Learning Goals
Problem solving skills. These critical skills continue to develop over the course of our lives. Students should be able to define problems, develop testable hypotheses, design and execute experiments, analyze data, and draw appropriate conclusions. This process should require students to holistically integrate knowledge and experience from a variety of chemical sub-disciplines. This should also include an understanding of the limitations of their own knowledge and willingness to seek help. Students should use appropriate lab skills and instrumentation to solve problems, while understanding the fundamental uncertainties in experimental measurements. They should also be aware that even “failed” experiments are learning experiences, and work toward developing resilience in the face of experimental challenges.
Chemical literature skills and information management skills. Students should be able to use the peer-reviewed scientific literature effectively and evaluate technical articles critically. They should be able to retrieve information using state-of-the-art abstracting services, and use information management programs for planning and documenting their work. Since these skills are essential for performing scientific studies, developing these skills has been integrated into several courses and are a critical component in independent research projects. Students should also understand the role and limitations of artificial intelligence programs in scientific writing and research.
Practical Laboratory Safety Skills and Proficiencies. Students should learn, understand and apply safe laboratory practices. This begins with arriving to lab prepared with a plan for the day’s work in their laboratory notebook, whether electronic or physical. It also includes, but is not limited to, learning and understanding safe chemical handling and disposal techniques, understanding and complying with safety regulations, and recognizing and minimizing chemical and physical hazards in the laboratory. Students should be able to determine hazards and risks independently using appropriate references, e.g. safety data sheets (SDS).
Communication skills. Departmental major requirements provide students with multiple venues to develop written and speaking skills while receiving iterative feedback from professors. Recognizing that modes of delivering scientific information can vary, students should be able to present accurate information in a clear and organized manner, write well organized and concise reports in a scientifically appropriate style, and use appropriate technology such as presentation software, word-processing software, and chemical structure drawing programs in their communication. A chemistry major should also be able to organize, orally present, and write a senior thesis of appropriate length and detail. The ultimate goal is to build confidence and the foundational skills needed to convey information in a way that can be understood by the intended audience.
Team skills and collaboration. Students should be able to work effectively with others to solve scientific problems, be effective leaders and team members, interacting productively with a diverse set of peers. Many courses in the curriculum incorporate collaborative experiences in the classroom and laboratory, and some faculty utilize a team-based approach in independent research projects. The expectation is that to be an effective group member, students should practice active listening skills, make space for contributions from others, and approach each other with respect, empathy, and dignity. The intention is to produce students who are prepared to apply their knowledge and skills to future interactions in a diverse setting, ensuring that the people they work with feel valued, appreciated, and able to contribute.
Professional Conduct of Scientists. Ethical scientific behavior is an intentional part of our curriculum and is carried forward throughout independent research activities. Chemistry students are trained in the ethical practice of science, recognizing that professional conduct and collaboration in the scientific community has many forms. Professional training in this avenue takes the form of responsible treatment of data, proper citation and credit of work, abstaining from acts of plagiarism, and communicating in an appropriate manner. Professional conduct is not only taught in the classroom but also through the laboratory setting, where additional considerations are observed in the realm of laboratory behaviors, conduct, and safety.
The Department also aims to have our students be aware of the place of chemistry in contemporary societal and global issues. This latter aspect is accomplished via course work in an inclusive workspace and learning environment, travel to professional meetings, and via our on-campus seminar series. The intention is to produce scientists who are highly functioning in their collaborations with others in the scientific community and beyond, comporting themselves with integrity.
Subject Proficiency. Students should graduate with a substantial knowledge of the subject of chemistry. This includes but is not limited to chemical structure and reactivity, fundamental physical and reactive properties of molecules and atoms, and the skills necessary to determine the energetic, chemical, and physical properties of substances and chemical reactions. Students should be knowledgeable enough to communicate about chemistry in classroom settings, seminars, lectures, in writing, and in conversation.