Course sequencing

It will not be easy to shoehorn all of these elements into a 4-year program, and the initiation of carefully delimited electives and options for students is probably the best approach. The coimnittee applauds the recent action of the AlChE to allow more flexibility in the choice of science electives by undergraduates in accredited departments. The development of such electives and new course sequences is not a casual undertaking. It will require greater involvement by faculty in providing advice and counsel to students at the sophomore and junior level, who may not be prepared to make definitive choices about specialization in their major. 

As with the first two editions, the book is organized into two parts I. Theory and Experimental Techniques and II. Experiments. Part I introduces students to theoretical and background material for the experiments. This part may also serve as a supplement for instructors who use their own experiments. In Part II there are 15 experiments that represent all areas of biochemistry, including working with proteins and nucleic acid isolation and characterization. The number of experiments has been reduced from earlier editions at the request of instructors and students who believed the book had more experiments than needed for a typical one-semester course. There are, however, still sufficient experiments for a two-semester course sequence. The reduction in the number of experiments has also been achieved by combining some experiments. 

The two parts of the book essentially mirror the material of a two-course sequence in thermodynamics that is typically required in chemical engineering. The focus of Parti is on pure fluids exclusively. 

With the optional studio, the eight-course sequence entails 32 credit hours of a total 132 credit hours - almost a quarter of our students total coursework. Each PDI Studio also entails six instructor-student contact-hours per week for 4 aedit hours (instead of the typical four contact-hours). This results in PDI students experiencing considerably more instructor contact than with typical courses, and a full one-third... 

Beissner, K., Reigeluth, C.M. Course sequencing with multiple strands using the elaboration theory. Paper presented at the meeting of the Association for Educational Communications and Technology Dallas, TX. 1989. 

Designed for a two-semester introductory course sequence in physical chemistry, Physical Chemistry A Modern Introduction, Second Edition offers a streamlined introduction to the subject. Focusing on core concepts, the text stresses fundamental issues and includes basic examples rather than myriad applications often presented in other, more encyclopedic books. Physical chemistry need not appear as a large assortment of different, disconnected, and sometimes intimidating topics. Instead, students should see that physical chemistry provides a coherent framework for chemical knowledge, from the molecular to the macroscopic level. 

This text has been designed and written especially for use in a one-year, two-course sequence in introductory physical chemistry. For semester-based courses. Chapters 1 through 6 can be covered in the first semester and Chapters 7 through 12 in the second. For quarter-based courses. Chapters 1 through 5 can be covered in the first quarter. Chapters 6 through 8 in the second quarter, and Chapters 9 through 12 in the third quarter. Chapter 13 has been written to enhance this edition and can be added to either semester or quarter as time permits. This text may also be used in one-semester surveys of physical chemistry if you select among the sections in each chapter. 

Course sequencing. The sequence of courses within the Engineering curriculum tends to limit students ability to complete course requirements. Many students interviewed believe their department did not care about them because if a course is only offered at one meeting time for only one semester per year, students must wait for an entire year to take the course. Students must be proactive in organizing their schedules long-term ... 

Students report having difficulty with advising they are often unsure or dissatisfied about course sequencing they believe advisors do not really care about them and, finally, they question the information advisors provide. As a result, many students rely on other students for information, and while this may foster camaraderie and collaboration, students are left relying on hearsay or patendy false information. A wise course of action for undergraduate programs to pursue is one that gives students access to the most reliable information, not easily accomplished because the best source for this information may be faculty members who are already stretched with multiple demands on their time. 

The fact remains, however, that most students report struggUng with the advising they receive. They are often unsure or dissatisfied about course sequencing. They believe advisors do not really care about them and question the information advisors provide. Instead, student organizations fill a void for students and should be integrated into institutional support system. Faculty, especially faculty advisors, often use student organizations to relay crucial information to students they may not receive through other official channels. 

---