Survey of the Undergraduate Analytical Chemistry Curriculum
Survey of the Undergraduate Analytical Chemistry Curriculum
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DOI：
10.1021/acs.jchemed.2c00090
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发表时间：
2022-06-14
影响因子：
3
通讯作者：
Squires, Marjorie E.
中科院分区：
文献类型：
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作者：
Kovarik, Michelle L.;Cristina Galarreta, Betty;Squires, Marjorie E.
本文报告了对322名分析化学教师（92%美国-在2021年春季进行。当前课程格式，主题和教学方法的快照将有助于分析化学的经验丰富的和新手教师。大多数受访者表示，他们的专业需要两门分析化学课程，97%的受访者表示至少需要一门分析课程。超过80%的人报告了所需的分析实验室课程。被评为最重要的主题是标准化和校准方法，其次是紫外可见吸收光谱法，数据处理，HPLC，GC，统计分析，一般色谱理论，误差来源和类型，质谱法，以及添加-碱理论/平衡/缓冲液。一般来说，被评为重要的主题可能会在必修课程中教授，并在实践实验室中进行讨论。超过80%的教师报告使用至少一种基于证据的主动学习策略。在回答开放式问题时，教师分享了他们对学生职业准备，基于项目的学习和包容性教学的策略，并使用主题分析总结了这些回答。来自117名教师的回复简要介绍了目前促进多样性、公平和包容的努力，包括培养包容性环境、实施主动学习、以及不同科学家的例子和文化相关的例子。受访者还报告了他们的教学面临的最大挑战，这通常与获得和维护仪器有关。这项调查的结果将有助于通知课程更新个别课程和计划，并可能激发更大的社区范围内的努力，以改善本科分析教学。
This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV-vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and add-base theory/ equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared their strategies for student career preparation, project-based learning, and inclusive teaching, with these responses summarized using thematic analysis. Responses from 117 instructors give a snapshot of current efforts to promote diversity, equity, and inclusion, including cultivation of an inclusive environment, implementation of active learning, and examples of diverse scientists and culturally relevant examples. Respondents also reported the biggest challenge to their teaching, which was most frequently associated with obtaining and maintaining instrumentation. The results of this survey will help inform curricular updates in individual courses and programs and may inspire larger community-wide efforts to improve undergraduate analytical instruction.