Navigating the Future of Separation Science Education: A Perspective

Abstract

A number of recommendations on how to improve the education and training of separation scientists were recently made by the National Academies of Sciences, Engineering, and Mathematics in their report, A Research Agenda for Transforming Separation Science. This perspective outlines how some of these recommendations may be fulfilled by examining trends in potential curriculum topics related to the field and new technological platforms for interactive content delivery. Identifying and adopting the best practices within these emerging educational directions will ensure the future success of the field.

MatAR: dynamic augmented reality platform for accessible molecular visualization

“…11 Similarly, undergraduate students who used an AR application to explore 3D computer graphics had higher levels of engagement and perceived the learning experience as more enjoyable compared to those who did not use the application. 12 AR technology has also been used to enhance the learning experience in vocational education, with students in a carpentry and chemical separation teaching 13 class who used an AR application to visualize different techniques having a better understanding of the techniques and performing tasks more accurately compared to those who did not use the application. 14 In this paper, we will present the structure and functionalities of MatAR an innovative AR application that addresses STEM education challenges faced by individuals with CVD.…”

Portable Quantitative Chemical Analysis: Digital Image Colorimetric Detection of Fe(III) with Curcumin Paper

“…2,3 Nevertheless, teaching analytical chemistry laboratory in this era faces many challenges. 4 To develop the skills and fluency, the course usually has many similar experiments (e.g., titration of many systems), which seem to be repetitive, lose students' interest, and impede learning efficiency. Furthermore, the COVID-19 pandemic, which emerged in 2020, has disrupted the teaching and learning chemistry laboratory.…”

“…Analytical chemistry laboratory has been included in undergraduate chemistry curriculum to equip students with quantitative intuition and skills in handling chemical, volumetric glassware, and analytical instruments . Students must perform an experiment by themselves to practice using appropriate techniques, to perform chemical calculation and statistics to evaluate the result, to discuss the result compared with the theory, and to communicate the findings in the form of report and presentation, all are imperative for scientific process. , Nevertheless, teaching analytical chemistry laboratory in this era faces many challenges . To develop the skills and fluency, the course usually has many similar experiments (e.g., titration of many systems), which seem to be repetitive, lose students’ interest, and impede learning efficiency.…”