The Capstone CourseAlan Rosan

Chemistry DepartmentDrew University

Madison, New Jersey

“From Stepping Stones to Capstone”

What is the purpose of a Capstone Course?

What is the Capstone Course at Drew?

Drew UniversityACS major

1500 undergraduates

30 chemistry majors (Fr-Snr)

186 forested acres

30 miles westof NYC innorthern NJ

Morris County

General Education at Drew College of Liberal Arts

1) College Seminar, College Writing, Common Hour (6)

2) 5 Breadth Areas: BNS, BSS, BA, BH, BI (20)

3) Diversity: D in US; D International (8)

4) Quantitative Literacy (8)

5) Language (proficiency)

6) Off Campus (0-16)

7) Writing Intensive (8)

8) Writing in the Major (2-4)

9) Capstone (1-8)

Drew University’s highest priority is excellence in liberal education in a changing world environment (emphasizing) the interrelatedness of learning, intellectual rigor and responsible citizenship (that) prepares individuals for significant contributions to society. Drew University endeavors to create a distinctive environment for liberal education (within a) global contextof knowledge.

Core Chemistry Curriculum

10 Foundational Courses [32 credits]

Principles of Chemistry (2)

Organic (2)

Inorganic (1)

Analytical (1)

Physical (1)

Biochemistry (1)

Advanced Laboratory (1)

Research (1)

Upper Level Electives

Advanced Analytical, Biochemistry, Inorganic, Organic, Physical

BCCE 2014

Empowering Chemical Educators for a Greener Tomorrow

Enriching Professional Preparation of Students: Vertical Skill Integration and Capstone Experiences Vertical Courses Skills - Tiered & Tethered

Year

1 GenChem content and process; guided inquiry

2 OrgChem laboratory - how and wow; green chem

InorgChem modeling bonding diversity

3 AnalyChem literature & literacy; laboratory - business

PhyChem modeling chemical phenomena

Research independence, initiative, professionalism

4 BioChem integrative analysis

Capstone integration, presentation, critique

formative and summative

Research 1)Obligatory Component of a Chemistry Major

2) Required Jr/Snr Research Course (Chem 395) Discussion/Presentation

Scientific Writing - Abstract, Figures, Tables, Paper

Information Literacy - Searching, Data Bases, Critique

Communication (3 in-class talks - Intro, Data, Final)

Peer Review

“RISE”Charles A. Dana

Research Institute for Scientists Emeriti1980; 1989 Merck Innovation Award

2014 - 8 Fellows & 4 Associates mentored 35 students

Capstone Courses in ChemistryThe Advanced Interdisciplinary Research Laboratory: A Student Team Approach to the

Fourth-Year Research Thesis Project Experience

Paul A.E. Piunno et. al., J. Chem. Educ., 2014, 91 (5), p 655

Supramolecular Chemistry: A Capstone Course

John D. Spence , Adam R. Urbach and Christopher J. Pursell

J. Chem. Educ., 2007, 84 (11), p 1785

Chemical Research Writing: A Preparatory Course for Student Capstone Research

Hala G. Schepmann and Laura A. Hughes

J. Chem. Educ., 2006, 83 (7), p 1024

Organic Spectroscopy-A Capstone Experience

Jan M. Fleischer

J. Chem. Educ., 2002, 79 (10), p 1247

Senior Seminar Focusing on Societal Issues Related to Chemistry and Biochemistry

Harold B. White III, Murray V. Johnston and Manuel Panar

J. Chem. Educ., 2000, 77 (12), p 1590

A Career-Oriented Capstone Course for Chemistry Undergraduates

Aline M. Harrison

J. Chem. Educ., 1994, 71 (8), p 659

A capstone experience in chemistry

Jeffrey Kovac

J. Chem. Educ., 1991, 68 (11), p 907

Capstone CourseComponents

Cognitive - Affective - Psychomotor

application expression demonstration recall receiving produce

comprehension responding present

application valuing perform

analysis organizing

synthesis value complex

evaluation

“Capstone Courses”, R.C. Moore, Elizabethtown College

http://users.etown.edu/m/moorerc/capstone.html

Drew University Chemistry Capstone Learning Goals

Upon completion of the Capstone Course, students will be able to do the following at a level appropriate for an advanced undergraduate:1) Demonstrate a working competency in the content, skills, terminology,

practices, methods, questions and core principles of the major field

2) Communicate effectively in the discourse of the major field

3) Evaluate critically their own and others’ work in the major field

4) Practice their major field in relation to a broader(global)context

Principles I Principles II

Organic I Organic II

Inorganic Physical I

Analytical I BioChem I

Advanced Lab

Research

CAPSTONE

Chem 400Chemistry Senior Seminar

1) Review of Core Chemistry Curriculum

2) Formal Research Presentation

3) Topical Discussion – timely, primary literature

4) Senior Oral Examination

Olde Approach

Advanced Senior Laboratory Skills (Lab)

Siloxanes synthesis

Ferrocene chromatog

MnVIIO4 - -> MnIII(acac)3 mag suscep

Co(en)33+ polarimetry

Synthesis (Ph2PCH2)2 NMR (H,C,P)

Mo(CO)4L2 IR

Topics in Chemistry Senior Seminar

N2 Reduction (2004-2006)

Ionic Liquids (2007-2008)

Methanol Economy (2009-2010)

Green(er) Chemistry (2011-2014)

Green oxidation

Green synthesis

Sertraline (Zoloft) synthesis Pfizer

and degradation (T. Collins)

Evaluation/Assessment “ The course was very helpful in that we presented each type of chemistry as a review.”

“ I enjoyed discussing articles about green chemistry as well as exploring the case study.”

“ I got out of this class a sense of companionship with my fellow majors.”

# Year Capstone Course Dept College

Real World 6 2014

5 2013 5.00 3.54 3.90

4 2012 4.50 3.61 3.86

3 2011 5.00 3.60 3.77

4 2010 2.50 3.43 3.70

6 2009 4.75 3.44 3.75

3 2008 4.50 3.14 3.63

8 2007 3.25 3.37 3.59

Values/Ethics 6 2014

5 2013 3.00 2.70 3.32

4 2012 4.00 2.85 3.19

3 2011 3.00 2.64 3.17

4 2010 1.00 2.47 3.08

6 2009 3.25 2.44 3.08

3 2008 2.50 2.30 3.03

8 2007 2.25 2.42 2.95

Improvements

More on

1) Expository Skills beyond reading/recall/recognition

2) Primary Literature analysis and critique

3) Laboratory/Data analysis/Performance skills

4) Societal Relationships and Civic Responsibilities

5) Post College Issues from Curriculum to Career

Acknowledgements

Chem (130) 400, Spring 2007-2014 Drew University Chemistry Department Drew University Office of the Dean BCCE 2014 & ACS-CPT for Symposium

Sponsorship

Thank You

Chem 400 Research Presentation RubricName __________________________ Date ____ 

Title/Topic _______________________ Advisor _______

Low Med High

1) COMMUNICATION Introduction was accessible to an introductory level audience

Intro was extensive enough as basis for work; includes broad and specific context

Presented experimental technique effectively

Presented results effectively

Drew conclusions effectively

2) VISUALS/SLIDES Contained titles effective at communicating topic

Contained readable information/data with appropriate diagrams and figures

Provided layout that was effective for communication

3) SPEAKER

Appearance was appropriate for professional speaking

Spoke in confident, communicative manner

Made eye contact, interaction with the audience

4) QUESTIONS Invited questions effectively

Answered questions in a collegial manner

Answered reasonable questions effectively and at an appropriate level

Demonstrated ownership of the work in answering questions

A particular strength of this talk/speaker:

A particular area where further development is needed for this talk/speaker: