The Chemistry Department at the University of Rhode Island offers three undergraduate degrees: the Bachelor of Science in Chemistry, the Bachelor of Arts in Chemistry, and the Bachelor of Science in Chemistry and Chemical Oceanography. The BS degrees are more scientifically intensive than the BA degree, so require more chemistry courses. The BA degree in Chemistry is typically earned as a second major by students, coupled with secondary education, biology (often pre-medical students), or pharmacy.
The degree programs for Chemistry majors are based upon the requirements set forth by the American Chemical Society (ACS). The ACS Committee on Professional Training (CPT) is the accrediting body for Chemistry degrees. Both industry and graduate schools recognize that students with an ACS certified degree have succeeded in a high quality program and have earned a valuable personal credential in the field of Chemistry. The BS in Chemistry is the ACS accredited degree at URI. The BS in Chemistry and Chemical Oceanography and the BA in Chemistry are not accredited, but are guided by the CPT mandates.
Curriculum Objectives
The curriculum set by the CPT is divided into three parts: core courses, advanced courses, and laboratory. Each of these areas will be discussed separately below. The chemistry degree also requires ancillary courses in mathematics and physics for preparation for upper level courses. The core curriculum consists of basic instruction, at a minimum of 28 semester credits, in the areas of analytical chemistry, inorganic chemistry, organic chemistry, and calculus-based physical chemistry. URI meets the core curriculum with the following courses: CHM 191 & CHM 192 (general chemistry & inorganic); CHM 212 (analytical); CHM 226, CHM 227, & CHM 228 (organic); CHM 335, and CHM 431, & CHM 432 (physical). These courses account for 30 credits towards a student degree. The core curriculum includes 226 hours of laboratory work. Finally, the core curriculum includes 1 year of calculus and 1 year of physics with laboratory.
The CPT requires a minimum of nine additional credits of advanced courses that build upon the core requirements and which includes a biochemistry component. This minimum is exceeded in the Chemistry B.S. degree at URI. CHM 401 & CHM 402 build upon inorganic and physical chemistry, CHM 412 & CHM 414 build upon analytical chemistry, CHM 425 & CHM 427 build upon organic chemistry, and CHM 441 introduces biochemistry from a physical chemistry perspective. Finally, CHM 492 is a one-credit seminar course that gives the student experience in oral presentation of a chemistry topic. These courses provide the student an additional 19 credits toward their degree.
The CPT also requires additional mathematics and physics for the accredited degree. These are met at URI by one more year of calculus and one additional semester of physics with laboratory. The CPT mandates at least 500 hours of laboratory work for the certified degree. CHM 191 (general chemistry), CHM 192 (general chemistry), and CHM 212 (quantitative analysis) all have a laboratory component as part of the course. CHM 226 (organic chemistry), CHM 335 (physical chemistry), CHM 402 (physical inorganic chemistry), CHM 414 (instrumental analysis), and CHM 425 (qualitative organic chemistry) are solely laboratory courses. The student can synthesize all of the various chemistry topics when doing research in CHM 353 & CHM 354. The research courses draw upon all of the student’s previous study, although the emphasis will change depending upon the research problem chosen. All laboratory courses encompass some or all of the following activities: keeping experimental records; synthesis of compounds; performance of accurate and precise measurements; use of modern instrumentation; interpretation of experimental results; statistical analysis of data; anticipation and recognition of chemical hazards; design of experiments; use of the literature to plan and execute experiments; communication of results using oral and written reports; and the ability to work in small teams. The BS degree encompasses more than 740 hours of laboratory work, including the research component.
Working independently on a research project and reporting the results are amongst the best ways for students to integrate what they have learned. At URI, these activities are embodied in CHM 353, CHM 354, and CHM 492. CHM 353 and CHM 354 are research courses where the student works with a faculty member, graduate students, or other undergraduates to investigate a problem with an unknown solution. The student is required to write a report detailing the results of the investigation. The report is written in the style of a journal article, so it includes an Introduction section, an Experimental section, a Results and Discussion section, a Conclusion, and literature references. Research requires the student to integrate the knowledge they have learned from previous lecture and laboratory coursework. This capstone experience forces the student to embody all of the qualities of a working chemist. CHM 492 is a seminar course that requires the student to present a full-length seminar on a topic of the student’s choice. Typically, this will be an oral presentation of the student’s research project. Oral communication of chemistry and the ability to answer questions in the seminar environment is another critical skill that integrates student learning.
BS in Chemistry and Chemical Oceanography
The BS in Chemistry and Chemical Oceanography has the same requirements as the BS in Chemistry with the following exceptions:CHM 353 and CHM 354 (Research in Chemistry) are replaced by OCG 493 and OCG 494 (Independent Study in Oceanography) and CHM 402 (Advanced Inorganic Laboratory), CHM 441 (Chemistry of Biological Systems), and CHM 492 (Seminar in Chemistry) are replaced by OCG 451 (Oceanographic Science) and OCG 521 (Chemical Oceanography). This gives the student the full core curriculum in chemistry, most of the advanced courses, and a solid introduction into the field of chemical oceanography.
Outcomes and Assessment
Chemistry laboratory experiences are one of the best
ways to demonstrate student learning. In the laboratory
students are expected to learn certain physical skills such as using
equipment or making measurements. The student’s success in this
endeavor is easily demonstrated: the product was synthesized or the
measured value was reasonable. Further, laboratory reports require
the student to describe the success (or failure) of their physical
skills and to integrate the results into the theoretical background
provided in lecture courses. Thus, laboratory reports provide an ideal
mechanism for assessing student outcomes, especially in the upper level
laboratories. To assess student outcomes for the different degree programs,
final laboratory reports will be collected for each student from selected
laboratory classes. The most complete assessment tool is the final
report from the student’s
research experience because a research problem in
chemistry is likely to require the student to integrate material from
all of the areas of chemistry. However, to demonstrate progress, we
will collect reports from disciplinary classes, as well. In most of
the laboratory courses, the final “experiment” is a mini
project that integrates multiple skills from the rest of the course.
Thus, these final laboratory reports reflect a significant portion
of the material taught in the course. Students who take the seminar
course (CHM 492) will also be required to turn in a copy of their presentation
(typically, this means a Power Point file) as an additional assessment
component. The entire set of material turned in by the student will
be a portfolio of student progress and demonstrate that they have learned
the skills necessary for the degree. Only upper level courses will
be used in construction of the student portfolio. This is partly for
pedagogical reasons and partly for logistical reasons. The laboratory
components of introductory chemistry (CHM 191 & CHM 192) and organic
chemistry (CHM 226) heavily rely on introduction of basic skills that
are repeated frequently throughout the rest of the curriculum. Further,
since introductory chemistry and organic chemistry are service courses
heavily enrolled by non-chemistry majors, the administrative burden
is high with minimal useful feedback. Finally, since many students
do not declare themselves as a chemistry major until after taking the
introductory and organic courses, we can not even identify many majors
until they start taking the upper level courses. The specific components
of the portfolio for each degree will be:
BS in Chemistry and Chemical Oceanography: final lab reports from CHM 212, CHM 335, CHM 414, CHM 425, OCG 493, & OCG 494.
Each year the faculty will review the portfolios of the graduating seniors. The review will help the Chemistry Department identify areas of success and areas that need improvement in the curriculum. This review will rely on the judgment and expertise of the chemistry faculty and will change over time, depending upon the direction taken in the field of chemistry. Given the small size of the graduating class of chemistry majors (typically, 5 – 10 graduates per year), it is anticipated that it will take 5 to 10 years of annual data to establish baseline