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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远大的期望：通过对当前实践的分析，提出本科无机课程的框架。
DOI：
10.1021/acs.inorgchem.5b01320
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发表时间：
2015
影响因子：
4.6
通讯作者：
L. L. Pesterfield
中科院分区：
文献类型：
--
作者：
B. Reisner;Sheila R. Smith;Joanne L. Stewart;J. Raker;J. Crane;S. Sobel;L. L. Pesterfield
在美国的本科无机化学课程反映了无机研究界的广泛多样性，并提出了一个全面，严谨，引人入胜的连贯课程的发展的挑战。最近的一项大型调查的无机社区提供了有关目前的组织和内容的无机课程从机构层面的信息。这些数据揭示了广泛教授的共享“核心”概念，在这些中心思想之外，内容覆盖面存在巨大差异。这些数据提供了一个机会，以社区为导向的讨论如何美国化学学会的专业培训委员会的愿景的基础和深入课程的五个子学科映射到无机化学课程，是一致的，在其覆盖范围内的核心无机概念，但反映了无机社区的多样性和创造力。本观点的目标是呈现多样化本科课程的现状，并为有效和引人入胜的课程奠定框架，说明无机化学在化学界中发挥的重要作用。
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.