A Professional Development Course in the Chemical Sciences

有了这个GOALI奖，多学科活动办公室和 合成有机计划正在支持博士的教育工作。 Brian P. Coppola和克莉丝汀E.埃文斯的化学系在 密歇根大学和安东尼W. Czarnik，Director of 帕克-戴维斯药物研究总部的生物化学 华纳-兰伯特公司 这支学术和工业团队 化学家们将正式扩展正在开发的集成架构， 专为本科生的专业发展而设 密歇根大学化学系的一个项目。 这个新颖的概念设计将有两个平行的结果。 第一 结果是一个新的本科课程，在专业发展 化学科学，在大三的时候。 的主题 该课程将包括书面和口头的批判性分析， 演示文稿，书面和口头技术沟通能力，以及 介绍职业生活的多方面特征 包括职业道德。 本课程的创建是一个独特的 传统本科教育内容之间的桥梁 课程和开始化学专业生活的需要。 第二，建议通过建立一个 一套平行的课程材料和目标，通过一个 学术界和工业界的伙伴关系，这也解决了 已经在实践中的化学家。 除了 传统的本科课程结构，团队将探索 可能更好地满足发展中国家需求的替代交付模式 中学毕业后人口。

With this GOALI award the Office of Multidisciplinary Activities and the Synthetic Organic Program are supporting the educational efforts of Dr. Brian P. Coppola and Christine E. Evans of the Department of Chemistry at the University of Michigan and Dr. Anthony W. Czarnik, Director of Biochemistry for the Parke-Davis Pharmaceutical Research headquarters of the Warner-Lambert Company. This team of academic and industrial chemists will formally extend the integrated architecture that is being created for the professional development stream in the undergraduate program at the University of Michigan chemistry department. This novel conceptual design will have two parallel outcomes. The first result is a new undergraduate course, Professional Development in the Chemical Sciences, taken during the Junior year. The subject matter of the course will include critical analysis of written and oral presentations, written and oral technical communication proficiency, and an introduction to the multi-faceted features of professional life including professional ethics. The creation of this course is a unique educational bridge between the traditional content of undergraduate programs and the needs of beginning a professional life in chemistry. Second, it is proposed to strengthen this bridge further by creating a parallel set of course materials and objectives, through an academic-industrial partnership, that also address the needs of post-baccalaureate chemists who are already in practice. In addition to the traditional undergraduate course structure, the team will explore alternative modes of delivery that might better address the needs of the post-baccalaureate population.