The Capstone Course Alan Rosan Chemistry Department Drew

The Capstone Course Alan Rosan Chemistry Department Drew University Madison, New Jersey “From Stepping Stones to Capstone” What is the purpose of a Capstone Course? What is the Capstone Course at Drew?

30 miles west of NYC in northern NJ Drew University ACS major 1500 undergraduates 30 chemistry majors (Fr-Snr) Morris County 186 forested acres

General Education at Drew College of Liberal Arts 1) College Seminar, College Writing, Common Hour (6) 2) 5 Breadth Areas: BNS, BSS, BA, BH, BI (20) 3) Diversity: D in US; D International (8) Drew University’s highest priority is 4) Quantitative Literacy (8) excellence in liberal education in a changing world environment 5) Language (proficiency) (emphasizing) the interrelatedness of learning, intellectual rigor and 6) Off Campus (0 -16) responsible citizenship (that) 7) Writing Intensive (8) prepares individuals for significant contributions to society. Drew 8) Writing in the Major (2 -4) University endeavors to create a distinctive environment for liberal 9) Capstone (1 -8) education (within a) global context of knowledge.

Core Chemistry Curriculum 10 Foundational Courses [32 credits] Principles of Chemistry (2) Organic (2) Inorganic (1) Analytical (1) Physical (1) Biochemistry (1) Advanced Laboratory (1) Research (1) Upper Level Electives Advanced Analytical, Biochemistry, Inorganic, Organic, Physical

BCCE 2014 Empowering Chemical Educators for a Greener Tomorrow Enriching Professional Preparation of Students: Vertical Skill Integration and Capstone Experiences Vertical Courses Skills - Tiered & Tethered Year 1 Gen. Chem content and process; guided inquiry 2 Org. Chem laboratory - how and wow; green chem Inorg. Chem modeling bonding diversity 3 Analy. Chem literature & literacy; laboratory - business Phy. Chem modeling chemical phenomena Research independence, initiative, professionalism 4 Bio. Chem integrative analysis Capstone integration, presentation, critique formative and summative

Research 1) Obligatory Component of a Chemistry Major 2) Required Jr/Snr Research Course (Chem 395) Discussion/Presentation Scientific Writing - Abstract, Figures, Tables, Paper Information Literacy - Searching, Data Bases, Critique Communication (3 in-class talks - Intro, Data, Final) Peer Review

“RISE” Charles A. Dana Research Institute for Scientists Emeriti 1980; 1989 Merck Innovation Award 2014 - 8 Fellows & 4 Associates mentored 35 students

Capstone Courses in Chemistry The Advanced Interdisciplinary Research Laboratory: A Student Team Approach to the Fourth-Year Research Thesis Project Experience Paul A. E. Piunno et. al. , J. Chem. Educ. , 2014, 91 (5), p 655 Supramolecular Chemistry: A Capstone Course John D. Spence , Adam R. Urbach and Christopher J. Pursell J. Chem. Educ. , 2007, 84 (11), p 1785 Chemical Research Writing: A Preparatory Course for Student Capstone Research Hala G. Schepmann and Laura A. Hughes J. Chem. Educ. , 2006, 83 (7), p 1024 Organic Spectroscopy-A Capstone Experience Jan M. Fleischer J. Chem. Educ. , 2002, 79 (10), p 1247 Senior Seminar Focusing on Societal Issues Related to Chemistry and Biochemistry Harold B. White III, Murray V. Johnston and Manuel Panar J. Chem. Educ. , 2000, 77 (12), p 1590 A Career-Oriented Capstone Course for Chemistry Undergraduates Aline M. Harrison J. Chem. Educ. , 1994, 71 (8), p 659 A capstone experience in chemistry Jeffrey Kovac J. Chem. Educ. , 1991, 68 (11), p 907

Capstone Course Components Cognitive - Affective - Psychomotor application expression demonstration recall receiving produce comprehension responding present application valuing perform analysis organizing synthesis value complex evaluation “Capstone Courses”, R. C. Moore, Elizabethtown College http: //users. etown. edu/m/moorerc/capstone. html

Drew University Chemistry Capstone Learning Goals Upon completion of the Capstone Course, students will be able to do the following at a level appropriate for an advanced undergraduate: 1) Demonstrate a working competency in the content, skills, terminology, practices, methods, questions and core principles of the major field 2) Communicate effectively in the discourse of the major field 3) Evaluate critically their own and others’ work in the major field 4) Practice their major field in relation to a broader(global)context

CAPSTONE Advanced Lab Analytical I Inorganic Organic I Principles I Research Bio. Chem I Physical I Organic II Principles II

Chem 400 Chemistry Senior Seminar 1) Review of Core Chemistry Curriculum 2) Formal Research Presentation 3) Topical Discussion – timely, primary literature 4) Senior Oral Examination

Olde Approach Advanced Senior Laboratory Skills (Lab) Siloxanes synthesis Ferrocene chromatog VII Mn O 4 -> Mn. III(acac)3 mag suscep 3+ polarimetry Co(en) 3 Synthesis (Ph 2 PCH 2)2 NMR (H, C, P) Mo(CO)4 L 2 IR

Topics in Chemistry Senior Seminar N 2 Reduction (2004 -2006) Ionic Liquids (2007 -2008) Methanol Economy (2009 -2010) Green(er) Chemistry (2011 -2014) Green oxidation Green synthesis Sertraline (Zoloft) synthesis Pfizer and degradation (T. Collins)

Evaluation/Assessment “ The course was very helpful in that we presented each type of chemistry as a review. ” “ I enjoyed discussing articles about green chemistry as well as exploring the case study. ” “ I got out of this class a sense of companionship with my fellow majors. ” # Year Real World 6 2014 Capstone Course Dept College 5 2013 5. 00 3. 54 3. 90 4 2012 4. 50 3. 61 3. 86 3 2011 5. 00 3. 60 3. 77 4 2010 2. 50 3. 43 3. 70 6 2009 4. 75 3. 44 3. 75 3 2008 4. 50 3. 14 3. 63 8 2007 3. 25 3. 37 3. 59 Values/Ethics 6 2014 5 2013 3. 00 2. 70 3. 32 4 2012 4. 00 2. 85 3. 19 3 2011 3. 00 2. 64 3. 17 4 2010 1. 00 2. 47 3. 08 6 2009 3. 25 2. 44 3. 08 3 2008 2. 50 2. 30 3. 03 8 2007 2. 25 2. 42 2. 95

Improvements More on 1) 2) 3) 4) 5) Expository Skills beyond reading/recall/recognition Primary Literature analysis and critique Laboratory/Data analysis/Performance skills Societal Relationships and Civic Responsibilities Post College Issues from Curriculum to Career

Acknowledgements Chem (130) 400, Spring 2007 -2014 Drew University Chemistry Department Drew University Office of the Dean BCCE 2014 & ACS-CPT for Symposium Sponsorship Thank You

Chem 400 Research Presentation Rubric Name _____________ Date ____ Title/Topic ____________ Advisor _______ Low Med High 1) COMMUNICATION Introduction was accessible to an introductory level audience Intro was extensive enough as basis for work; includes broad and specific context Presented experimental technique effectively Presented results effectively Drew conclusions effectively 2) VISUALS/SLIDES Contained titles effective at communicating topic Contained readable information/data with appropriate diagrams and figures Provided layout that was effective for communication 3) SPEAKER Appearance was appropriate for professional speaking Spoke in confident, communicative manner Made eye contact, interaction with the audience 4) QUESTIONS Invited questions effectively Answered questions in a collegial manner Answered reasonable questions effectively and at an appropriate level Demonstrated ownership of the work in answering questions A particular strength of this talk/speaker: A particular area where further development is needed for this talk/speaker: