Graduate inorganic chemistry at the Massachusetts Institute of Technology

Schumb, Walter C.

doi:10.1021/ed028p297

Cited by 1 publication

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“…This course was taught as a collection of facts without an underlying theoretical framework except for a loose association with periodic trends . As new physical methods and theoretical techniques developed in the 20th century, the introductory chemistry course became more focused on physical chemistry. − The emergence of inorganic chemistry as a core subdiscipline in chemistry and the slow transition of the inorganic class from “general chemistry” to an independent course help to explain the diversity in the current inorganic curriculum. This progression can be followed through Labinger’s recent history of the field, reports from the Journal of Chemical Education ( JCE ), and the recommendations provided by the CPT for program certification .…”

Section: A Brief History Of Time: the Changing Inorganic Curriculummentioning

confidence: 99%

Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum

et al. 2015

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The undergraduate inorganic chemistry curriculum in the United States mirrors the broad diversity of the inorganic research community and poses a challenge for the development of a coherent curriculum that is thorough, rigorous, and engaging. A recent large survey of the inorganic community has provided information about the current organization and content of the inorganic curriculum from an institutional level. The data reveal shared "core" concepts that are broadly taught, with tremendous variation in content coverage beyond these central ideas. The data provide an opportunity for a community-driven discussion about how the American Chemical Society's Committee on Professional Training's vision of a foundation and in-depth course for each of the five subdisciplines maps onto an inorganic chemistry curriculum that is consistent in its coverage of the core inorganic concepts, yet reflects the diversity and creativity of the inorganic community. The goal of this Viewpoint is to present the current state of the diverse undergraduate curriculum and lay a framework for an effective and engaging curriculum that illustrates the essential role inorganic chemistry plays within the chemistry community.

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Section: A Brief History Of Time: the Changing Inorganic Curriculummentioning

confidence: 99%

Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum

et al. 2015

View full text Add to dashboard Cite

show abstract

Graduate inorganic chemistry at the Massachusetts Institute of Technology

Abstract: Describes the program in graduate inorganic chemistry at the Massachusetts Institute of Technology.

Cited by 1 publication

References 2 publications

Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum

Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum

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