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Challenges in Preparing Professional Chemists: Imparting
and Assessing Student Skills
Joel Shulman
University of Cincinnati
ACS Committee on Professional Training
BCCE Symposium on The Evolution of the ACS Approval Process: Moving beyond the 2008 Guidelines
July 31, 2012
What Do We Mean By “Student Skills?”
Can be termed: Process skills Soft skills Employability skills Nontechnical professional competencies
Characteristics: Generic and transferable Marketable and lifelong Wide applications that go beyond course
content alone
Examples of Student Skills and Abilities
Problem solving/Critical thinking
Laboratory safety
Chemical-literature skills
Communication, both oral and written
Team skills
Professional ethics and social responsibility
What Do The ACS Guidelines Say?
“Students should go beyond course content alone to be effective and productive scientists. They need to master a variety of skills that will allow them to become successful professionals.”
“Both dedicated courses and integration of learning opportunities throughout the curriculum can be used to develop student skills and provide a means for assessing them.”
Problem Solving/Critical Thinking “The ultimate goal of chemistry education is to
provide students with the tools to solve problems.”
– Problem solving skill is what students will need to develop further in graduate school and the reason they are hired by industry.
– But even if they have the tools, students don’t necessarily know how and when to use them.
– Need to integrate knowledge across chemistry and apply this knowledge appropriately to solve a problem.
What Do Students Need To Demonstrate?
PROBLEM SOLVING/CRITICAL THINKING
Define and analyze problems clearly
Develop a testable hypothesis
Design and execute experiments
Sort through data and draw appropriate conclusions
Demonstrate the ability to critically evaluate literature articles
Understand the fundamental uncertainties in experimental measurements
Laboratory Safety Skills: A Lifelong Impact
HAZARDS occur daily!
Laboratory Safety Teaches Students about:
- Minimizing hazard risks and what to do when they occur - How to Use prudent practices and
protective equipment
Ultimately, Lab Safety Skills teach students to:
Create a safer/healthier environment for all
Live safer, healthier, longer lives
What Do Students Need To Demonstrate?
LABORATORY SAFETY
“Students [should] understand the concepts of safe laboratory practices and how to apply them.”
Begin safety awareness in the first lab course
Understand responsible disposal techniques
Comply with safety regulations
Understand and use MSDS
Recognize and minimize potential chemicaland physical hazards in the laboratory
Laboratory SafetyDemonstrate Understanding of:
Safety rules (food/drink) Dress regulations (shoes/clothing/goggles) Physical safety Safety/Emergency equipment and their use What to do in case of accident/Injury/Illness Handling, storage, and disposal of chemical waste When to work in fume hoods Awareness of Occupational Safety and Health Administration
(OSHA) requirements Access and ability to use Material Safety Data Sheets (MSDS) Proper techniques for each experiment
Library & Information Literacy
“Set of abilities requiring individuals to recognize when information is needed, and have the ability to locate, evaluate, and use effectively the needed information.”
American Library Association (ALA)
What do students need to demonstrate?
CHEMICAL-LITERATURE SKILLS
“Students should learn how to retrieve specific chemical information from the chemical literature.”
Determine and access needed information
Retrieve specific information
Journal articles, reviews, handbooks, etc.
Variety of online data bases, such as Chemical Abstracts
Use both library and electronic sources
Evaluate technical articles critically
Written and Oral Communication
“Effective communication is vital to a scientist.”
Industry has identified “outages” in new-hire bachelor-degree chemists, especially
Communication skills
Team skills
What Do Students Need To Demonstrate?
COMMUNICATION
Present information in a clear and organized manner
Use appropriate technology (e.g., poster preparation, PowerPoint, word processing, chemical drawing
programs)
Write well-organized and concise reports in a scientifically appropriate style
Respond effectively to questions in an oral presentation
Team Building
“The ability to work in multidisciplinary teams is essential for a well-educated scientist.” Enhances student learning Is social, less competitive—not a solo race Allows for sharing of ideas; increases listening, learning,
and communication skills Develops cooperation and reciprocity Uses active/interactive learning techniques Stimulates interpersonal collaboration Develops people skills
Industry uses the team approach to solve problems.
What Do Students Need To Demonstrate?
TEAM SKILLS
Work effectively in a group to solve scientific problems
Able to lead portions of an activity and be effective followers
Interact productively with a diverse group of peers
ETHICS: Professional Conduct of Research
Chemistry, like any discipline, has a social structure with a code of practices that govern acceptable/unacceptable behaviors.
Progress in chemistry, as in all sciences, relies on complete honesty, openness, trustworthiness, and reproducibility of experimental results.
ACS has recognized the importance of ethics in chemistry by
Adopting an ACS Code of Conduct.
Constituting a Council Committee on Ethics.
What Do Students Need To Demonstrate?
PROFESSIONAL ETHICS & SOCIAL RESPONSIBILITY
• “Ethics should be an intentional part of the instruction in a chemistry program.”
Display high personal standards and integrity
Demonstrate an awareness of contemporary issues related to chemistry
Recognize applications of chemistry in industrial, governmental, and/or societal settings
How Can Chemistry Programs Impart and Assess These Skills and Abilities?
Incorporate into existing courses throughout the curriculum
Design a culture of safety into all lab courses Consciously design team projects into courses Require some use of the literature in early chemistry
courses Design exams that go beyond knowledge to demonstrate
integration and utilization of information Emphasize the absolute importance of ethics
All instructional staff must be role models and exemplify responsible conduct in their teaching, research, and all other professional activities.
How Can Chemistry Programs Impart and Assess These Skills and Abilities?
Develop separate “mini” courses Safety Writing and/or use of the literature Ethics Capstone seminars
Use advanced courses to assess skills A senior lab course Poster session based on project, with literature
component
How Can Chemistry Programs Impart and Assess These Skills and Abilities?
Undergraduate research: a unique Undergraduate research: a unique opportunity to develop and assess student opportunity to develop and assess student skillsskills
Written and oral reports Poster presentation Critical use of the literature Team skills
Possible Content of a One-Credit Capstone Seminar Course*
Advanced literature searching Scientific ethics, with case studies Writing a scientific paper Effective oral scientific presentations Effective poster presentations Societal impacts of chemistry Graduate school considerations Job searching Resume preparation Interviewing skills
*Such Courses Are Not Usually Considered as In-Depth by CPT
CPT Expectations
Departments are expected to
Define important student process skills.
Describe activities that will develop these skills.
Evaluate whether (and how well) these skills are being developed.
CPT does not look at individual student outcomes, but rather at how a department imparts and accesses process skills.
See Student Skills Supplements at acs.org[Education CPT ACS Guidelines/Supplements]
A Word About Mentoring “Effective advising and mentoring of under-
graduates are central to student achievement.”
Successful mentors provide guidance for a student’s Ethical behavior
Development of independence
Networking
Ability to apply what she has learned
Career planning
Career preparation