TCE

The Chemical Educator

ISSN: 1430-4171 (electronic version)

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Abstract Volume 17 (2012) pp 179-183
DOI 10.1007/s00897122441

Discussion, Implementation, Presentation: A Standalone Course for High Ability Undergraduate Students

Nicholas J. Quintyne* and Michelle M. Ivey

Harriet L. Wilkes Honors College, Florida Atlantic University, 5353 Parkside Drive, Jupiter FL 33458, nquintyn@fau.edu
Received November 21, 2011. Accepted August 10, 2012.

Published: 14 September 2012

Abstract. In an undergraduate scientific curriculum, it is important for students to develop the ability to read and discuss scientific literature, and to effectively convey information to others. We present a stand-alone course that develops these skills, using a series of independent modules all connected to a common theme of cancer. This theme serves as a foundation for discussions, experiments, and presentations. In this course, students are exposed to four experimental techniques: viscometry, plasmid-based assay, metaphase spreads, and ion chromatography. This course could be used as part of an honors curriculum, or as a cohort-building course for a scholarship program. Individual modules could also be incorporated into a traditional chemistry or biology course.

Key Words: In the Classroom; discussion; primary literature; presentations; laboratory exercise; cancer

(*) Corresponding author. (E-mail: nquintyn@fau.edu)

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