Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation
Analytical Chemistry | Biochemistry | Biochemistry, Biophysics, and Structural Biology | Chemistry | Curriculum and Instruction | Education | Higher Education | Inorganic Chemistry | Physical Chemistry | Physical Sciences and Mathematics
The recent revision of undergraduate curricular guidelines from the American Chemical Society Committee on Professional Training (ACS-CPT) has generated interest in examining new ways of organizing course sequences both for chemistry majors and for nonmajors. A radical reconstruction of the foundation-level chemistry curriculum is presented in which content has been reorganized into three sequences: structure, reactivity, and quantitation. It is proposed that these three areas represent fundamental aspects of chemistry that cross traditional domains and allow students to more quickly appreciate the breadth of the field. An overview of these sequences in the chemistry curriculum at CSB/SJU is described.
Schaller, C. P.; Graham, K. J.; Johnson, B. J.; Fazal, M. A.; Jones, T. N.; McIntee, E. J.; Jakubowski, H. V. Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation. J. Chem. Educ. 2014, 91(3), 321–328.