Great Expectations: Using an Analysis of Current Practices To Propose a Framework for the Undergraduate Inorganic Curriculum

• Published in: Inorganic chemistry 2015-09, Vol.54 (18), p.8859-8868
• Main Authors: Reisner, Barbara A, Smith, Sheila R, Stewart, Joanne L, Raker, Jeffrey R, Crane, Johanna L, Sobel, Sabrina G, Pesterfield, Lester L
• Format: Article
• Language: English
• Subjects: Coherence; Communities; Creativity; Foundations; Information dissemination; Training; Vision
• ISSN: 0020-1669; 1520-510X
• DOI: 10.1021/acs.inorgchem.5b01320

The undergraduate inorganic chemistry curriculum in the United States mirrors the broad diversity of the inorganic research community and poses a challenge for the development of a coherent curriculum that is thorough, rigorous, and engaging. A recent large survey of the inorganic community has provided information about the current organization and content of the inorganic curriculum from an institutional level. The data reveal shared “core” concepts that are broadly taught, with tremendous variation in content coverage beyond these central ideas. The data provide an opportunity for a community-driven discussion about how the American Chemical Society’s Committee on Professional Training’s vision of a foundation and in-depth course for each of the five subdisciplines maps onto an inorganic chemistry curriculum that is consistent in its coverage of the core inorganic concepts, yet reflects the diversity and creativity of the inorganic community. The goal of this Viewpoint is to present the current state of the diverse undergraduate curriculum and lay a framework for an effective and engaging curriculum that illustrates the essential role inorganic chemistry plays within the chemistry community.