Should teachers do research or commercial work?

Hedges, Clive

doi:10.1021/ed001p222

Cited by 2 publications

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“…The role of research in chemical education has been debated in the pages of this Journal almost from its inception (1,2). Yet, while the benefits of involving undergraduates in research have been eloquently articulated by educators for more than 70 years (3,4), many students experience chemistry only as a series of lectures and utterly predictable laboratory exercises.…”

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Techniques in Chemistry: The Centerpiece of a Research-Oriented Curriculum

Hanks

Wright

2002

J. Chem. Educ.

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The creation and continuation of an active undergraduate research program sometimes requires heroic efforts on the part of the faculty. The burden is substantially less in an institution that has developed a culture of research. In response to the adoption of an unusual academic calendar, the Chemistry Department at Furman University created a curriculum designed to prepare students for a meaningful research experience. The cornerstone of this educational strategy is the Techniques in Chemistry laboratory course. Meeting daily for eight weeks, the course trains students in the art of synthetic chemistry while developing the auxiliary skills—literature searching, writing, time management, etc.—required of the practicing scientist. The course culminates with "near-research" experiments that introduce students to the excitement and demands of genuine research within the context of an organized laboratory exercise. After completing the course, students are able to begin undergraduate research projects with confidence and to approach problems with a greater degree of chemical sophistication.

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confidence: 99%