Section 2: Program Summary for Chemistry
(As a Secondary Major and a Secondary Minor are offered in Chemistry, this narrative will not exceed the combined 10-12 page limit, but these programs overlap and will be discussed together.)
a. The Chemistry Department at Eastern Michigan University (EMU) offers a program of study for education students who desire either a Secondary Minor or a Secondary Major. Traditionally, both of these programs have been based on standards provided by the state of Michigan. Both programs have in the past been found to meet or exceed these standards. Here at EMU, we continue to adhere to the most recent set of standards now found in the Michigan Curriculum Framework K-12 Science Content Standards and Benchmarks. These standards, in addition to national standards provided by the American Chemical Society (ACS), ensure that teachers graduating from our program have the required content knowledge and the ability to teach this knowledge.
The EMU chemistry teaching major does provide a strong background in all of the sub-areas of chemistry specified in the NSTA guidelines and the State of Michigan Teacher Preparation Standards. The requirement of 32 credit hours in the major is two credit hours more than that required in our regular chemistry major, and a biochemistry course is required for future teachers. In a memo from NSTA dated Nov. 9, 1996 it was noted that the chemistry program met, without reservation, all of the NSTA standards.
The EMU Chemistry Department would like to take this opportunity to delineate how the course content is delivered to the students, as this can be vital to their educational experience and to their use of these styles in their own future teaching. This section also supports our contention that the students receive an excellent chemistry background from our program.
EMU does not have extremely large general chemistry classes with hundreds of students as some schools do. Our chemistry enrollments are limited to 65 in CHEM 121 (General Chemistry I) and 45 in CHEM 123 (General Chemistry II). Due to intentional room size limitations, none of our lecture classes can exceed 65. Because of these small class sizes, most faculty members elect to use various examination techniques that require manual grading methods and allow careful assessment of student progress.
Each laboratory class cannot exceed 24 students, and most advanced laboratory courses are limited to 16-20 students. For the lower level laboratory sections, one instructor is in charge of two laboratory sections (24 or fewer students in each) that run simultaneously in physically adjoining rooms. For each of these sections, there is a teaching assistant, and these assistants are just that…assistants. The instructor is a tenured or tenure track faculty member and is present at all times.
The mean of the students’ grade-point averages (from the Chemistry Department) is more conservative than other departments in the College of Arts and Sciences. This is an indication that the Chemistry Department has kept away from practices that can result in “grade inflation.”
A free tutoring program is run through the department, and it takes place in a convenient location in the building that houses the Chemistry Department. This program utilizes both faculty and hired student tutors and it is available for up to 30 hours each week during a typical term. A chemistry computer laboratory is available during normal business hours and it is staffed by students who are knowledgeable with the systems.
The department also has on its staff an instrumentation specialist who insures that our teaching equipment, instrumentation, and computers are running properly.
The above information supports the claim that the EMU’s Chemistry Department devotes a lot of faculty time and effort to ensure that our students are exposed to the best courses and learning conditions that we can offer; and these experiences set the tone for the future Secondary Education Teachers that graduate from the program.
b. Quite arguably, the most valuable content for the future chemistry teacher is found in the general chemistry sequence. As the matrix following this section will show, many of the required elements in the curriculum standard are achieved as part of this general chemistry sequence. Also, candidates of both the Secondary Minor and Secondary Major must take this sequence as part of their teaching program. The Chemistry Department at EMU has added some distinct features to this sequence of courses and thus the description of this sequence will be more detailed than the rest of the courses.
The first semester of general chemistry (CHEM 121) is designed to prepare the students in the content that is covered by the one semester American Chemical Society (ACS) examination. (The ACS is the body that approves national curricula in chemistry, and EMU has an ACS approved professional chemistry major.) This content is essentially the first ten or eleven chapters of most general chemistry textbooks. The second semester of general chemistry (CHEM 123) covers the next ten chapters in a standard general chemistry textbook. This two-semester sequence then matches the content covered by the ACS general chemistry examination for the full year program. Using the standards provided for the Michigan teacher’s exam, it is also evident that the majority of the material tested in this certification area comes from the two-semester general chemistry sequence. Our department emphasizes this to students who are preparing to take the exam, and makes an ongoing effort to ensure that the material covered in general chemistry relates to the standards for this test. Beyond general chemistry, students receive additional exposure to fundamental chemistry concepts by taking the upper division chemistry courses. In these upper division courses, they learn that the various fields of chemistry (and various fields of science for that matter) are interrelated rather than isolated areas of investigation.
Our general chemistry laboratories (CHEM 122 and CHEM 124) incorporate into student learning, a very creative use of computers in the form of a Prelab program. This program is prepared by EMU faculty, and designed in part to aid the preparation of the future teacher in the use of computers in science. This program requires that the students respond to a series of questions related to the content of the experiment for the coming week. The items are individualized for mathematical calculation, and thus each student must work out their own answers. The computer checks for correctness, including the number of significant figures allowed, and all of the questions must be answered correctly in order to print out a sheet granting authorization to do the experiment.
Positive aspects from using the Prelab assignment are: 1) students come to the laboratory much better prepared, 2) introductory talks at the beginning of the class period can be greatly reduced leaving more time for the hands on laboratory activities, 3) the laboratories run more smoothly, safely, and timely, 4) the students become familiar with using the computers as a tool, and 5) the students learn to organize materials from lecture and previous laboratories to solve the Prelab assignments that follow throughout the semester.
To assist students with complicated or repetitive calculations, a scientific spreadsheet called Graphical Analysis (which is commercially available from “Vernier” and can also be used in Secondary teaching environments) is incorporated into the computers in the laboratory. Students of our program can create a personal copy of this software for their own use as we have a site license for this program. There are also several experiments in these laboratories where a computer is interfaced to a data collection device, which demonstrates to the future teacher the benefits of utilizing the computer for tedious work. Note: the students can also download the Prelab programs off of the Chemistry Department web site so that they can run the program on their own computers. Both programs are also loaded on the twenty computers in the Chemistry Department’s computer room as well as being loaded onto a number of computers in the Library’s computer commons.
The assignments in the general chemistry laboratory courses introduce students to a wide variety of modern instrumentation, techniques, and computer applications. Students use visible spectrophotometry on many occasions, in the form of a colorimeter that is interfaced to a computer for data collection. For the computer interfacing, a software program called Logger Pro (also from Vernier) is used in conjunction with hardware purchased from Vernier. This interfacing allows the colorimeters to conveniently collect data for kinetics and equilibria studies. Other interfaces allow for the collection of pH data in titrations, temperature in calorimetry trials, and pressures in conjunction with changing gas volumes.
The next sections will provide analysis of the coursework that follows the general chemistry sequence. It will also outline how the coursework applies to the Secondary Minor or the Secondary Major.
CHEM 281, the qualitative analysis course, is a combined lecture and laboratory course that introduces students to additional techniques such as gravimetric and volumetric analyses, trace analyses, potentiometry, flame emission photometry, atomic absorption photometry, and classical separation methods. Like the general chemistry sequence, this course is required of both the candidates for a Secondary Minor or a Secondary Major in teaching chemistry. This is the first course in which students are required to keep a detailed laboratory notebook and turn in laboratory reports written in scientific style. The lecture portion of this course gives the students an introduction to statistical methods (error analysis, least squares, and confidence limits), details of the complex equilibria found in acids and bases, fundamentals of spectroscopy, advanced solubility concepts, basics of electrochemistry, and separation methods. The matrix below will show how many elements of the content for the program are covered in this class.
The separation between the Secondary Minor and Secondary Major programs begins with the organic chemistry sequence. Both programs will accept the organic chemistry coverage provided in the sequence at the 300 level (CHEM371 lecture, CHEM372 lecture, and CHEM273 laboratory), but only the Secondary Minor will accept the coverage provided by the 200 level sequence (CHEM270 lecture and CHEM271 laboratory). The lecture portion of either sequence provides coverage of traditional organic chemistry topics like stereochemistry, nomenclature, functional groups, and reaction chemistry. The main difference between the two sequences is the depth of coverage in any one area; the 300 level sequence provides more detail and further examples for the students. Both sequences require a laboratory experience to accompany the lecture material. Again, the coverage of experiments is similar in both sequences, with the 300 level sequence going into greater depth. The 300 level laboratory course (CHEM 373) is designed to be taken after CHEM 371 and simultaneously with CHEM 372. Thus, instead of taking two one credit hour laboratories each semester, the students can “double up” the time in the laboratory during the second semester. This allows coverage of a greater number of advanced reactions, and gives the students the experience of working on multiple reactions and various tasks concurrently. A fair number of the experiments are designed to utilize semi-micro scale techniques. The students analyze their reaction products by chemical tests: IR, NMR, and GC methods. They also keep a detailed laboratory notebook and turn in short reports along with their products.
The next section contains a description of courses taken by students in the Secondary Major, and it includes the program electives (which can be part of either the Secondary Minor or Major program of study).
CHEM 361 (Physical Chemistry) includes the following topics: gases and kinetic-molecular theory, entropy and free energy, colligative properties, equilibria, thermodynamics, quantum mechanics, and rates of reactions.
CHEM 381, Instrumentation for Chemical Technology, is also a combined lecture and laboratory course. This course introduces the students to advanced instrumental methods used in laboratories around the world. The methods include infrared (IR) spectroscopy, ultraviolet-visible (VU-Vis) spectroscopy, atomic absorption/emission (AA/AE) spectroscopy, and nuclear magnetic resonance (NMR) spectrometry. It also includes gas chromatography (GC), high performance liquid chromatography (HPLC), potentiometry, and polarography. The laboratory experiments themselves are very practical and include the analysis of dog food, medicines, tap water, and caffeine content in beverages. In this class, detailed reports in scientific format are required from the students. Additionally, each semester a neutron activation analysis is performed at the Ford nuclear reactor at the University of Michigan. The students get to enter the facility, view the reactor pool, listen to a lecture by one of the personnel at the facility, watch as a sample is run, and then work up the decay data that is collected. [Note: due to budget cuts, this facility is closing soon.]
The organic lecture courses (CHEM371 and CHEM 372) comprise a traditional year of organic chemistry. Topics like stereochemistry, nomenclature, functional groups, and reaction chemistry are covered in this course. As mentioned earlier the laboratory course (CHEM 373) is designed to taken after CHEM 371 and simultaneously with CHEM 372. on multiple reactions and various tasks concurrently. The experiments often utilize semi-micro scale techniques, and the students determine how to analyze their own reaction products while keeping highly detailed laboratory notebooks.
Biochemistry I (CHEM 451) is also required of the teaching major. In this class, the students learn many of the “hot” topics in this quickly evolving field.
Several electives are available to round out the preparation of the Secondary Major and Secondary Minor students. These electives include: Materials Science (CHEM 341) which covers materials and polymer chemistry, Inorganic Chemistry (CHEM 332) which gives an advanced treatment of main group and transition metal chemistry, and Environmental Chemistry (CHEM 415) which provides a global perspective of environmentally important issues in chemistry.
Some students will also carry out undergraduate research and present their results at regional or national ACS Meetings. [Note: A recent regional ACS meeting was held at EMU. The Chemistry Department and the Chemistry Club assisted with the plans.]
The students can participate in extracurricular activities such as the EMU Chemistry Department’s “Chemistry Club.” This is a club sanctioned by the ACS and members of this club can elect to become student members of the world’s largest professional chemistry society (ACS). The club does a number of outreach activities throughout the school year. Some examples of these activities are: visitations to local schools (elementary and secondary), demonstrations at local science facilities (Hands-On Museum in Ann Arbor), participation in the Chemistry Department’s annual “Saturday Morning at the Lab” (consisting of hands-on booths and demonstrations held at EMU for the local community), and an annual “Merit Badge Day” (held for local scout clubs so that their members can earn merit badges in chemistry/science).
Throughout the program, the chemistry department stresses the importance of academic honesty, scientific ethics, independent thinking, laboratory skills, and formal report writing.
The following is repeated from (a) for completeness:
The EMU chemistry teaching major does provide a strong background in all of the sub-areas of chemistry specified in the NSTA guidelines and the State of Michigan Teacher Preparation Standards. The requirement of 32 credit hours in the major is two credit hours more than that required in our regular chemistry major, and a biochemistry course is required for future teachers.
c. Both a unit in CURR 305 (Curriculum and Methods: Secondary) and a student teaching unit (for details see matrix element number 9 in Section 7) require both variety in teaching strategies and reflections on how the unit meets the needs of diverse learners.
The PHY 325, Methods of Teaching the Physical Sciences, course introduces the students to formulating lesson plans, carrying out lessons, designing demonstrations, and using various learning strategies.
The assignments given to the prospective teachers when they are themselves students aid in the use of these techniques then they become the teacher. This includes techniques like group work, hands-on activities, demonstrations, formal lecturing, computer based assignments, and laboratory assignments.
Some of the experiments in CHEM 122/124 emphasize group work. In these courses, the students often must consult with the instructor, who is in essence a supervisor for the experiments. Many of the CHEM 121/123 lecture sections incorporate some group learning activities. In the upper division laboratories, some of the experiments (especially in CHEM 381) are carried out in groups. In these laboratories, the instructor is also basically in the role of a supervisor who hands out tasks for the students to perform, and who is available for consultation when difficulties arise. Thus the future teachers gain experience working with peers and supervisors through these avenues.
The overall chemistry curriculum for the Secondary Major and Secondary Minor provide a variety of instructional approaches from the students’ coursework. Examples of these approaches include: lecture material overlapping with the laboratory material, use of computer technology in teaching, use of overheads and multimedia, use of models (mainly in organic chemistry), auditory lecturing, pictorial lecturing, group learning, and hands-on activities.
d. Eastern Michigan University does not have an Elementary Major or Minor program in chemistry. The Elementary Science Group Major and Minor Programs are available through the College of Education for candidates in the elementary certification program.
e. Reflection questions in both CURR 305 (Curriculum and Methods: Secondary) and student teaching require students from our program to reflect on gender and multi-cultural issues regarding their unit. One of the general education requirements at EMU stresses these issues as well. Additionally, the Secondary Education students take SOFD 328, Schools in a Multicultural Society, which stresses multi-cultural issues.
The Chemistry Department is also sensitive to gender equality and racial equality. The discipline of chemistry, by its very nature, is now gender and culturally neutral. The general chemistry sequence emphasizes many minority and female scientists who have made significant contributions to the field of chemistry. The Chemistry Department itself has also set an example in gender equality with its percentage of female faculty members (which is now almost exactly 50%). Female faculty are found at all ranks in the chemistry department, from our past department head (Judy Levy), to our most recent organic hire (Harriet Lindsay) who joins several other females within the department. These female faculty members serve in several influential positions including: course coordinators, coordinator of advising, coordinator of the tutoring program, director of co-op education, and instructor/coordinator of the Department Honors Program. In short, there are a good number of female role models who serve within the department. The Chemistry Department also has one Hispanic faculty member who specializes in recruiting, advising, and counseling minority students.
In addition to the historical figure perspective that highlights contributions to Chemistry by various cultural and gender groups, the Chemistry program provides a global perspective of the field of chemistry. Topics of air quality, acid rain, ozone depletion and chemical waste are shown on the global level, along with the solutions to these problems which require a united global effort. Recent developments in “Green Chemistry” are touched on in a number of different courses. The classes discuss alternatives available to the chemical industry by which the negative environmental impact can be lessened while reducing capital investments or operating costs. Global issues like resources and energy use are tied to recycling in the General Chemistry sequence and in other courses.
Outside of the classroom, there are other instances where students of the program are exposed to ways EMU addresses these issues. One example is through the existence of a campus wide center called the Office for Access Services, which provides services for students with disabilities. Once this office has identified a student in need, instructors (working together with the student) can then formulate a plan to accommodate the student. This policy is supported by the Chemistry Department, and is incorporated into the language of a number of syllabi from the department. By disseminating this information in class and accommodating those in need, the department demonstrates these proper actions to the future teachers.
f. EDPS 340 requires the CAP (Classroom Assessment Plan) which requires students to develop both traditional and authentic assessments. In student teaching, students of the program must create and implement an assessment plan for their unit and document evidence for student learning.