THE MICHIGAN COLLEGE CHEMISTRY TEACHERS ASSOCIATION GEORGE E. F. BREWER Marygrove College, Detroit, Michigan
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attendance a t meetings of professional organizations worries me quite a lot and I had to conclude that large or small groups, local or national, have an average attendance of about 20 per cent a t their meetings. A good speaker raises it somewhat, unless it happens to be on a rainy day. Free meals are not toomuch an attraction; on the other hand, some groups include the price of ten monthly dimers in the membership fee and such meals, paid for in advance, are a real drawing card. Of course, only closely knit organizations can operate on this basis. All my theories mere upset when I got to know a very loosely organized group, their members scattered over 250 miles, a group of teachers-and chemistry teachers at that-who, for more than 25 years, have met twice a year for a full-day session with an average attendance of over 40 per cent. The beginnings of this "Michigan College Chemistry Teachers Association" are somewhat obscure. The first page of their record book states: "organized a t the University of Michigan, Ann Arbor; January, 1925" and on the next page: "The records for the school years 1924 to 1928 were lost and never came into my hands . . .The entries below were compiled. . . " Signed Harry C. Doane, Grand Rapids Jr. College, Secretary 1928-29. Definitely, the organizer and first president was Dr. 0. E. Madison, College of the City of Detroit (now Wayne University). Nothing is known about the attendance a t the first meeting or the spring meeting which was held at the Michigan State College, East Lansing, but it is known that the organization's third meeting, held a t the University of Michigan, Ann Arhor, January 23, 1926, was attended by 39 teachers from 14 colleges. The record book states: "Several from Michigan State College were prevented by a slight mishap from reaching Ann Arbor." I t is typical of the Michigan College Chemistry Teachers Association that only a t its sixth meeting, held in May, 1927, a t Albion College is a "report of the Secretary-Treasurer" mentioned. T o this day, the organization handles its finances in a simple and successful way. When funds begin to run Ion-which happens every two or three years-a cigar box is placed on the lecturer's desk and dimes (nowadays quarters) are dropped in by those who wish to do so. While the attendance seems to have gone up gradually to about 60, a t the seventh meeting (University of Michigan, Jan., 1928) there were only 25 persons a t the luncheon, although four excellent speakers (H. H.
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Willard and L. 0. Case, University of Michigan, D. L. Randall, Albion College, and E. J. Bird, Wayne University) should have attracted a large audience. The minutes add somewhat apologetically: "Cold, near zero. Many members sick." The 11th meeting (Nov., 1929) brought student demonstrations amplifying Dr. L. A. Ferguson's speech on electrochemistry. A picnic luncheon was served by the wives of the University of Michigan chemistry faculty and the meeting was adjourned "to attend the Harvard-Michigan football game." This meeting, like many others held a t the University of Michigan, was a great success, largely because of the kindness and steady efforts of Dr. Roy K. McAlpine, who has held all sorts of offices in the Association and still is one of its key figures. The 27th meeting was held in the Albion College (May, 1938). Dr. H. N. Holmes (Oberlin College) spoke on "Vitamins." During the business meeting the question of membership was raised and answered: "Any chemistry teaeher of any Michigan institution doing collegiate work with a rank of instructor or higher is automatically a member of this body." Today, to our best knowledge, this means a membership of 208 from 36 schools. Aside from the above definition of membership, only one other constitutional motion has been made, seconded, and carried. This was a t the 33rd meeting held in November, 1940, in the Ford Motor Company's famous "Rotunda," Dearboni Inn, Edison Institute, and Greenfield Village, when Dr. A. J. Clark (Michigan State College) moved "that members who have retired or are about to retire, be given honorary life memberships and that their biographies be kept in the permanent records of the Association." While there is not much of a constitution, there is, of course, quite a tradition in handling the affairs. A Nominations Committee is appointed by the president during the spring meeting. Within a few minutes, this committee names a new president, vice-president, and secretary, the nominations are closed and all infavor say "Aye." Usually an officer has to work his way up for three hard years, from Secretary to VicePresident to President. I am awed by the tact and skill with which these men have made every chemistry teacher in Michigan accept and desire membership in the group, and look forward to driving through night and ice on a Saturday in December, and giving up cutting the lawn one weekend in May. I suppose the newcomers are first attracted by the visits to the
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APRIL, 1952
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neighboring chemistry departments; then they feel relative merits of large and small conpanies, because their personal gain from the freely-given information some personalities are definitely better suited to one and discussion of teaching methods, aims, and contents; than to the other. Acquaint your men with the problems they will enthe intimate atmosphere which immediately captivates even speakers from outside the group. From then counter in various geographical locations-although on the newcomer is a friend who wants to see his friends they may pass up excellent opportunities by limiting again-whether for a day of fun, as on May 2, 1942, themselves geographically. Discuss advancement poswhen the 35th meeting was held in Dr. Bartell's cottage sibilities. A new employee is going to find plenty of on Crooked Lake, or a tulip festival in Holland, Michi- competition with young men ahead of him. I'm saying gan, as the guest of Dr. Gerrit Van Zyl a t Hope this not with the idea of discouragement, but with the thought of making a graduate aware that while there's College, or the discussion of problems. The 47th meeting of the Michigan College Chemistry plenty of room for advancement, he can't hit the top Teachers Association was held on May 5, 1951, in overnight. Follow up your graduatesit's an excellent way to Wayne University's Science Hall. Dr. William J. Bailey gave an interesting report on various phases of confirm your appraisals. Drop a note to each man and the rubber research program a t Wayne University. get his impressions of his academic foundation asapplied During the luncheon a business meeting and elections to his work in induetry. Ask his employer for a progress report on his activities and growth on his job. were held. The 1951-52 officersare: Advise your student on the importance of the preP ~ e s i d a l : Dr. G. Rav Sherwood (Wavne Universitvl liminary or screening interview a t your school. If the Vice-President: Dr. C. N. ~ o ~ a r( ~" i o b i g a nstate College, recruiter's impression is not good, negotiations will stop E. Lansing) Secretary-Treasurer: Dr. L. I?. Strong (Kalamamo College) right there. Suggest that the interviewee try to put his best foot forward. Recently, one of our men interSummaries of the other parts of the day's program viewed 40 men a t one school in two days. Every man are given below. asked the same three questions: "What is your pay scale? What is your vacation policy? What employee Industrial Recruitment of College Chemists benefits do you have?" Today's student needs help and guidance regarding (A talk by J. E. Russell, hfonsanto Chemical Comhis military status. At any rate, have each one take all pany, St. Louis, Missouri) the interviews he can get. The personal contact with The ideal technical man is a well-rounded individual the company interviewer will prove valuable. in the top half of his class, has a good personality, We rely greatly on your comments and we appreciate native intelligence, an inquisitive mind, an interest your speaking frankly. Don't go on record as saying in outside activities, some understanding of industry, that all your boys are good. and a desire to work. Try to broaden the scope of your students. Urge I know that you are all interested in just how you participation in campus activities and fraternitiescan do best in preparing your students for industry. both professional and social. The chemist of today will First, you must know industry! Study its financial have to sell-himself and his ideas. statements, what it has done, what it plans to do. The college placement office is usually our initial conMake personal visits to companies and get to know tact in recruitment, but often'we have been caught in a a company representative personally in order that dispute between faculty and placement people. he may give you detailed job descriptions. Invite I hope that these suggestions and observations can industrial speakers to seminars for junior and senior contribute to bringing us closer together, for if we can students. begin to think alike, we can do a better job for each The summer employment program is an ideal medium other; you, by developing and educating your students for both the faculty and students to meet industry. toward their industrial goals and we, by affording them I t is the best two-way medium for the student and the opportunities they deserve. industry to get acquainted with each other. Discussion of Teaching Problems in Inolganic Keep guidance within your own faculty group. and Physical Chemistry Endeavor to keep a complete file on each student so that the over-all picture will be readily available. Leaders: Dr. F. B. Dutton and Dr. J. J. Pitha, Don't tie yourselves too closely to any one company. Michigan State College, East Lansing. There are many good schools which industrial (1) Efieiemy in Laboratory Teaching. There is a firms are reluctant to contact because it is known that need for a laboratory manual that would stress the their top men are all slated for a certain industrial firm. problem type of experiment, wherein the student would In guiding your students visualize how their personal learn the principle involved in the experiment rather characteristics will fit into various jobs with various than how to solve a typical problem in a mechanical organizations. Many educators are inclined to stress way. Closer integration between the laboratory and their own specialties more than they stress the self- lecture material would increase the effectiveness of labdevelopment of their students. Be sure to discuss the oratory instruction.
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(2) Developing Greater Interest i n Laboratory Work. The course in the laboratory is given over almost wholly to graduate assistants, who may lack many of the fundamentals necessary for adequate instruction. In some cases the professor has the feeling that laboratory teaching would consume valuable time that he could better spend in other ways. Floor discussions of these two problems brought the comment that they are found in all laboratory courses. Better correlation between the lecture and the laboratory work and quizzes on the material of the experiment were suggested. Another comment: "Too many people are driven from chemistry by the rigor of the laboratory, and the quiz type of experiment is not stimulating to the student." These two opposing points of view, the formal experiment versus the informal laboratory, were not. resdved in this discussion. (3) I s high-school mathematics a better preparation for college chemistry than higLschool chemistry8 Statistics seem to indicate that a lack of a good understanding of elementary mathematics fails many students in college chemistry. The choice of a prerequisite in the high school between mathematics and chemistry seems to depend on tbe individual worth of these courses in the various high schools. The comment was made that highschool chemistry stimulates students in college chemistry. Michigan State College makes an attempt to classify students for either the "major" or the "dilute" course in freshman chemistry on the basis of an aptitude test in arithmetic. Discussion of Teaching and Research i n Organic and Biochemistry
(Leader: Dr. Leigh C. Anderson, University of Michigan)
JOURNAL OF CHEMICAL EDUCATION
the time they took, because many were repetitions of laboratory work and also because many of the students were unable to see them on the lecture tables. A brief discussion was held on the use of undergraduates as laboratory assistants. It was suggested that the work of assisting other students might better be limited to seniors and students of the graduate level and that the preparation of solutions and equipment for class work be assigned to assistants a t the lower class level. It was pointed out that a t Hope College it is the practice to have one instructor and two undergraduate assistants in charge of laboratory groups of approximately 25 students. During the past 28 years from 125 to 130 such unpaid assistants received training, which each found an invaluable experience. There was a brief discussion on the offering of qualitative organic analysis, but the question was not continued since many of the colleges represented were not equipped for such special work. The question of the amount of material to be used in laboratory experiments was discussed, and the fact was stressed that the use of either much larger or much smaller amounts than those given in most manuals entails problems which are worth the student's consideration. Some discussion was held about the selection of topics for a onesemester course in organic chemistry. It was mentioned that the University of Michigan is changing its organic chemistry curriculum so that students will take a four-credit lecture and a two-credit laboratory program covering the field of organic chemistry in the first course, and that the second course would then take up those topics which could not be handled adequately in the first course. It was suggested that such a system would handle transfer students in a much more satisfactory manner than the present courses allow.
The value of correlating laboratory work with the Analytical Division theoretical aspects was stressed. It was pointed out (Leader: Dr. Edward J. Bird, Wayne University) that Albion College requires its students to complete a semester lecture course before starting laboratory work. Dr. C. C. Meloche of the Department of Chemistry The use of visual aids was mentioned and it was pointed of the University of Michigan showed a number of the out that many times only front-row students receive colored films which he and Dr. Carney use in their much benefit from demonstrations. The value of sound illustrated lectures. Dr. Meloche emphasized the need movies was considered and it was pointed out that they for lecture demonstrations and the advantages of colwere not readily available. Films similar to those ored films over actual demonstrations. The films which have been prepared a t the University of Michi- showed the techniques used in the following laboratory gan for illustrating quantitative procedures were sug- procedures in volumetric analysis: (1) use of transfer gested as desirable. The use of molecular models was pipet, (2) use of buret, (3) standardization of NaOH, discussed and the inadequacy of commercial sets was (4) use of the balance, (5) washing operations, (6) disadmitted. It was suggested that large plastic models, solving samples, (7) end points in titrations. Reprints of the paper on 'Tllustration and d e m ~ n as used a t Northwestern University, might be of value. One of the staff of the University of Michigan stated stration in elementary volumetric analysis" by C. C. that polls which he had taken of students in his classes Meloche and R. J. Carney of the University of Michi23, 198 (1946)) were passed out. indicated that lecture demonstrations were not worth gan (J. CAEM.EDUC.,
