1. Use the cover sheets from the website . Organize your report in the order of the cover sheets.
2. Submit three copies of your periodic report form.
3. Submit two copies of your printed college catalog or two copies of the department and course description pages of your on-line catalog.
4. Refer to the ACS Guidelines for the requirements for an ACS-approved program.
5. Submit two copies of all course materials from five in-depth courses that include a classroom component taught within the chemistry program that represent coverage in each of the five chemistry subdisciplines: analytical chemistry, biochemistry, inorganic chemistry, organic chemistry, and physical chemistry (ABIOP).
Course materials must include:

Syllabus with a list of topics taught (not references to book chapters or pages)

All exams, including the final
Materials must be from courses taught during the last two academic years.
If you did not teach an in-depth course in a particular subdiscipline during the last two academic years, submit the materials for the foundation course instead.
6. If the only coverage in a foundation area is provided by a course taught outside the chemistry department, submit two copies of the syllabi and exams for that course work as well as materials from five courses taught within the chemistry department.
7. Submit two copies of syllabi and exams for courses taught outside the chemistry program if they are used as one of the four (or six for programs on the quarter system) required in-depth courses used for student certification. Include a description of how the course(s) builds on the molecular nature of chemistry.
8. Submit two copies of the experiment lists from courses used to cover at least four of the five foundation areas
(ABIOP). Include a descriptive title and a list of instruments used in each experiment, if applicable. Include the course title and course number for each experiment list.
9. Include the school name, course name, course number, and year taught on all course materials.
10. If research may be used to fulfill certification requirements, submit a sample (one copy of three to five reports) of the comprehensive student research reports or theses representative of multiple disciplines and faculty, with the grade the student received indicated on each report. Also indicate on each report the number of terms
(semesters or quarters) and actual student hours per term of research covered by the report. The reports must be prepared by students. Do not submit publication reprints or co-authored reports. These reports will be returned if you so indicate on page 18, item 6.2 of the report form.
If your department does not have a full listing in the ACS Directory of Graduate Research,
11. Submit two copies of a list of all faculty and student publications from the last five years. Please underline the names of undergraduate student authors where applicable.
Forms can be downloaded at: Submit your report to:
URL: http://acswebcontent.acs.org/cpt/
Username: faculty
Password: publications
Office of Professional Training
American Chemical Society
1155 Sixteenth Street, N.W.
Washington, DC 20036
1

to the
ACS Committee on Professional Training
Consult the ACS Guidelines (http://www.acs.org/cpt) before completing this report. The information contained in this report should pertain only to your undergraduate program. To facilitate committee review, all responses must be provided on this form. Extra pages for any of the tables are available on the website.
Name of Institution University of Northern Iowa
City, State, and Zip Code Cedar Falls, IA 50614-0423
Report Prepared by (e.g., Dr. Mary Smith or Juan Ruiz) Dr. William S. Harwood
E-mail Address bill.harwood@uni.edu
Phone Number 319-273-2052
Current Chemistry Department Chair Name Dr. William S. Harwood
Title Head
1.1 Degrees Offered in Chemistry
(check those offered)
Bachelor’s
Master’s
Ph.D.
1.2 Number of Calendar Weeks per Term
(not counting final exams)
Semester
Quarter
4-1-4
Other
1.3 Provide the number of students in the current (most recently completed) academic year:
15
Entire Campus 13080
Undergraduates
Chemistry Seniors
Sum of enrollments in all undergraduate chemistry courses
11294
41
1707
1.4 Provide the number of bachelor’s-degree graduates during the past five years who went on to:
Graduate School in the Chemical Sciences 22
Medical and other Professional Schools
Industry
Teaching
Other/Unknown
21
25
7
14
1

2.1 Is the institution accredited by a regional accrediting association? Yes No
Name of Accrediting Association North Central Assoc. of Colleges & Schools
2.2 Is the chemistry department organized as an independent administrative unit? Yes No a. If no, how is the department or program administered and to whom does the department administrator report?
b. If no, who controls budgetary, personnel, and teaching decisions for the chemistry program and how are chemistry faculty involved?
2.3 a. Check the Minimum Salary for each Rank of Chemistry Faculty (Nine Months)
Minimum
Salary
Professor
Associate
Professor
Assistant
Professor
Below $51K
$51 - $60K
$61 - $70K
$71 - $80K
$81 - $90K
Over $90K
2.4 Chemistry Expenditures (rough estimates - 2 significant figures):
If your expenditures are over $60,000 per year, excluding internal and external grants, salaries, and library budget, check here and go to item 2.5.
Current
Annual Average Over the Past Five Years
Operating Expenditures Exclusive of Salaries
Instrument Maintenance and Repair
Student and Faculty Travel
Grants
2.5 Describe whether the level of institutional support allows the department to meet its teaching, infrastructure, and faculty development needs.
Generally speaking, yes. We could certainly use more funding to improve and increase opportunities for faculty development, put faculty computers on a regular replacement cycle, and continue to update instrumentation and equipment for our research and teaching labs. Last, but not least, there continues to be a need for building renovation in several spaces - both classroom and research areas.
2

3.1 Number of Chemistry Faculty in the Spring 2012 Academic Term (If you have no faculty in a particular category, record a "0".)
Full-time total
Tenured
Pre-tenured
Long-term, non-tenure-track
Temporary
Part-time total
Tenured
Pre-tenured
Long-term, non-tenure-track
Temporary
Total
Faculty
17
11
3
1
2
2
1
0
1
0
With
Ph.D.
15
11
3
0
1
2
1
0
1
0
Male
1
1
0
0
0
11
8
2
0
1
Female
6
3
1
1
1
1
0
0
1
0
African
American
1
0
0
0
1
0
0
0
0
0
Native
American
0
0
0
0
0
0
0
0
0
0
Asian Hispanic
3
2
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
3.2 Number of Instructional Staff (Do not include faculty listed in item 3.1 or teaching assistants. If you have no instructional staff in a particular category, record a "0".)
Full-time
Part-time
Total
Staff
0
0
With
Ph.D.
0
0
Male
0
0
Female
0
0
African
American
0
0
Native
American
0
0
Asian Hispanic
0
0
0
0
3.3 a. Briefly describe your activities (especially successes) in expanding faculty diversity over the last five years.
Personal contacts with colleagues and potential candidates is very effective. In addition, we advertise not only with C&EN, but also using an online job board with
Diversity Package. Positions are also posted on the COACH website and other relevant locations.
We have increased the number of women on our faculty and now have women in all ranks.
Also, through networking, we have an African American instructor on our faculty. She is completing her Ph.D. and we hope to be able to hire her into a tenure-track position going forward. b. Describe any attributes of diversity among your faculty not captured in Items 3.1 and 3.2.
We have several faculty who are international and now hold U.S. Citizenship or a dual citizens. One instructor is also a foreign national. Countries represented are widely dispersed, adding to a global perspective in the department.
3.4 a. Number of Support Staff: Secretarial
Stockroom
Instrument Technicians
Other
1
2
1
0 b. Comment on the adequacy of support staff.
They are all wonderful and extraordinarily dedicated! We are very fortunate in having this talented team.
3

3.5 Describe the professional development opportunities (including sabbaticals) that are available to chemistry faculty and instructional staff.
Tenured faculty are eligible for consideration for a Professional Development
Assignment every six years. They must submit a proposal for approval by a university committee. The university offers full pay for a semester or half pay for two semesters. In addition, faculty receive annual funds to defray costs of travel to a professional meeting. Whenever possible funds are found to help with specific opportunities for individuals.
3.6 Report the number of chemistry faculty and instructional staff who have taken a sabbatical or professional leave in the last five years.
Requested 4
Granted
3.7
Teaching Contact Hours for 2011-2012 Academic Year (Classroom and Lab)
(Please provide the minimum and maximum numbers that occurred during this academic year.) a. Contact Hours/week for Chemistry Faculty:
Range from 6 to 15 ; Average 9
4 b. Contact Hours/week for Instructional Staff :
Range from 0 to 0 ; Average 0 c. Are maximum and/or minimum teaching loads established as an institutional policy?
Yes No
If yes, explain briefly:
The faculty are expected to have a 12-contact hour teaching load each semester, on average. Of this, 3-contact hours are released for faculty who demonstrate scholarly activity. So, a 9-contact hour teaching load is typical for tenured and tenure-track faculty. Additional teaching release can be provided for services buyout for grants, or to balance out an overload from a prior semester. Faculty who are not research active are given higher teaching loads up to 15 contact hours/week. d. Do contact hours include time spent supervising undergraduate research? Yes No
3.8 Do you use student teaching assistants? Yes No
If yes, describe the formal instruction in laboratory and/or classroom teaching provided to student teaching assistants.
4

Table 3.1 – Teaching Contact Hours
Provide the teaching contact hours (actual hours per week) for each faculty member involved in undergraduate instruction for the 2011-2012 academic year. List one faculty member per row and enter as many faculty per page as possible. List non-tenure-track faculty, temporary faculty, and instructional staff last and identify them with asterisks . Do not include graduate teaching assistants. If the average teaching load for your department is less than 12 contact hours per week, only complete Table 3.1 for those individual faculty members with 12 or greater contact hours per week. Additional copies of this table are available at the periodic report website.
Fall Semester/1 st Quarter 2011 Spring Semester/2 nd Quarter 2012
Faculty Member
(list according to rank)
Course Number and Title 1* 2* 3* Course Number and Title 1* 2* 3*
Mouse, Minnie
(Professor)
Bartak, Duane
(Professor)
Hanson, Curtiss
(Professor)
Strauss, Laura
(Associate Professor)
*Freeney, Reyghan
(Instructor)
*Mehta, Akash
(Instructor)
*Rich, Michaela
(Instructor)
CHEM112 –Gen Chem I
CHEM357 – O.Chem I
CHEM358
– O.Chem Lab (2 sections)
CHEM 1110 - Gen Chem I
CHEM 2310 - Quanttitative
Analysis
CHEM 1110 - Gen Chem I
CHEM 4410 - Principles of
Physical Chemistry
CHEM 1110 - Gen Chem I
CHEM 2110 - Descriptive
Inorganic Cheistry
CHEM 1110 - Gen Chem I
(2 sections)
CHEM 4200 - Intro to
Nanosci/Nanotech (lab only)
CHEM 2230 - Organic
Chemistry Lab (2 sections)
CHEM 1010 - Principles of
Chemistry (2 sections)
CHEM 1040 - Applied Organic and Biochemistry
3
3
0
3
2
3
3
3
3
3
0
0
3
3
0
3
4
3
6
3
0
3
3
6
3
12
4
3
13
CHEM257 – Analytical Chemistry
CHEM360
–O. Chem II
14
9
12
12
12
13
CHEM 1120 - Gen Chem II
CHEM 4310 - Instrumental
Analysis
CHEM 2110 - Descriptive
Inorganic Chemistry
CHEM 1110 - Gen Chem I
CHEM 2310 - Quantitative
Analysis
CHEM 2230 - Organic
Chemistry Lab (2 sections)
CHEM 1010 - Principles of
Chemistry (2 sections)
CHEM 110 - Gen Chem I
3
3
3
3
3
3
0
3
2
3
3
3
3
3
3
3
6
12
4
3
12
12
6
14
12
13
*1 Number of class hours scheduled per week.
*2 Number of contact hours of lab per week.
*3 Total of columns 1 and 2 for a grand total for each faculty member.
5

Table 3.1 – Teaching Contact Hours (continued)
Third Quarter 2012
(Do not report Summer hours.)
Faculty Member
(list according to rank)
Course Number and Title 1* 2* 3*
*1 Number of class hours scheduled per week.
*2 Number of contact hours of lab per week.
*3 Total of columns 1 and 2 for a grand total for each faculty member.
6

4.1 Comment on the adequacy and condition of your department’s instruments and lab apparatus.
We are fortunate in having a wide range of up-to-date instruments. We have replaced many of our older standard instruments with new models (e.g. FTIR and UV-Vis). We have quite a few GCs, but could use some new. We would like to have new LC-MS and
GC-MS instruments to replace our older instruments. Grant proposals for these have not yet been successful. We anticipate that the computers in our teaching labs will be upgraded. They are very old, slow, and in some cases cannot run current software.
Newer machines would allow us to use probeware in more of our courses. We also need to upgrade some of the equipment and instrumentation in our physical chemistry laboratory.
4.2 Comment on the adequacy of the facilities and space available for the undergraduate chemistry program.
Over the past several years we have renovated research spaces and teaching lab spaces for Biochemistry, Organic Chemistry, Quantitative Analysis/Nanochemistry, and a new instrument room. Instrumentation is excellent, though some instruments are old and need to be upgraded. We have some 1969-era hoods that need to be upgraded and some classroom spaces need new chairs and general refurbishing. Our main office and some faculty offices also need to be renovated.
4.3 a. Indicate the number of chemistry journals to which students have access on your campus. If students have access to 30 or fewer chemistry journals, complete Table 4.2.
30 or fewer More than 30 b. What types of access do undergraduate students and faculty have to
(Check all that apply.)
Chemical Abstracts ?
Online through SciFinder
Other access
Specify Online through University Libary c. If SciFinder Scholar is not among the ways your students access Chemical Abstracts , report the number of searches or the expenditure for searches of Chemical Abstracts per year. d. Describe briefly how undergraduate students and faculty access titles and abstracts on a regular basis (offices, library, PC, other).
SciFinder
Google Search
"Find It" application on University library will allow students to pull up pdf of article.
4.4 What is the maximum number of students in a laboratory section who are directly supervised per faculty member, instructional staff member, or teaching assistant? 32
7

Table 4.1 Instrumentation and Specialized Laboratory Apparatus
If you have more than one of a particular instrument, please list it in the space directly under the first.
Only report functional instrumentation that is used by undergraduate students.
Instrument/Apparatus
NMR spectrometer(s)
UV-VIS spectrometer(s) used in research and teaching
Gas chromatograph(s)
Liquid chromatograph(s)
IR spectrometer(s)
Also Raman (2002, Chromex Wizard 1200)
Mass spectrometer(s)
Radiochemistry (including counting equipment and sources )
Atomic absorption/emission
Thermal analysis equipment
Gel electrophoresis
Electrochemical instrumentation
GC-mass spectrometer(s)
Schlenklines and dry box apparatus
Imaging microscopy
2 - one portable STM Nanosurf
Additional Instruments (over $10,000 in cost):
Ultracentrifuge (older is 1990 Beckman XL70)
Particle size analyzer
Pore size analyzer
Powder X-ray diffractometer
Fluorescence Spectrometer
Microwave Reactor
DNA Analyzer
DNA Imaging System
Protein purification system
Ion Chromatograph
Laser system
Eyegaze Tracker polarimeter
8
Used by Undergraduates
In
Chemistry
Course
Work
In
Research
Year
Acquired
Manufacturer and Model
2004 400 MHz Varian INOVA
2012 data system upgrade var (6) incl Advantas,
Shimadzu, Thermo evoln var have at least 6 var (3) Shimadzu, P-E,
Beckman
2007 2 Ncolet IR200
1993 MIDAC 2200
2004 Agilent LC-MS
2004 P-E AAanalyst 200
2004 Mettler TGA SKTA851e
2004 Mettler DSC 822e var used in Biochem lab and research
1989 BAS 100A
2000 Agilent 6890 w/HP 5973 MS var 4 dryboxes (2 Braun) several Schlenklines
2007 EVEX SX3000 mini-SEM
2004 AFM and AFM/STM
2007 Beckman L-100 XP
2007 Dynapro Titan
2007 Nova 2200e
2010 Ragaku miniflex II
2000 PTI
2010 CEM
2009 Li-COR
2009 Li-COR Odyssey
2007 Aktaprime
1993 Dionex DX-100
2007 various
2007 LC Technologies
1998 Rudolph DigiPol 781

Table 4.2 – Journal List
Indicate the current periodicals to which students have print or online access.
Journal Journal
Accounts of Chemical Research
Advanced Functional Materials
Advanced Materials
Advanced Synthesis and Catalysis
Advances in Heterocyclic Chemistry
Advances in Protein Chemistry
Analyst
Analytical and Bioanalytical Chemistry
Analytical Biochemistry
Analytical Chemistry
Angewandte Chemie International Edition
Applied Catalysis A: General
Applied Spectroscopy
Biochemical Journal
Biochemistry
Bioconjugate Chemistry
Biomacromolecules
Bioorganic Chemistry
Catalysis Reviews: Science and Engineering
Chemical Biology (ACS)
Chemical Communications
The Chemical Educator
Chemical Physics Letters
Chemical Reviews
Chemical Society Reviews
Chemistry-A European Journal
Chemistry Education: Research and Practice
Chemistry Letters
Chemistry of Materials
Combinatorial Chemistry and High Throughput
Screening
Coordination Chemistry Reviews
Critical Reviews in Biochemistry and Molecular Biology
Current Opinion in Chemical Biology
Current Organic Chemistry
Dalton Transactions
Electroanalysis
Electrophoresis
Environmental Science and Technology
European Journal of Inorganic Chemistry
European Journal of Organic Chemistry
FEBS Journal
Green Chemistry
Inorganic Chemistry
Journal of the American Chemical Society
Journal of the American Society for Mass Spectrometry
Journal of Applied Polymer Science
Journal of Biological Chemistry
Journal of Biological Inorganic Chemistry
Journal of Catalysis
Journal of Chemical Ecology
Journal of Chemical Education
Journal of Chemical Information and Modeling
The Journal of Chemical Physics
Journal of Chemical Theory and Computation
Journal of Chromatography A
Journal of Chromatography B
Journal of Combinatorial Chemistry
Journal of Medicinal Chemistry
Journal of Molecular Biology
The Journal of Organic Chemistry
Journal of Organometallic Chemistry
Journal of Physical Chemistry A
Journal of Physical Chemistry B
Journal of Physical Chemistry C
Journal of Polymer Science Part A: Polymer Chemistry
Journal of Proteome Research
Langmuir
Macromolecular Chemistry and Physics
Macromolecules
Molecular Cell
Nano Letters
Nature
Nature Chemical Biology
Nature Structural and Molecular Biology
New Journal of Chemistry
Organic and Bimolecular Chemistry
Organic Letters
Organometallics
Physical Chemistry Chemical Physics
Polymer
Proceedings of the National Academy of Science
of the USA
Science
Supramolecular Chemistry
Synlett
Synthesis
Tetrahedron
Tetrahedron Letters
Trends in Biochemical Science
9

4.5 a. Are the following laboratory facilities adequate for your instructional program?
Safety showers Yes No Hoods Yes No
Eye washes
Fire extinguishers
Yes No
Yes No
Ventilation Yes No b. If no is checked for any item above, please explain.
4.6 a. Does the department/university have established safety rules?
Does the department/university have emergency reporting procedures?
Does your department have a written chemical hygiene plan?
Are there adequate facilities and arrangements for disposal of chemical waste?
Are safety information and reference materials (e.g., MSDS) readily available to all students and faculty?
Is personal protective equipment available and used by all students and faculty? b. If no is checked for any of the above, please explain.
Yes No
5.1 a. Are all foundation courses taught annually? Yes No b. If no is checked above, indicate the foundation courses that are not taught annually. c. Are at least four semester-long (or six quarter-long) in-depth courses taught annually, exclusive of research? Yes No d. If a or c above is checked no, describe how students can complete the requirements for a certified chemistry degree within four years.
10

5.2 Refer to section 5.6 of the ACS Guidelines for the definition of degree tracks and list only those degree tracks that lead to an ACScertified bachelor’s degree in chemistry or related field.
Track 1
Track 2
Track 3
Chemistry B.S.
Biochemistry B.S.
Track 4
Track 5
Track 6
Track 7
Complete Tables 5.1 – 5.4 only for those courses in degree tracks that may lead to an ACS-certified bachelor’s degree.
Table 5.1 – Introductory Course Work
List all introductory chemistry course work students may use to prepare for the foundation course work listed in Table 5.2. Do not include courses listed in Tables 5.2 and 5.3 or courses that are not used for ACS certification purposes. Enter only one course per row.
Dept. &
Course
Number
Course Title
Total Hours
Class Lab
1
Textbook and Author
Credit
Hours
Tracks 2
1 2 3 4 5 6 7
CHEM
1110
General Chemistry I 45 45
Tro, Nivaldo - Principles of Chemistry: A
Molecular Approach
4
R R
CHEM
1120
General Chemistry II
CHEM
1130
General Chemistry I-II
45 45
Tro, Nivaldo - Principles of Chemistry: A
Molecular Approach
60 45
Tro, Nivaldo - Principles of Chemistry: A
Molecular Approach
4
5
R R
R R
1. Total Hours refers to the total contact hours per term. Do not record credit hours or contact hours per week in this column.
2. Using the drop-down menu, indicate whether a course is required (R) or one of two or more alternatives (A) that students may choose for each degree track.
11

Table 5.2 – Foundation Course Work
List below all course work students may use to satisfy the FOUNDATION requirements in the sequence suggested for ACS certification. Do not include courses listed in Tables 5.1 and 5.3 or courses that are not used for ACS certification purposes. Refer to Section 5.3 of the ACS Guidelines for the definition of a foundation course. Enter only one course per row.
Dept. &
Course
Number
Course Title
Total Hours
Class Lab
1
Textbook and Author
Subdisciplinary %
Breakdown 3 Tracks 4
A B I O P
1 2 3 4 5 6 7
CHEM
2310
Quantitative Analysis 30 90
Harris, Daniel - Exploring Chemical
Analysis
4 100
R R
CHEM
4510
Biochemistry I
CHEM
2110
Descriptive Inorganic Chemistry
CHEM
2210
Organic Chemistry I
60
45 45
45
0
0
Nelson, David & Cox, MIchael -
Lehniger Principles of Biochemistry
Vollhardt & Schore - Organic
Chemistry
4
Rodgers, Glen - Descriptive Inorganic,
Coordination and Solid State
Chemistry
4 100
R R
3
100
100
R
R
R
R
45 0
Vollhardt & Schore - Organic
Chemistry
3 100
R R
CHEM
2220
Organic Chemistry II
CHEM
2230
Organic Chemistry Lab
CHEM
4420
Physical Chemistry: Thermodynamics
CHEM
4200
Intro to Nanoscience/Nanotechnology
0 90
Zubrick, James - The Organic Chem
Lab Survival Manual
2 100
R R
45 0
Engel, Thomas & Reid, Philip -
Physical Chemistry
30 30 None
3 100
R R
4 40 20 40
A A
1. Total hours refers to the total contact hours per term including the final. Do not record credit hours or contact hours per week in this column.
2 . Indicate the credit hours (CH) for each course listed.
3. State the approximate percentage of each subdiscipline found in each course (analytical chemistry (A), biochemistry (B), inorganic chemistry (I), organic chemistry (O), and physical chemistry (P)).
The percentage coverage must add up to 100% for each course. For example, Biophysics I might be 40% biochemistry and 60% physical or Organic Chemistry I might be 100% organic.
4. Using the drop-down menu, indicate whether a course is required (R) or one of two or more alternatives (A) that students may choose to meet the foundation requirements for each degree track.
12

Dept. &
Course
Number
Course Title
Table 5.2 Foundation Course Work (continued)
Total Hours
Class Lab
1
Textbook and Author
Subdisciplinary %
Breakdown 3 Tracks 4
A B I O P
1 2 3 4 5 6 7
1. Total hours refers to the total contact hours per term including the final. Do not record credit hours or contact hours per week in this column.
2 . Indicate the credit hours (CH) for each course listed.
3. State the approximate percentage of each subdiscipline found in each course (analytical chemistry (A), biochemistry (B), inorganic chemistry (I), organic chemistry (O), and physical chemistry (P)).
The percentage coverage must add up to 100% for each course. For example, Biophysics I might be 40% biochemistry and 60% physical or Organic Chemistry I might be 100% organic.
4. Using the drop-down menu, indicate whether a course is required (R) or one of two or more alternatives (A) that students may choose to meet the foundation requirements for each degree track.
5.3 If any courses are listed as alternative courses in Table 5.2, please explain how students satisfy the foundation requirements for certification for each degree track. List the names and course numbers. If a course is listed here, ensure it is also entered in Table
5.2.
Introduction to Nanoscience/Nanotechnology (CHEM 4200) can satisfy the additional physics course needed for students taking the two-semester non-calculaus based physics. In addition, the course provides a foundation for the intermediate Nanosicence/Nanotechnology course that is an elective option for an in-depth course.
13

Table 5.3 – In-Depth Course Work
List the in-depth course work used for ACS certification. Do not include courses listed previously in Tables 5.1 and 5.2. Refer to Section 5.4 of the
ACS Guidelines for the definition of an in-depth course. Enter only one course per row.
Dept. &
Course
Number
Course Title
Total Hours 1
Class Lab
Textbook and Author
Foundation
Prerequisite
Course #
Tracks
3
1 2 3 4 5 6 7
CHEM
4310
Instrumental Analysis 45 45
Skogg, Holler, Nieman - Principles of
Instrumental Analysis
CHEM
2210, 2310,
4420, 4430
4 R R
CHEM
4440
Physical Chemistry Lab 0 90
Garland, NIbler, Shoemaker - Experiments in
Physical Chemistry
CHEM
2310, 4420,
4430, 4410
2
R R
CHEM
4210
Intermediate Nanoscience/Nanotechnology 45 0 None
CHEM
4110
Inorganic Chemistry
CHEM
4610
Advanced Lab Techniques
45 0
0
Meissler & Tarr - Inorganic Chemistry
Vincent, Alan - Molecular Symmetry & Group
Theory
90 None
PHYSICS
4200
4
E E
CHEM
2110, 2220,
4430
CHEM
2210, 2230,
4430
3
R E
2 R E
CHEM
4520
Biochemistry II 30 0
Nelson, David & Cox, Michael - Lehninger
Principles of Biochemistry
CHEM 4510 2
E R
CHEM
4530
Biochemistry Lab 0 90 None CHEM 4510 2
E R
CHEM
4430
CHEM
4220
CHEM
3600
Physical Chemistry: Quantum
Mechanics/Kinetics
Organic Structure Analysis
Undergraduate Research
45
45
0
0
0
90
Engle, Thomas & Reid, Philip - Physical
Chemistry
Crews, Rodriguez, Jaspar - Organic Structure
Analysis
None
MATH 1421,
CHEM
1120, 1130
CHEM
2230, 2310,
4420, 4430
CHEM
2230, 2310,
4420, 4430
3
R R
3
E E
2 R R
1. Total hours refers to the total contact hours per term including the final. Do not record credit hours or contact hours per week in this column.
2 . Indicate the credit hours (CH) for each course listed.
3. Indicate whether a course is required (R) or elective (E) for each track using the drop-down menu.
14

Dept. &
Course
Number
Course Title
Table 5.3 – In-Depth Course Work (continued)
Total Hours 1
Class Lab
Textbook and Author
Foundation
Prerequisite
Course #
Tracks 3
1 2 3 4 5 6 7
1. Total hours refers to the total contact hours per term including the final. Do not record credit hours or contact hours per week in this column.
2 . Indicate the credit hours (CH) for each course listed.
3. Indicate whether a course is required (R) or elective (E) for each track using the drop-down menu.
15

Table 5.4 – Physics and Mathematics Courses
List the physics and mathematics course work required for ACS certification. Refer to Section 5.7 of the ACS Guidelines. Enter only one course per row.
Dept. &
Course
Number
Course Title
Total Hours
Class Lab
1
Department
Credit
Hours
Tracks 2
1 2 3 4 5 6 7
MATH
1420
Calculus I 60 0 Math 4
R R
MATH
1421
Calculus II
PHYS
1511
General Physics I
60 0 Math
60 15 Physics
4
4
R R
R R
PHYS
1512
General Physics II
PHYS
1701
Physics I for Science & Engineering (can substitute for General Physics I)
PHYS
1702
Physics II for Science & Engineering (can substitute for General Physics II)
PHYS
4000
Physics 4000 Level Course
60 15 Physics
60 15 Physics
60 15 Physics
60 0 Physics
4
4
4
3
R R
R E
R E
R E
1. Total hours refers to the total contact hours per term including the final. Do not record credit hours or contact hours per week in this column.
2. Indicate whether a course is required (R) or elective (E) for each track using the drop-down menu.
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5.4 How do your ACS-certified graduates in each degree track meet the in-depth course requirements?
List the names and course numbers. If a course is listed here, ensure it is also entered in Table 5.3.
Chemistry B.S - Instrumental Analysis (CHEM 4310), Physical Chemistry: Quantum
Mechanics/Kinetics (CHEM 4430), Inorganic Chemistry (CHEM 4110), Physical Chemistry
Lab (CHEM 4440), Advanced Lab Techniques (CHEM 4610), Undergraduate Research (CHEM
3600) Electives: Organic Structure Analysis (CHEM 4220) and Intermediate
Nanoscience/Nanotechnology (CHEM 4210)
Biochemistry B.S. - Instrumental Analysis (CHEM 4310), Physical Chemistry: Quantum
Mechanics/Kinetics (CHEM 4430), Physical Chemistry Lab (CHEM 4440), Biochemistry II
(CHEM 4520), Biochemistry Lab (CHEM 4520), Undergraduate Research (CHEM 3600)
Electives: Organic Structure Analysis (CHEM 4220) and Intermediate
Nanoscience/Nanotechnology (CHEM 4210)
5.5 How do ACS-certified graduates in each degree track meet the laboratory requirement of 400 hours. Include the subdisciplinary area (ABIOP) covered by each course, the course name, the course number, and the number of lab hours devoted to each area. Please record the total number of lab hours for the courses listed in each track. Do not include lab hours from general or introductory lab courses. If a course is listed here, ensure it is also entered in Table 5.2 or 5.3.
Example: Organic Chemistry II (CH 232), Organic, 45 hours
Descriptive Inorganic Chemistry (CHEM 2210), Inorganic, 45 hours
Organic Lab (CHEM 2230), Organic, 90 hours
Quantitative Analysis (CHEM 2310), Analytical, 90 hours
Physical Chemistry Lab (CHEM 4440), Physical, 90 hours
Instrumental Analysis (CHEM 4310), Analytical, 45 hours
For BS Biochemistry Majors: Biochemistry Lab (CHEM 4530), Biochemistry, 90 hours
For BS Chemistry Majors: Advanced Lab (CHEM 4610), Inorganic/Organic, 90 hours
Both degree tracks require 2 credits of Undergraduate Research (CHEM 3600), min. 90 hours
Note, however, that there are more than 400 hours in the required courses so that undergraduate research bring students' lab experience well beyond the minimum.
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5.6 Describe the computational chemistry facilities and software (e.g., Gaussian) that students use in their course work and research.
The department has a computer laboratory used for some Organic Chemistry labs.
Students use Spartan software for molecular calculation. This is used for Physical
Chemistry labs as well where we have the full version of Spartan available. For research, some students use Gaussian for energy calculations on compounds that have potential as explosives.
5.7 How do students gain hands-on experience using chemical instrumentation?
First year students use Vernier probeware. Quantitative Analysis focuses on a series of labs involving separations with column chromatography, HPLC, and GC.
Organic Chemistry labs engage students in FT-IR, NMR, GC, and both GC-MS and LC-MS.
Physical Chemistry lab uses bomb calorimetry, UV-vis, IR, and Raman. Biochemistry lab (for the BS Biochemistry majors) uses UV-vis spectrometry, electrophoresis, DNA analysis, and PCR. Advanced lab (for the BS Chemistry majors) uses conductivity as well as additional work with NMR, FT-IR, and UV-vis spectrometry.
Students involved in research use some or all of the following: x-ray powder diffractometry, Thermogravimetric Analysis, differential scanning calorimetry,
Scanning Electron Microscopy, Elemental Analysis (CHNSO), particle and pore size analysis.
6.1 Undergraduate Research a. Do you use undergraduate research to fulfill certification requirements for lab hours?
Yes No b. Do you use undergraduate research to fulfill certification requirements for in-depth course work?
Yes No
If yes to either question above, is a comprehensive written report required? Yes No
If no, go to item 6.3.
6.2 Submit a sample of the comprehensive student research reports or theses representative of multiple disciplines and faculty, with the grade the student received indicated on each report. Also indicate on each report the number of terms (semesters or quarters) and actual student hours per term of research covered by the report.
Number submitted 3 (5 maximum)
Should we return these reports? Yes No
6.3 Report on the participation in undergraduate research during the last five years. a. Number of undergraduate majors (all degrees offered by your program) who participated in a research experience 95 b. Number of chemistry faculty who were regularly involved in research with undergraduates 15
6.4 If undergraduate research done outside of your institution is used to satisfy certification requirements, are students required to submit a comprehensive written research report that a faculty member at your institution evaluates and approves?
Yes No Not applicable
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7.1 Describe the experiences that develop student professional skills in problem-solving, communication, teamwork, and ethics (responsible scientific conduct). How are these skills assessed?
We begin developing these skills in General Chemistry where we use the Science
Writing Heuristic (SWH) in our lab. Students work in groups of 3-4 and are graded on group reports. Groups are rotated several times in the semester to give students experience with different groups. Peer evaluations by group mates is part of the course. Use of the SWH continues in the Descriptive Inorganic course. Lab grades and comments provide students with feedback to improve. The SWH labs require developing inquiry skills. Safety and ethics are discussed throughout our laboratory program. Other laboratory courses require individual lab reports and some in formal journal format with proper citation of the literature. Students engaged in research experiences receive additional training in scientific ethics as well as learning key communication skills. All students involved in research are provided travel and registration to the spring ACS meeting where they present a poster on their research project.
7.2 Describe how your students gain experience with the effective retrieval and use of chemical literature.
How are these skills assessed?
Students must complete literature searches as part of the work in writing lab reports for Organic Chemistry, Physical Chemistry, and research. Instruction in using
SciFinder and in proper journal format for citations is provided. Students are graded on their reports and the quality of their presentations.
7.3 Describe how your program conveys safe lab practices to students. How are these skills assessed?
Safety instruction has steadily improved over the past several years. Beginning in fall 2012 we have a required safety seminar. In building toward this, however, safety is discussed in every lab and students are quizzed on the safety features of the lab room. For students involved in research, they must pass an online safety quiz and have additional safety instruction appropriate to the research lab in which they work. Faculty mentors are responsible for the specific safety training of their research students. Students involved in providing demonstration shows (a large group) are trained in the safety issues relevant to their demonstration and must fill out a safety sheet addressing the safety of all materials and how the demonstrations are to be performed. Faculty mentors supervise the training of student demonstrators.
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8.1 Describe the program self-evaluation activities that your department has undertaken over the past five years.
We annually provide reports to the ACS and to our Dean that cover different aspects of our activities over the year. We also annually have exit interviews of our graduates to identify strengths and weakness in our program. In spring 2009 the university requested a focused program review for all departments to determine centrality to the university mission and address other factors. We completed this review. In addition, in spring 2010 our department completed a self-evaluation as part of our normal 7-year Academic Program
Review process at the university. In fall 2010 our department had two external evaluators visit and provide a report on the department. The department provided a response to the external evaluator report that was accepted by the Dean and Provost.
Finally, our department has an Advisory Board of external alumni and friends with roles in industry, university academics, and pre-college teaching. The Advisory Board met in spring 2012 and discussed needs going forward.
8.2 Describe how the results of your department’s self-evaluations have been used to improve student learning, student skills, and the effectiveness of the chemistry program.
An ongoing discussion regarding our small graduate program has concluded with the result that we have eliminated the program with current graduate students expected to complete their MS or PSM degrees sometime in 2013. An outcome of this decision is that some indepth courses may not have a large enough enrollment regularly to be sustainable. We are at the start of our curriculum cycle and will be using the 2008 ACS guidelines to help us develop some new in-depth courses that will meet the needs our majors.
Over the past five years we have shifted Instrumental Analysis from two labs/week to one
3-hr lab per week. We are also shifting our Biochemistry 1 and 2 sequence from an awkward 4-cr/2-cr to a 3-cr/3-cr format. In fall we are implementing a new lab safety seminar required for our majors. We have tried several innovations to improve student outcomes for the organic chemistry sequence. This fall we are adding a required workshop that we believe will help students succeed in developing the key tools needed for success. Over the past five years we have implemented the SWH into our General Chemistry labs and extended this to the Descriptive Inorganic class. We have additional training for faculty in SWH coming up this summer. In our Quantitative Analysis course we have been steadily shifting the course from an old-style titrations based course to a course using more instrumentation, particularly chromatography.
An online homework system for our foundation courses presents a challenge. We have tried
ALEKS and collected solid data indicating it is not as effective as we had hoped. The expense to our students in both time and money for the limited gain has resulted in our dropping it after several years. We are still exploring new systems.
We have also experimented with moving courses to an online format. For our students, this is not a good situation. Blended courses, with recorded in-class lectures posted online, however, is an effective strategy.
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Please comment on (in as much detail as you wish) changes in the last five years in faculty, diversity initiatives, professional development, support personnel, facilities, capital equipment, curriculum, and any other items related to your program that you believe would be of interest to CPT. We are especially interested in any new programs you are about to undertake. Use additional sheets, if necessary. Please do not include actual self-evaluation documents or reports.
Over the past five years we have had two faculty retire and a third is currently on phased retirement (Table 3.1 part-time tenured faculty). Another faculty member has moved completely into administration. One faculty member (who started here in 2007) is departing to another university at the end of the 2011-12 academic year. In addition to hiring this individual, we have also had four new faculty hires. Thus, in fall 2012, we will begin the year with more tenure-track faculty than we had in fall 2007 (15 vs. 14). Also, we have received permission to search for a new faculty member in the upcoming year.
Over the past five years, we have also tenured and promoted to Associate Professor three of our faculty (Organic Chemistry, Chemistry Education, and Biochemistry). We have promoted two of our faculty from Associate Professor to Full Professor. Both are in Inorganic Chemistry.
What is particularly notable is that Dr. Laura Strauss is the first woman in our department's
40-year history to be promoted to full professor. It seems a long time coming and we are proud of her accomplishments in research, teaching, and service. At present, one-third of our tenured and tenure-track faculty are women and all ranks are represented.
While we are pleased on our record of success in gender diversity, there is work to be done on ethnic diversity. We have one African-American instructor. We have explored the option of hiring the individual as a tenure-track faculty member when they complete their doctorate.
Our administration is supportive of this opportunity to "grow our own". We do have several international faculty who provide a level of diversity, but it is challenging for us to attract faculty of color. First, because such faculty are sought after and we cannot compete with some institutions. Second, because Iowa is a state with 92% caucasion population. It is a challenging task to convince candidates that they and their family can be comfortable, supported, and happy here. Nevertheless, UNI has a faculty that is more diverse than the state population and we continue to work on this challenge.
Looking forward, we hope to add a 16 th faculty member to the department next year. This will, however, begin to strain our research and office spaces. Some internal funding is available that will allow refurbishing of older offices. However, depending on the research area of the new faculty member, we may be challenged to provide the same quality of research space that that we prefer for our faculty. We still have some older hoods in research spaces that need to be replaced with current technology. We have some older classrooms that have wooden chairs that should be replaced and updated. All of our classrooms have projectors, but only one small seminar room has a "smart board".
On the plus side, we have accomplished substantial renovations to both research and teaching spaces over the past five years. Our Biochemistry teaching lab has new hoods. Our Organic
Chemistry teaching lab was renovated with each student having their own hood and the room set to a maximum of 24 students in a lab section. Our old Quantitative Analysis teaching lab has been renovated and can now also be used for the Nanoscience courses. A new instrument room with TGA, DSC, particle size analyzer, Atomic Force microscopes, SEM, GC, and HPLC has been added next to the Quant/Nano lab. The hoods in another teaching lab have been replaced. Two nitrogen generators have been installed to provide house nitrogen throughout the department.
Our former instrument lab has been renovated to be a materials chemistry research lab. In all, we have done quite a bit though there is more to be accomplished. At some point, a floor is supposed to be added above ours. This new space would be for Biochemistry and Molecular
Biology research and would free up space in our department and in Biology located on the floors below our department.
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