The Capstone Course
Alan Rosan
Chemistry Department
Drew University
Madison, New Jersey
“From Stepping Stones to Capstone”
What is the purpose of a Capstone Course?
What is the Capstone Course at Drew?
30 miles west
of NYC in
northern NJ
Drew University
ACS major
1500 undergraduates
30 chemistry majors (Fr-Snr)
Morris County
186 forested acres
General Education at Drew
College of Liberal Arts
1) College Seminar, College Writing, Common Hour (6)
2) 5 Breadth Areas: BNS, BSS, BA, BH, BI (20)
3) Diversity: D in US; D International (8)
4) Quantitative Literacy (8) Drew University’s highest priority is
excellence in liberal education in a
changing world environment
5) Language (proficiency)
(emphasizing) the interrelatedness
of learning, intellectual rigor and
6) Off Campus (0-16)
responsible citizenship (that)
7) Writing Intensive (8)
prepares individuals for significant
contributions to society. Drew
8) Writing in the Major (2-4) University endeavors to create a
distinctive environment for liberal
9) Capstone (1-8)
education (within a) global context
of knowledge.
Core Chemistry Curriculum
10 Foundational Courses [32 credits]
Principles of Chemistry (2)
Organic (2)
Inorganic (1)
Analytical (1)
Physical (1)
Biochemistry (1)
Advanced Laboratory (1)
Research (1)
Upper Level Electives
Advanced Analytical, Biochemistry, Inorganic, Organic, Physical
BCCE 2014
Empowering Chemical Educators for a Greener Tomorrow
Enriching Professional Preparation of Students:
Vertical Skill Integration and Capstone Experiences
Vertical Courses
Skills - Tiered & Tethered
Year
1
GenChem
content and process; guided inquiry
2
OrgChem
laboratory - how and wow; green chem
InorgChem modeling bonding diversity
3
AnalyChem literature & literacy; laboratory - business
PhyChem
modeling chemical phenomena
Research
independence, initiative, professionalism
4
BioChem
integrative analysis
Capstone
integration, presentation, critique
formative and summative
Research
1) Obligatory Component of a Chemistry Major
2) Required Jr/Snr Research Course (Chem 395)
Discussion/Presentation
Scientific Writing - Abstract, Figures, Tables, Paper
Information Literacy - Searching, Data Bases, Critique
Communication (3 in-class talks - Intro, Data, Final)
Peer Review
“RISE”
Charles A. Dana
Research Institute for Scientists Emeriti
1980; 1989 Merck Innovation Award
2014 - 8 Fellows & 4 Associates mentored 35 students
Capstone Courses in Chemistry
The Advanced Interdisciplinary Research Laboratory: A Student Team Approach to the
Fourth-Year Research Thesis Project Experience
Paul A.E. Piunno et. al., J. Chem. Educ., 2014, 91 (5), p 655
Supramolecular Chemistry: A Capstone Course
John D. Spence , Adam R. Urbach and Christopher J. Pursell
J. Chem. Educ., 2007, 84 (11), p 1785
Chemical Research Writing: A Preparatory Course for Student Capstone Research
Hala G. Schepmann and Laura A. Hughes
J. Chem. Educ., 2006, 83 (7), p 1024
Organic Spectroscopy-A Capstone Experience
Jan M. Fleischer
J. Chem. Educ., 2002, 79 (10), p 1247
Senior Seminar Focusing on Societal Issues Related to Chemistry and Biochemistry
Harold B. White III, Murray V. Johnston and Manuel Panar
J. Chem. Educ., 2000, 77 (12), p 1590
A Career-Oriented Capstone Course for Chemistry Undergraduates
Aline M. Harrison
J. Chem. Educ., 1994, 71 (8), p 659
A capstone experience in chemistry
Jeffrey Kovac
J. Chem. Educ., 1991, 68 (11), p 907
Capstone Course
Components
Cognitive - Affective - Psychomotor
application
recall
comprehension
application
analysis
synthesis
evaluation
expression
receiving
responding
valuing
organizing
value complex
“Capstone Courses”, R.C. Moore, Elizabethtown College
http://users.etown.edu/m/moorerc/capstone.html
demonstration
produce
present
perform
Drew University Chemistry Capstone
Learning Goals
Upon completion of the Capstone Course, students
will be able to do the following at a level appropriate
for an advanced undergraduate:
1) Demonstrate a working competency in the content, skills,
terminology, practices, methods, questions and core principles
of the major field
2) Communicate effectively in the discourse of the major field
3) Evaluate critically their own and others’ work in the major field
4) Practice their major field in relation to a broader(global)context
CAPSTONE
Advanced
Lab
Analytical I
Inorganic
Organic I
Principles I
Research
BioChem I
Physical I
Organic II
Principles II
Chem 400
Chemistry Senior Seminar
1) Review of Core Chemistry Curriculum
2) Formal Research Presentation
3) Topical Discussion – timely, primary literature
4) Senior Oral Examination
Olde Approach
Advanced Senior Laboratory
Siloxanes
Ferrocene
VII
Mn O4 -> MnIII(acac)3
Co(en)33+
Synthesis (Ph2PCH2)2
Mo(CO)4L2
Skills (Lab)
synthesis
chromatog
mag suscep
polarimetry
NMR (H,C,P)
IR
Topics in Chemistry Senior Seminar
N2 Reduction (2004-2006)
Ionic Liquids (2007-2008)
Methanol Economy (2009-2010)
Green(er) Chemistry (2011-2014)
Green oxidation
Green synthesis
Sertraline (Zoloft) synthesis Pfizer
and degradation (T. Collins)
Evaluation/Assessment
“ The course was very helpful in that we presented each type of chemistry as a review.”
“ I enjoyed discussing articles about green chemistry as well as exploring the case study.”
“ I got out of this class a sense of companionship with my fellow majors.”
Real World
Values/Ethics
#
Year
Capstone Course
Dept
College
6
5
4
3
4
6
3
8
2014
2013
2012
2011
2010
2009
2008
2007
5.00
4.50
5.00
2.50
4.75
4.50
3.25
3.54
3.61
3.60
3.43
3.44
3.14
3.37
3.90
3.86
3.77
3.70
3.75
3.63
3.59
6
5
4
3
4
6
3
8
2014
2013
2012
2011
2010
2009
2008
2007
3.00
4.00
3.00
1.00
3.25
2.50
2.25
2.70
2.85
2.64
2.47
2.44
2.30
2.42
3.32
3.19
3.17
3.08
3.08
3.03
2.95
Improvements
More on
1)
2)
3)
4)
5)
Expository Skills beyond reading/recall/recognition
Primary Literature analysis and critique
Laboratory/Data analysis/Performance skills
Societal Relationships and Civic Responsibilities
Post College Issues from Curriculum to Career
Acknowledgements
Chem (130) 400, Spring 2007-2014
Drew University Chemistry Department
Drew University Office of the Dean
BCCE 2014 & ACS-CPT for Symposium
Sponsorship
Thank You
Chem 400 Research Presentation Rubric
Name __________________________
Title/Topic _______________________
Date ____
Advisor _______
Low Med High
1) COMMUNICATION
Introduction was accessible to an introductory level audience
Intro was extensive enough as basis for work; includes broad and specific context
Presented experimental technique effectively
Presented results effectively
Drew conclusions effectively
2) VISUALS/SLIDES
Contained titles effective at communicating topic
Contained readable information/data with appropriate diagrams and figures
Provided layout that was effective for communication
3) SPEAKER
Appearance was appropriate for professional speaking
Spoke in confident, communicative manner
Made eye contact, interaction with the audience
4) QUESTIONS
Invited questions effectively
Answered questions in a collegial manner
Answered reasonable questions effectively and at an appropriate level
Demonstrated ownership of the work in answering questions
A particular strength of this talk/speaker:
A particular area where further development is needed for this talk/speaker: