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Integrated Laboratories: Crossing Traditional Boundaries
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Abstract
A new, integrated laboratory curriculum was recently developed at the U.S. Naval Academy in response to the 1999 ACS Committee on Professional Training guidelines that required inclusion of biochemistry and a stronger emphasis on student research. To meet these ACS requirements and to introduce more student choice in the major, we embarked on a complete redesign of the laboratory program, reducing eleven credit hours of traditional laboratory courses into a cohesive, eight-credit, four-semester sequence of integrated laboratory courses covering the core areas of chemistry. These courses are designed along broader themes with many experiments simultaneously exploring concepts from two or more subdisciplines of chemistry. Although the integrated laboratory concept has been applied at other institutions, this curriculum is unique in its design and scope. The program begins in the sophomore year and is completed in the junior year, allowing students to pursue research and advanced courses in their senior year. The integrated laboratory concept offers many attractive benefits, although there are potential difficulties: several of these are discussed as well. This paper may assist faculty contemplating a similarly comprehensive curricular change to carefully weigh the factors neccessary to determine the feasibility and sustainability of such a program in their own unique educational environment.
Keywords (Audience):
Second-Year UndergraduateKeywords (Domain):
CurriculumKeywords (Subject):
Instrumental MethodsCiting Articles
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This article has been cited by 4 ACS Journal articles (4 most recent appear below).
Integrated Laboratories: Laying the Foundation for Undergraduate Research Experiences
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Debra K. Dillner, Robert F. Ferrante, Jeffrey P. Fitzgerald, and Maria J. SchroederJournal of Chemical Education2011 88 (12), 1623-1629Interest in undergraduate student research has grown in response to initiatives from various professional societies and educational organizations. Participation in research changes student attitudes towards courses as they realize the utility and ...
Integrated Chemistry and Biology for First-Year College Students
Beth R. J. Abdella, Mary M. Walczak, Kim A. Kandl, and Jeffrey J. SchwinefusJournal of Chemical Education2011 Article ASAPIntegrated Chemistry and Biology for First-Year College Students
Beth R. J. Abdella, Mary M. Walczak, Kim A. Kandl, and Jeffrey J. SchwinefusJournal of Chemical Education2011 Article ASAPA three-course sequence for first-year students that integrates beginning concepts in biology and chemistry has been designed. The first two courses that emphasize chemistry and its capacity to inform biological applications are described here. The ...
Customized Laboratory Experience in Physical Chemistry
Karen J. Castle and Stephanie M. RinkJournal of Chemical Education2010 87 (12), 1360-1363Customized Laboratory Experience in Physical Chemistry
Karen J. Castle and Stephanie M. RinkJournal of Chemical Education2010 87 (12), 1360-1363A new physical chemistry laboratory experience has been designed for upper-level undergraduate chemistry majors. Students customize the first 10 weeks of their laboratory experience by choosing their own set of experiments (from a manual of choices) and ...
The Trans Effect: A Guided-Inquiry Experiment for Upper-Division Inorganic Chemistry
Janet L. Shaw , Christopher R. Dockery , Scott E. Lewis , Lindsay Harris and Richard BettisJournal of Chemical Education2009 86 (12), 1416The Trans Effect: A Guided-Inquiry Experiment for Upper-Division Inorganic Chemistry
Janet L. Shaw , Christopher R. Dockery , Scott E. Lewis , Lindsay Harris and Richard BettisJournal of Chemical Education2009 86 (12), 1416This article describes a guided-inquiry laboratory for upper-division inorganic chemistry. The experiment is designed to teach students about the trans effect through synthesis of the cis and trans geometric isomers of diamminedichloroplatinum(II). ...
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- Received: August 03, 2009
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