine some characteristics of the presentation and the effect of ACS approval of chemistry programs. F i t y schools were chosen from a group whose total enrollment ranged from 3000 to 10,000, these figures being used as the upper and lower limits because it was found that very few nonapproved schools had enrollments over 10,000 and very few approved schools had enrollments smaller than 3000. For purposes of choice, the country n7as divided into five regions (East, Midwest, South, Southwest, and West). Five ACSapproved schools were selected in each area and five nonapproved schools matched to them, principally on the basis of enrollment and programs. Questionnaires were formulated and sent out, asking several basic questions. 1) Wns a course offered? If so, when was it lest offered, and how many penons were enrolled? 2) What techniques were used in the come? Those designzted were lecture, Library problems, and term papers.
'Present Address: Air Products and Chemicals, Allentown, Pa.
688
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Journol of Chemical Education
3) Was the course required, recommended, desirable? 4) What retrospective services were included? Those referred to were Beilstein, S c i a c c Citalion Indez, Chemical Abst~aels, BiDlo~iealAbstracts, Physics Abslrads, Indez Medias, and Malhernalieal Reviews. 5) Did the respondent want a copy of the summary of the survey?
Much useful data was obtained, highlighted by the statistics presented below. F i t y questionnaires were sent out. Within three weeks, 47 were returned completed. Two others were received as the result of a follow up letter. This type of return indicates the considerable present interest in the field of scientific information when compared with the statistics quoted by marketing people of a 25% return as good for the average survey, and our own average of 50% returns for questionnaires sent to libraries. Another indication of interest is contained in the fact that 35 (or 71.4%) of the respondents asked for a summary of the results from the survey. This general interest reflects the ACS interest, noted earlier, in this area. Table 1 .
Scientific Literature Course Offerings in'49 Schools
Desirable Offered Taught in Past Year
Number of Schools
Percentage of Schools
30 20 16
61.2 40.8
32.7
Of the schools surveyed, as shown in Table 1, 20 (40.8%) offered a course in scientific literature. There was no significant difference between the (ACS) approved and nonapproved chemistry programs. Geographically, the course was more often included in the South and Mid-West than in other regions. The figure of 40.8% compares with the previous figures reported in studies of other types of institutions (44.9% in 1961 and 41.4% in 1967). On the surface, the 40.8% of schools offering the course would seem a good proport,ion, although disappointing in view of the indicated interest. However, further statistics were even more disappointing. Of the 20 schools which stated that t.hey offeredthe course, only 13 (26.5%) were currently teaching the course, and only 16 (32.6y0) had taught it in the past year. For the most part, the course was neither offered nor taught as frequently as other basic chemistry courses. I n addition, the enrollment in the course ranged from 4-24, with an average of 11. This was much smaller than the previous surveys, probably because those involved larger schools. The point that must be
made here, however, is that not only are very few schools actually teaching the oourse, but they are teaching it to very few of the students whom they are sending into research, development, teaching, administration, etc., compared to the numbers to whom they teach the basic courses in chemistry. It might be added that the authors have observed that the scientific literature course too often is taught by the staff member with lowest seniority or no other assignment, rather than by a person interested in the subject. This might expalin low enrollments as well as student lack of interest. The rather odd statistics relating t o the desirability of offering the course are also worth considering. Although only 20 schools offered the course, and 16 presented it in a year's time, 30 schools felt that i t was desirable. Of the 20 schools which offered the course, 18 felt that it was desirable, but only 12 required it, with significantly more approved schools making this commitment. Perhaps this seeming lip service to the idea of the literature course reflects the overall ACS attitude of highly recommending the course in committee sessions and in the literature, but not requiring it in the curriculum (9). I n light of the statistics, one begins to wonder where and how the average graduate learns to deal with the literature, since this survey plus the previous two surveys have indicated that it is not being taught in smaller, medium, or large academic institutions. The authors hope to investigate this question in future research. Teaching techniques were also covered in the survey and seemed t o consist almost exclusively of lectures, library problems, and term papers. No use of other newer teaching tools, including the wealth of modern media available, was noted. The ACS approved schools included a term paper more often than the nonapproved (72.8% versus 55.5%), indicating a course with a heavier work load in approved schools. The smaller schools in this study also required the term paper more than did the larger schools of the 1967 survey (65% versus 30%), indicating a heavier work load in courses in the smaller schools. Seven major retrospective searching services, noted earlier, were listed in the questionnaire, and the respondent was asked to check those included in the course. As can be seen in Table 2, Chemical Abstracts was taught in 100% of the courses offered (20 schools) and Beilstein in 95% (19 schools). There was a sudden drop to 9 schools (45%) studying Science Citation Index.
Eight schools (40%) included Biological Abstracts and 6 schools (30%) Physies Abstracts and Index Medicus, while two schools included Mathematical Reviews. Two schools of the 20 also reported inclusion of some government documents work in the course. Interestingly, nonapproved schools seem more inclined t o study Biological Abstracts, Physics Abstracts, and Mathematical Reviews, but less inclined to include Science Citation Index. Possibly this is related t o the prices of the services. I n summary, the study showed that (1) a scientific literature course was offered in 20 of 49 small schools surveyed, and taught in the past year in 16, although judged desirable by 30; (2) the scientific literature course was taught to very small numbers (average enrollment 11) of students; (3) teaching techniques were traditional and primarily lecture and library problems; (4) the oourse was primarily concerned with Chemical Abstracts and Beilstein, although Science Citation Index was also taught by close to half of the schools; and (5) that very few significant differences in pattern existed between approved and nonapproved schools. I n light of the generally poor situation revealed by the study, the authors would like to make several recommendations that might help to achieve the desired end of producing chemists well-trained in the use of the literature and capable of effectively applying it to their laboratory problems. 1) The scientific literature oourse should be recommended ss a required oourse in the minimum standards published by the American Chemical Society Committee on Professional Training (9). Only by this technique can the necessary training of undergraduates in the use of the literature be assured. 2) The scientific literature course should include the reference tools in all branches of science. In our multidisciplinary research world, s. chemist's knowledge of the use of Chemical A b slracls and Beilstein is simnlv , not enoueh. :i; Tenthing rnvrhodi chould i~worp~mtr rhr neurr rrwdi:~f w ellective prescnlsrion. 'l'minin~in rhc uce of the l~terittrrecan he s~lnplificdhy nudio-riwtl rerhniqucs nnd pro~runtnwdlearning. 4) The instructor should he interested in the topic and enthusiastic ahout its value. Whether the instructor is a. chemist or a. librarian [effective in British studies (lo)] is secondary to the desired attributes of interest and enthusiasm. 5) For graduate chemists working in research, continuing education institutes should he made available for teaching the newer reference tools as well as the established ones. 6) Undergraduates showing particular interest in the use of the scientific literature should be identified and encouraeed to Dursue a career in the field of information science.
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Literoture Cited (1) Chemical Education Division of t h e American Chemioal Soaiety, S. 38,273 (1961). D. E., J . Chem. Doc., 9 , 9 5 (1969). (2) MARTIN, AND ROBINSON, Preaented at (3) "Symposium an Education of the Literature Chemist!' 141st American Chemical Society National Meeting, March. 1962. (4) "Symposium on Training Chemists in the use of Chemioai Literature." Presented at 156th Ameriaan Chemioal Society National Meeting. September, 1968. (5) "A Key to Pharmaceutical and Mediaal Chemiaki Literature," can Chemioal Society. Washington. 1956. (6) "Literature Resouroes for Chemioal Prooesa Industries." American Chemioal Sooiety, Washington, 1954. (7) "Searching t h e Chemical Literature," Ameriam Cbemical Soaiety. Washington. 1961. (8) "Training of Literature Chemists," Ameriosrn Chemical Society. ington, 1956. (9) ACS C O M M I TON T ~PROTD~SIONAG ~ TRAIN IN^. "Minimum Standards Used as Criteria i n Evaluation of Undergraduate Professional Edu-
CHEM. EDOC.. D..
Table 2.
Retrospective Searching Tools (20 Schools) ACS-Approved Nan-Approved schools schools Totalschools NO. % No. % NO. Y ,
Chcrniod Abatraele Bciialein science Ci1otion
11 10
Indcz
7
Reuiewa Phyalcol
0
100 99.1
9 9
63.6
2 2
100
20 19
100 95
22.2
9
45
22.2
2
10
100
Molhemotical Ablroeta Biological Abrlroola Indelr Medicua
1
9.1
5
55.6
6
30
4 4
36.4 36.4
4 2
44.5 22.2
8 6
40 30
Ameri-
Wash-
oation in Chemistry," American Chemioal Society. Washington,
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