1. The 2007 Draft ACS Guidelines for Undergraduate Chemistry Programs: Soliciting Community Feedback & Answering Questions The 2007 Draft ACS Guidelines for Undergraduate Chemistry Programs: Soliciting Community Feedback & Answering Questions Draft ACS Guidelines in Other Areas Draft ACS Guidelines in Curriculum Goals for Guidelines Revisions Rationale for Guidelines Revision The ACS Approval Program CURRENT CPT MEMBERSHIP Jeanne E. Pemberton, University of Arizona, for the ACS Committee on Professional Training ACS Committee on Professional Training Established in 1936, the primary CPT missions are: To promote and assist in the development of high standards of excellence in all aspects of post-secondary chemical education & to undertake studies important to their maintenance To collect and make available information on trends & developments in modern chemical education To cooperate with ACS and other professional & educational groups having mutual interests in chemical education CPT Activities Annual Report of Graduates Annual Report of Graduates 634 approved programs (196 research universities, 114 comprehensive universities, 324 baccalaureate colleges) The ACS (through CPT) approves programs; the department chair certifies majors Institution: public & professional recognition of program excellence Department: document capabilities and leverage resources to meet discipline-wide standards Faculty: professional development opportunities Students: participation in department with excellent capabilities and resources; external recognition of rigorous, high-quality degree Industry & Grad Schools: students and employees come from high-quality chemistry program Benefits of ACS-approval 2005: Broad call for public comment on ACS Guidelines and possible directions for revision 2006: In response to comments from community, CPT drafts proposed revisions to ACS Guidelines 2007: Informed by comments on proposed revisions, CPT publishes draft ACS Guidelines 2008: New ACS Guidelines released Chemistry is changing Increasing interaction with other disciplines More complex chemical problems Advances in instrumentation & technology Globalization of chemical education & economy Education is changing Pedagogy reflects new research in how students learn (e.g. inquiry- based & active learning, team experiences) Increasing student diversity (e.g. age, gender, ethnicity, educational background) Guidelines must change to maintain utility and relevance Revisions Timeline www.chemistry.org/education/cpt Surveys, Reports & Resources Surveys, Reports & Resources Directory of Graduate Research Planning for Graduate Work in Chemistry Planning for a Career in Industry Simplify guidelines & procedures for chemistry program approval Provide greater flexibility to approved departments for designing certified degrees Encourage innovation and improvement in undergraduate chemistry curricula Encourage use of modern pedagogy & knowledge of learning science in approved undergraduate programs Define minimum faculty & infrastructure attributes that support program excellence Introductory Chemistry 2, 1, or 0 semesters plus laboratories depending on student preparation Foundation Coursework One equivalent semester coverage in 5 foundation areas of analytical, biochemistry, inorganic, organic, and physical In-Depth Coursework 4 semesters building on foundation, e.g. 2 nd semester of foundation course, specialized & elective courses Laboratory 400 hr beyond Introductory Chemistry covering at least 4 foundation areas Degree Tracks Department-defined tracks in chemistry, a chemistry subdiscipline, or a chemistry- related multidisciplinary area Draft Guidelines Content Areas Program Organization Curriculum Student Skills Pedagogy Faculty Infrastructure Evaluation Faculty Minimum 4 full-time, permanent faculty members Maximum of 15 contact hr/week/semester for faculty & instructional staff; up to 2 faculty may have up to 17 contact hr in one semester (quarter) if average for year ≤ 15 hr Professional development opportunities Infrastructure NMR & other instrumentation Computational capabilities Chemical information Safety resources Student Skills Skills needed to become successful professionals (problem solving, chemical literature, laboratory safety, oral & written communication, ethics, teamwork) Department Self-Evaluation Regular self-evaluation of chemistry program for continual improvement Dr. William F. Polik (Chair) HOPE COLLEGE Dr. Cynthia K. Larive (Vice Chair) UNIVERSITY OF CALIFORNIA, RIVERSIDE Dr. Ruma Banerjee UNIVERSITY OF MICHIGAN Dr. F. Fleming Crim UNIVERSITY OF WISCONSIN - MADISON Dr. Ron W. Darbeau MCNEESE STATE UNIVERSITY Dr. Joseph S. Francisco PURDUE UNIVERSITY Dr. Cornelia D. Gillyard SPELMAN COLLEGE Dr. George Wilson UNIVERSITY OF KANSAS Dr. Diane M. Bunce (Consultant) CATHOLIC UNIVERSITY OF AMERICA Dr. Carlos G. Gutierrez (Consultant) CALIFORNIA STATE UNIVERSITY- LOS ANGELES Dr. Edward N. Kresge (Consultant) EXXONMOBIL CHEMICAL COMPANY (Retired) Dr. Jeanne E. Pemberton (Consultant) UNIVERSITY OF ARIZONA Cathy A. Nelson (Committee Secretary, non-voting) AMERICAN CHEMICAL SOCIETY Dr. Suzanne Harris UNIVERSITY OF WYOMING Dr. John W. Kozarich ACTIVX BIOSCIENCES Dr. Margaret V. Merritt WELLESLEY COLLEGE Dr. Nancy S. Mills TRINITY UNIVERSITY Dr. George R. Negrete UNIVERSITY OF TEXAS AT SAN ANTONIO Dr. Lee Y. Park WILLIAMS COLLEGE Dr. Joel I. Shulman UNIVERSITY OF CINCINNATI Dr. Erik J. Sorensen PRINCETON UNIVERSITY Periodic Program Evaluation www.chemistry.org/education/cpt