Wednesday, April 20, 2011

Watch Out Angry Birds

One of the things that my students always have trouble with is recognizing that a collection of reagents in a flask will not react with each other.  They automatically assume some reaction must occur, and will come up with some crazy product.  The thing is, in vivo many functional groups and reagents can coexist.  It can be important to the chemist or biochemist to recognize the potential for reactivity or coexistence.

With this and many other issues in mind I have been trying to think of ways to help my students master organic chemistry.  One thought was to have the students make 3x5 cards of solvents, reagents, and molecules with one, two, three, etc. functional groups and families present.  The students would then draw from the decks to create collections of contents in a hypothetical flask.  They would then have to determine the possible reaction and the products that would be produced.

Realizing that 3x5 cards are so last century, I wonder if this could be done as an organic chemistry application.  Perhaps as T.S.Hall's Organic Reactions slot machine where the flask contents would be on the wheels.  Once the student has pulled the lever or pushed the start button, the wheels would turn to a random set of reagents.  The student could accrue points by predicting the correct products, using a drawing program.

Who knows, it might make organic even more fun than it is now!

T.S. Hall

Thursday, April 7, 2011

Narcisissma is the pride of the faculty

(Let's start with an apology to Don McLean.  Having learned the word narcissism from his song back in my childhood, the concept always reminds me of the song.)

One of my colleagues has stated at faculty meetings that, "students come and go, but the faculty are always here, so the university should be run for the benefit of the faculty."  This way of thinking has always bothered me.  Recently my department chair chose to publicize the publications of faculty members and a scholarly activity award for another faculty member.  Aside from not mentioning the student co-authors, the chair at the same time completely ignored that one of our seniors earned a NSF Graduate Fellowship, and our students took three of four university awards for scholarship and service.  The specifics of these cases are not important but serve as examples of the insidious ways departments shift away from student focus and towards faculty focus.

It's not that faculty don't care about students.  With constantly increasing class sizes, pressure to graduate more students regardless of achievement, budget cuts that reduce the resources for teaching and research, pay that even the state's consultants say is below national averages, and leaders who tell the public that budget cuts will be covered by reduction in the pay and benefits of faculty and staff, faculty can come to feel that no one cares about them.  The faculty need to bolster there self esteem by drawing attention to their successes.  I can't fault that.

The thing is, at PUIs and MCUs the faculty must remember that those who control the resources see our main products as educated students.  Most of the public don't get the connection between the faculty member's publication or scholarly activity award and what they perceive that they are paying for.  The connection must be made through the students.

Every argument, and the foundation laid for every argument on budget must be based on the quality of education our students receive and the value that quality represents to the community, the taxpayer, and the parent or student who is paying the tuition.

It's the students, stupid!  Love yourself a little less, love your students a little more, and the community will view you with higher esteem!

T.S. Hall

Tuesday, April 5, 2011

What we cover

When the economy is tight and education budgets are being cut, the public generally turns to the idea of higher education as technical training rather and a broad training of the mind wedded to a training in a specific field.  As has been noted in this blog on several occasions, this is in line with the interests of many college students who could care less about anything that they think is unimportant to their getting the job they desire. Rather than comment on the value of classes like "Comic Spirit,"it might be useful to turn this discussion toward my favorite class, organic chemistry.

After the recent ACS National meeting I was discussing "real world" organic chemistry with one of my former students.  I had a standard organic text open when my former student arrived.  The visitor immediately noted that the chemistry shown on the pages was never really used in modern industrial laboratories, to which I noted that few academic labs would use that particular chemistry.  The truth is that much of the chemistry in standard organic texts is not used today.  My early career med chemist commented that one of the challenges of the first year in industry was learning all the chemistry that they never encountered in their academic training.

With the advances of transition metal catalysis over the last couple of decades many of the chemistry's we teach in our organic classes are, form a practical standpoint, only marginally better than teaching students blowpipe analysis.  From a pedagogical perspective, these older chemistry's have value in training the mind.  My concern is that we must balance the training of the mind with the practical skill training that students need to be successful.

Some will argue that the practical training is the function of research in the curriculum.  The problem is that in the modern funding scheme of higher education, research and small lab classes are being defunded, as they cost the university a considerable amount per student.  In many systems research required of faculty and students, receives barely token funding.  Faculty and departments are expected to raise the needed funding themselves.

It may be time to convert those third semester organic classes to "real world organic" courses.  There is a need for textbooks written at a junior class level that make the transition from the basic organic course to modern practical organic chemistry.  I would be interested in suggestions and ideas on the subject.

T.S. Hall