The Capstone Course at Drew University: From Stepping Stones to Capstone

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

2. 30 miles west of NYC in northern NJ Drew University Morris County ACS major 1500 undergraduates 30 chemistry majors (Fr-Snr) 186 forested acres

3. 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) 4) Quantitative Literacy (8) 5) Language (proficiency) 6) Off Campus (0-16) 7) Writing Intensive (8) 8) Writing in the Major (2-4) 9) Capstone (1-8) Drew University’s highest priority is excellence in liberal education in a changing world environment (emphasizing) the interrelatedness of learning, intellectual rigor and responsible citizenship (that) prepares individuals for significant contributions to society. Drew University endeavors to create a distinctive environment for liberal education (within a) global context of knowledge.

4. 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

5. BCCE 2014Empowering Chemical Educators for a Greener Tomorrow Enriching Professional Preparation of Students: Vertical Skill Integration and Capstone Experiences Vertical CoursesSkills - Tiered & Tethered Year 1 GenChem content and process; guided inquiry 2 OrgChem laboratory - how and wow; green chem InorgChem modeling bonding diversity 3 AnalyChem literature & literacy; laboratory - business PhyChem modeling chemical phenomena Research independence, initiative, professionalism 4 BioChem integrative analysis Capstone integration, presentation, critique formative and summative

6. Research • 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

7. “RISE”Charles A. DanaResearch Institute for Scientists Emeriti1980; 1989 Merck Innovation Award2014 - 8 Fellows & 4 Associates mentored 35 students

8. 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

9. 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

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

11. CAPSTONE • Research • Advanced Lab • Analytical I • BioChem I • Physical I • Inorganic • Organic II • Organic I • Principles II • Principles I

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

13. Olde Approach Advanced Senior LaboratorySkills (Lab) Siloxanes synthesis Ferrocene chromatog MnVIIO4- -> MnIII(acac)3 mag suscep Co(en)33+ polarimetry Synthesis (Ph2PCH2)2 NMR (H,C,P) Mo(CO)4L2 IR

14. Topics in Chemistry Senior Seminar N2 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)

17. 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.” #YearCapstone CourseDeptCollege Real World 62014 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 82007 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

18. 0 Improvements More on • 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

19. 0 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

20. 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 • 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: