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Integrating Chemical Information Instruction into the Community College Chemistry Curriculum

Integrating Chemical Information Instruction into the Community College Chemistry Curriculum. SOUNDS DULL!. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY. ONLINE ACCESS IS THE ANSWER. BUT WHAT ARE THE QUESTIONS?. Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY.

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Integrating Chemical Information Instruction into the Community College Chemistry Curriculum

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  1. Integrating Chemical Information Instruction into the Community College Chemistry Curriculum SOUNDS DULL! Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY

  2. ONLINE ACCESS IS THEANSWER BUTWHAT ARE THE QUESTIONS? Chicago-2007 BOB LANDOLT TEXAS WESLEYAN UNIVERSITY

  3. QUESTIONS ARISE BECAUSE: • COMMUNITY COLLEGES ARE PUIs (Primarily Undergraduate Institutions) • RESEARCH INCREASINGLY IS IMPORTANT • TRANSFERABILITY CRUCIAL • MULTIPLE CAREER PATHS SERVED • PURPOSE(S) OF SCIENCE EDUCATION

  4. PURPOSE(S) OF SCIENCE EDUCATION(Faculty View of Student):

  5. Students’ View of Their Situation: 1944 Cartoon, From Morrison and Boyd, 6th Ed. 1992, p. 474-(Note Bump on Donald’s Head)

  6. Heart-Cut Question: HOW to “Distinguish Sense from Nonsense?” David Saxon, 1983, President, U. California, “Educating students for life in a technological society is enormously difficult ...ability to distinguish sense from nonsense is an indispensable aspect….” "The Place of Science and Technology in the Liberal Arts Curriculum" David S. Saxon Leonardo, Vol. 16, No. 4 (Autumn, 1983), pp. 316-319 “Education is entirely an inner condition… unlike training, … not really "about" the world outside of the person. It must include--the ability to distinguish sense from nonsense, …not only in others, but in the self.” “The Panamanian Panda Paradigm,” http://www.sourcetext.com/grammarian/newslettersv12/12.5.htm

  7. ‘INFORMATICS’ Challenges for PUI Chemistry Generally SOARING COSTS! FEW SCIENCE LIBRARIANS! ELECTRONIC SEARCHING REQUIRES SPECIAL EXPERTISE (?)

  8. ACS 2-Year Program Guidelines (S57): http://www.chemistry.org/portal/resources/ACS/ACSContent/education/institutional/2ycbroc.pdf “Because of the increasing volume and complexity of chemical literature, students are no longer able to acquire skills in information retrieval without some formal instruction.” Skills (e.g., using Chemical Abstracts, other compilations): integrating them into courses through library exercises and/or research papers online interactive computer file experiences. Accomplished by: cooperative library arrangements and electronic access.

  9. ABOUT TRANSFERABILITY? ACS Library Guidelines (4 Year Schools) http://www.chemistry.org/portal/a/c/s/1/acsdisplay.html?DOC=education\cpt\library.html • CAfull abstracts access required! • CA online? Students must have good, timely access. • Minimum of 14 current journals subscriptions • Online journals acceptable if full material routinely is accessible to students. • Computer access by students must not be unduly limited by cost or impractical access times.

  10. NEEDS OF MULTIPLE CAREER PATHS? • CHEMISTRY FOR SCIENCE MAJORS • NURSING AND OTHER HEALTH SPECIALTIES • ENVIRONMENTAL SCIENCE/SAFETY ORIENTATION • LIBERAL ARTS/ NON-SCIENCE MAJORS

  11. From “Today’s Chemist At Work,” ACS Publications, Feb. 2003, p80

  12. RESEARCH? • Community Colleges Tackle Research, C&E NEWS, October 16, 2006,http://pubs.acs.org/cen/education/84/8442education.html • Community College Led Advances in Undergraduate Education, Tom Higgins,, Harold Washington College,tbhiggins@ccc.edu • Summer ‘URP’/ ‘RUI’/ ‘SURFing’ http://pubs.acs.org/cgi-bin/abstract.cgi/joceah/2005/70/i02/abs/jo0490651.html

  13. Date Wed Jul 19 13:09:04 EDT 2006 Count 28,885,178 organic and inorganic substances 57,673,004 sequences, CAS RN 894495-18-2 is the most recent CAS Registry Number RESOURCES HUGE AND GROWING!

  14. Date Fri., Mar. 16 19:22:37 EDT 2007 Count 31,095,401 organic and inorganic substances ~2 million more 58,703,712 sequences ~1 million CAS RN 927021-36-1, the most recent CAS Registry Number as of above date ~8 MONTHS LATER http://www.cas.org/cgi-bin/regreport.pl

  15. UCAIR(a) UNDERGRADUATE COOPERATIVE ACCESS To INFORMATIONRESOURCES http://department.txwes.edu/che/rlandolt/ucair2003.html

  16. WONDERFUL TIME FOR PUIs! SIZE AND LOCATION NEUTRALIZED AS LIMITING FACTORS: THE INTERNET RESOURCES ARE ONLINE CONSORTIA

  17. UCAIR OBJECTIVES Provide FACULTY with fundamental sophistication in Chemical Informatics. Teach STUDENTS to determine if information exists, how to retrieve it and assess its quality. Enable DECISION-MAKERS to see how institutional resources may be used efficiently.

  18. UCAIR IN A NUTSHELL! (‘E’=ELECTRONIC; PUI= PRIMARILY UNDERGRADUATE INSTITUTIONS) • 4 TEXAS PUIs-CHEMICAL INFORMATICS LITERACY • 30 TEXAS PUIs- CHEMICAL ABSTRACTS ‘E’ ACCESS • 24 U.S PUIs- ACS JOURNALS ‘E’ ACCESS • 10 PUIs-ACS JOURNALS ARCHIVES ‘E’ ACCESS 2006- PROTOTYPE WORKSHOP AT COMMUNITY COLLEGE

  19. “HCC-Central organic chemistry students seem to be having fun as Dr. Robert Landolt checks out their progress.” Reproduced, with consent from The Egalitarian, the Newspaper of the Houston Community College Central Campus

  20. Searching CA Command Language: User Friendly Software: Web-based STN Easy: (chemistry’s “Google”} SciFinder Scholar: “Standard Transmission” “Automatic Transmission” “Taking a Taxi” “Chauffer-Driven Limo”

  21. Starting Point! DROP-DOWN MENUS SELECT BY WORD, CAS#, DATE, ETC.

  22. WITH ACADEMIC DISCOUNT (10-20%), COST < $5-10 STUDENTS SHOULD INCLUDE COST FACTORS AS PART OF THEIR REPORT!

  23. UCAIR ‘ON THE ROAD’

  24. PUIs USING ACS WEB EDITIONS

  25. AT 24 SCHOOLS FOR18 MONTHS

  26. WHAT’S NEXT? • ESTABLISH COLLABORATIONS • Two Year College Chemistry Conferences (Consortium) --2YC3 • Resource Publishers, including ACS Pubs, STN, Merck, CRC, etc. • Undergraduate Library Community • Create Problem-Oriented Exercises • Teaching Chemistry • Open-Ended • Internet Deliverables • On-campus, Regional and/or Online Workshops

  27. FAMILIER TO ORGANIC STUDENTS?

  28. TRADITIONAL VIEW application EFFORT skill YEAR 1 2 3 4 G. SCHOOL

  29. UCAIR APPROACH AT PUIs EFFORT application skill YEAR 1 2 3 4G. SCHOOL Both Steps Earlier and Easier

  30. Usually the time it takes a system to become out-dated is just about the same amount of time it takes me to understand it!

  31. PROJECTED APPROACH AT COMMUNITY COLLEGES EFFORT Not Just Skills YEAR 1 2 3 4 G. SCHOOL WHAT’S NEEDED?

  32. NEEDED: A DROMEDARY! THANKS TO WIKIPEDIA FOR BOTH CAMELS!

  33. PROJECTED APPROACH AT COMMUNITY COLLEGES EFFORT Skill/Application* lower YEAR 1 2 *Through Problem-Oriented Activities Integrated into Course

  34. PROBLEM-ORIENTED “LAB” FOR ENTRY LEVEL COURSES ”FOOD ADDITIVES” • IDENTIFY 10-20 “ADDITIVES” • LOCATE LD50s and Safety/Health Issues Function in product Do ‘pluses’ out weigh ‘minuses?’ • REPORTS INVOLVE 3 COMPONENTS

  35. TASK FORCE APPROACH COOPERATIVE PROBLEM SOLVING PLAN OF ATTACK NEEDS TO BE AGREED UPON JOB TO BE BROKEN INTO SUBTASKS CAS#’S MUST BE DETERMINED INDIVIDUALS CHOSEN FOR ROLES CO-LEADERS! REPORT COMPILERS

  36. REQUIRED REPORT FORMAT THREE CLEARLY LABELED SECTIONS INTRODUCTION-A PROBLEM STATEMENT EXPERIMENTAL-WHAT WAS DONE RESULTS/ CONCLUSIONS/ EVALUATION (REFERENCES PROPERLY FOOTNOTED!)

  37. REPORT MUST BE SIGNED BY EVERY TEAM MEMBER, UNDER STATEMENT:“I have contributed to and read this report”______________(TYPED NAME) SIGNATURE

  38. ACKNOWLEDGMENTS ACS PUBLICATIONS DIVISION CA/STN INTERNATIONAL THE WELCH FOUNDATION CAMILLE AND HENRI DREYFUS FOUNDATION RESEARCH CORPORATION

  39. Your Task Force PROBLEM • PROVIDE A REPORT • SUITABLE FOR THE EPA on the • ENVIRONMENTAL IMPACT of • CHLORINATED BENZENES in the • OCEAN ENVIRONMENT

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