new texts fair readings both in the review phase and a t adoption time. In other words, we must be receptive to thinking about our discipline in ways very different from those of the past, ways which reflect broader ranges of experience as even the perfect text will fail if it is not adopted by the academic analytical community.
The Graduate Level Analytical Chemistry Teaching Program at the University of Massachusetts P e t e r C. Uden, Ramon M. Barnes, David J. C u r r a n , J o h n E. Roberts, a n d Sidney Siggia University of Massachusetts, Amherst, Amherst, Massachusetts 01002 Although it has been asserted often (perhaps most often by analytical chemists) that analytical chemistry holds a central position in the chemical sciences, advanced level analytical courses are not universally found in major chemistry graduate curricula in the United States and Great Britain. Whatever the reasons for this lack, the practical result in many laboratories needing the application of analytical techniques is that scientists from other chemical disciplines must undergo rapid transformation with dubious consequences. The existing graduate level analytical programs, which are attracting increasing numbers of students, need reconsideration of their structure and rationale to maintain relevance to a rapidly expanding field and to answer criticisms of scientific integrity. These programs must accentuate both chemical fundamentals and physical principles, including problem solving, data treatment and a balance of both classical and modern instrumental and electronic techniques. Evaluation of graduate student needs is of prime importance. Career nrosnects .. . exist in verv diverse areas rewiring.appropriate training; industrial, clinical, environmental, governmental research and regulation, instrumental development and application, or even professional management jobs are available for analvtical chemists today. Non-analytical graduates also needan appreciation of analytical principles, requirements and methods. At the University of Massachusetts, we have developed an admittedly taxing graduate course program but one which produces strong, well-prepared analytical chemists able to undertake rigorous graduate research programs and move competitively into professional positions. The first stage, which often has non-analytical graduate and upperclass undermaduate enrollments as well, is a series of courses stressing of Analytical processes, funldamentals, such as the Instrumental Analysis (lecture and laboratory) and Electronics for Scientists. Changes in structure of these courses have been dictated currently by the wide range of students. For example, the Instrumental Analysis segment now contains one course specifically developed for non-analytical graduate students and a more rigorous one for the analytical specialists which focuses on the basics of chemical measurement. A eraduate core nromam now includes the theow and electronics coursri noted above and the more rigorous analysis nurst!. Students comnletine the initinl stage continue taking at least a majority of the more advanced specialized coursesoffered combined with an increasing research commitment over a period of two years. All of these courses, which include Chemical Microscopy, Electroanalytical Chemistry, Spectroanalytical Chemistry, and Chemical Separation Methods (primarily chromatography), have laboratory sections covering current research methodology and practice. In addition to these established courses, a series of Special Topics courses,
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given at less regular intewals basrd on student demand, has included lnorranic Reactions of Analytical Significance; Organic ~ e a c t i o kof Analytical Significance (both serving to reinforce the rigor of chemical basics); Thermal Methods of Analysis; Metal Complexes in Analytical Chemistry; Analytical Mass Spectrometry; Analytical Titrimetry; and Minicomputer and Microprocessor Data Handling in Analysis. Another well-received advanced course is Applied Analytical Chemistry which introduces actual analyti& problrms, case histories and induqtrial situations. Students are ass1!2ned a research level laboratory problem and collaborate with facultv exnerts in areas soanning fields from food science to anthropo
