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Theme-based modular approach for delivering the undergraduate analytical chemistry curriculum



Anal Bioanal Chem (2008) 392:1–8 DOI 10.1007/s00216-008-2240-4 ABCS OF TEACHING ANALYTICAL SCIENCE Michael Samide & Olujide Akinbo Published online: 9 July 2008 # Springer-Verlag 2008 Introduction Since the later part of the twentieth century, educational focus has shifted from acquisition of literacy skills only (simple reading, writing, and calculating skills) to inclusion of critical reading and thinking, clear and persuasive communication, and problem-solving skills [1]. In 1996, the Advisory Committee to the National Science Foundation Directorate for Education and Human Resources released a report of the review of undergraduate education in science, mathematics, and engineering titled Shaping the future: new expectations for undergraduate education in science, mathematics, engineering, and technology [2]. The overarching recommendation of this report is that “All students have access to supportive, excellent undergraduate education in science, mathematics engineering and technology, and all students learn these subjects by direct experience with the methods and process of inquiry” [2]. As such, an area of undergraduate science education that has received much attention lately is the type of instructional approach employed. In most academic settings, the typical instructional approach (a.k.a. the traditional approach) comprises s where faculty presents facts to students. These s are generally accompanied by



Analytical and Bioanalytical ChemistrySpringer Journals

Published: Sep 1, 2008

DOI: 10.1007/s00216-008-2240-4

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