I. Introduction

Chemistry is an ever-changing field. Students entering the work force today are facing job situations which call for a great deal of flexibility and skills to adapt quickly in a given circumstance. Not only do today's students need to be well versed within their prospective field, they must also be adept at working as part of a group and with accessing large amounts of information in a short period of time. Today's students, more than ever, are required to be able to make firm decisions and act quickly upon them in order to keep up with the demands of society. Preparing a student for this type of a job market is the responsibility of the instructor and requires the implementation of activities which would mimic the type of situation which may be faced in the job market. Listed below are three ideas; 1) The incorporation of computers as a learning device, 2) The use of outside projects designed to set students working well within a group, and 3) The incorporation of undergraduates in a research setting, which would be instrumental in giving the student the extra skills necessary to be competitive in an ever-changing, but always demanding market.

II. Use of Computers as a Learning Device

As a method for introducing information to the students that is not available in textbooks, the use of computers as a peripheral learning device would be quite beneficial. As computers continue to become more advanced and more affordable, their use as an educational tool is becoming more widespread.

There are several different methods that could be employed in the introduction of computers to the students as a learning device, one of which is the ability to show a chemical reaction as a moving, 3-dimensional movie. This may be done by projecting an image from the computer monitor to an overhead screen in the classroom. Today's students are more comfortable with material presented visually and the use of a computer in this respect would enhance their learning to a great extent.

Aside from the program mentioned above, there are other affordable programs for computers that are quite useful in the chemical field such one that allows for the calculation of HMO energies, NMR spectra, etc. that would aid in the teaching and learning process. Although the computer should never be thought of as a tool to replace the instructor, whose enthusiasm and motivation of the students is irreplaceable in the learning process, its proper use in the lecture or laboratory setting can raise the level of learning as well as the interest of the students tremendously.

Computers may also be used as a tutor when one in not available. The same programs mentioned above may be placed on a computer network where it would be available to all students wishing to use it. The student could access the program from a designated computer room, via modem from home, or the dormitory room. The programs would be available 24 hours a day to students wishing to review material learned in the classroom or to further their learning in a particular area.

The above concept could be further utilized as an electronic bulletin board for students to ask questions outside of the classroom setting. If a student attends a morning lecture and has a question later in the day when the instructor may be unavailable, the student could log into a bulletin board created as a question-answer venue. Questions on the bulletin board may be answered either via the electronic pathway or in class the following day. It is a convenient method for allowing 24 hour access to the instructor for the students which should lead to a better learning environment.

Computers have become such an integral part of everyday life that knowledge in this area is deemed almost as important as reading skills. The use of computers for students who are creating written reports is a valuable method for learning rudimentary skills and could be integrated into any program along with the ideas mentioned above. The proper use of computers in the academic setting is irreplaceable in preparing students for careers both in the sciences and outside of the sciences.


III. Problem Solving in a Group Setting

Often a lecture course is just that, a lecture course. Students attend class, take notes, do problems. Although the lecture course is a necessary part of any classroom setting, it does not promote interaction among the students, and it does not facilitate use of available literature sources by the students. What this type of learning atmosphere often leads to is a group of students who memorize what is needed without developing the ability to think critically and ask "the next question." Without this ability, it will be very difficult for the student to function well outside of a classroom situation.

One method that would aid in the development of "critical thinking" would be to pose problems at various times during the semester that the students would work on in groups as an outside project. These problems could range from solving a multistep synthesis to designing a laboratory setup for a certain type of reaction sequence. The group would solve the problem using whatever literature resources are necessary, and a report (oral or written) would be turned in at the end of a specified period of time such as 1 or 2 weeks. These problems could be tailored to the students level of education, growing in complexity as the student matures educationally.

The method of posing problems as a group project could be used in a laboratory setting as well as the classroom environment. An example in this area would be to reveal the desired product of a synthesis and as a problem, groups of students would be required to design the experiment from beginning to end such that it could be completed within the allotted time of the laboratory session. The group which designed the best experiment would be rewarded by having their technique used in lab that particular day, or the lab could incorporate multiple techniques proposed by the students en route to the desired product.

Although both ideas listed above would have to be monitored to ensure that they do not infringe upon the classical goals of the course, getting students involved in this manner would expose them to working as part of a group as well as gaining familiarity with the literature sources available. Incorporated correctly, this would enhance the students education a great deal.

IV. Undergraduate Students in Research

Along with working in groups, students who are allowed to work in a research setting benefit from the advantages it offers. Spending time in a research environment allows the student to work on a project that is not normally seen in a typical classroom or teaching laboratory setting. Working on a research project within a particular group often involves multi-person, multi-step tasks which incorporate a variety of novel ideas. Spending time in this area can be beneficial to not only the student, but the instructor as well.

V. Conclusion

Preparation of the student within an academic setting for whichever career they may choose is a task that must adapt to the needs of an ever-changing society. It is up to the instructor to be aware of these changes and pass along the needed knowledge to the students. The ideas mentioned above not only would allow the student to be well versed in his/her prospective major area of study, but would also give them needed communication skills and the ability to gain access to knowledge which is more and more often to be found on an electronic medium.

As mentioned earlier, the enthusiasm and active participation of the instructor is irreplaceable in the academic setting. For the above ideas, or the learning process in general to be successful, devotion of the instructor to the students and to their education is essential.