Non-science majors

OHannia Lujan-Upton, "Introducing Stereochemistry to Non-Science Majors/ J. Chem. Educ., Vol. 78, 2001,475-477. 

Previously described in Shachter, A. and J. Edgerly (1999) Campus environmental resource assessment projects for non-science majors. J. Chem. Educ. 76,1667-1670. 3Briefly described in Middlecamp, C., T. Jordan, A. Shachter, S. Lottridge, and K. Oates (2006) Chemistry, society, and civic engagement (part 1) The SENCER project. J. Chem. Educ. 76,1301-1307. 

An example Dunnivant, F., A. Morre, M. Alfano, R. Brzenk, P. Bickley, and M. Newman (2000) Understanding the greenhouse effect Is global warming real An integrated lab-lecture case study for non-science majors. /. Chem. Educ. 77,1602-1603. 

Marist College (NY) 4-5 4-5 10 CHEM 111L, 112L, 113L, 114L For non-science majors. Science majors must contact Biology Department. 

Dunnivant, F. M. Moore, A. Alfano, M. J. Brzenk, R. Buckley, P. T. Newman, M. E Understanding the Greenhouse Effect Is Global Warming Real An Integrated Lab-Lecture Case Study for Non-science Majors, J. Chem. Educ. 2000, 77, 1602-1603. 

A similar approach can be used to find the number of entries in one list that appear in another list. In the following example, ClassListl is the class roster of students who took Chemistry for Non-Science Majors Part I ClassList2 is the class roster for Part II. Part I is not a pre-requisite for Part II, and many students leave after taking only Part I, while other students take only Part II. How many students took both Part I and Part II ... 

Table III. A Sample Topical Schedule for a General Education Green Chemistry Course for Non-Science Majors...

Implementation of green chemistry education at the undergraduate level is key to adopting more sustainable practices and hence a more sustainable society 4), This education should be for both science and non-science majors. While certainly those students who are science majors may have a direct route to action in applying green chemistry principles in both research and development, nonscience majors can also benefit since they become aware of the importance of sustainable practices, learn about positive every-day habits, and come to realize that the chemical industry, which in the past (and even currently) was viewed as a major contributor to environmental degradation, is also part of the solution to the problem. 

A key element of the innovative science curriculum used at Columbia College in teaching, learning, and assessing science to its non-science major student body requires all students to prepare projects to express their knowledge of science in an original and creative way [3], making use of the skills and talents in each individual s... 

Background Successful Introduction of Guided-inquiry with Non-science Majors... 

For a non-science majors course, the traditional textbook sequencing of topics was simply too prolonged to prepare students within one semester to pursue independent research and answer quantitative questions on chemical issues. Building guided-inquiry activities for this course had been defined by the need to reach specific conceptual levels such as redox reactions and stoichiometry as early as possible. To accomplish these objectives chemical topics were reordered, simplified and conceptually integrated. Furthermore, to address the challenge of conceptually... 

At Kean University, activities developed for the non-science major s class have been tested to a limited extent with General Chemistry students as well. New guided-inquiry activities to a lesser extent have also been written and introduced in... 

In POGIL sections of non-science majors, student perfonnance on category (iv), multi-step reasoning problems has shown dramatic improvement from performance in non-POGIL sections of the same instructor. 

The context-based approach can be seen in two American undergraduate courses. Chemistry in Context (American Chemical Society, 2001b) is similar in approach to ChemCom. This one-semester course for non-science majors addresses social and environmental issues and concerns, with an emphasis on decision-making. It illustrates the increasing sophistication of contexts, concepts and activities that becomes possible with increasing student age. 

What chemistry should we teach to non-science majors ... 

The World of Chemistry Essentials is designed for a one-semester chemistry course for non-science majors. The fundamental approach of the text is to teach the basic chemical principles within a framework of real world apphcations. Our goal is to teach students the chemical concepts they need in order to make appropriate consumer decisions, to read about and understand chemically-related issues in the media, to make informed decisions as voters, and to appreciate the significance of chemistry s impact on their daily lives. 

Gilleylen, C. E. (1993). A comparative study of the science-related attitudes and the factors associated with persisting in science of African American college students in science majors and African American students in non-science majors. Unpublished doctoral Dissertation, Indiana University of Pennsylvania. 

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