In the Fall of 2017, Emory’s Department of Chemistry overhauled its undergraduate curriculum to introduce a more interdisciplinary approach to teaching chemistry. The new course structure, named Chemistry Unbound, was designed to weave concepts of traditional chemistry disciplines together, giving students a more comprehensive foundation of the field.
This curriculum reform was described in “Chemistry Unbound: Designing a New Four-Year Undergraduate Curriculum”, written with contributions from Tracy L. McGill, Leah C. Williams, Douglas R. Mulford, Simon B. Blakey, Robert J. Harris, James T. Kindt, David G. Lynn, Patricia A. Marsteller, Frank E. McDonald, and Nichole L. Powell. The article, which was recently published in the Journal of Chemical Education, has been selected by the ACS as “Editors’ Choice”. This recognition highlights the value of the publication as a significant contribution to the global scientific community.
We are so proud of the success of Chemistry Unbound! Congratulations who everyone who contributed to such a wonderful accomplishment!
Chemistry major Michelle Stofberg (EC ’17) is featured in a new book from the American Chemical Society, The Power and Promise of Early Research from the ACS Symposium Series. Michelle’s story about her first experiences in the lab appears in the chapter “Lab Tales: Personal Stories of Early Researchers.” Michelle describes her first encounters with laboratory research at Emory in her own words, including Introductory Chemistry II with Dr. Nichole Powell at Emory’s Oxford College and laboratory work with Brenda Harmon. Currently, Michelle is an undergraduate researcher in the Liebeskind Lab. Michelle was also a summer SURE researcher at Emory.
An excerpt from “Lab Tales”:
Sharing my research experiences with others helped me appreciate just how extraordinary these research opportunities were and reflect on how much I have learnt. As I explained before, a researcher studies unknowns. This task seemed rather daunting to me at first; however, I soon realized that there was something spectacular about delving into the unfamiliar. I saw the beauty of challenging the unknown and the joy of discovery. Of course, I do not mean discovery as a stagnant, completed act, but as a fluid, ongoing process. In other words, research is wonderful for it is a challenging process of understanding and learning. It challenges you to face your weaknesses and bolster your strengths; it forces you to consider the world through a different, inquisitive lens; it helps you realize your passions; and it lets you grow as a student and as an individual.
A group of Emory University and Oxford College chemistry faculty and postdoctoral fellows attended the Biennial Conference on Chemical Education from July 31 toAugust 4 at the University of Northern Colorado. Brenda Harmon and Nichole Powell chaired a symposium, Karl Hagen and Tracy McGill presented oral papers, and Doug Mulford gave a poster presentation, establishing Emory as a key member of the chemical educational community. This was a great opportunity to learn about the latest innovations and implementations of chemistry curriculum, pedagogical methods, technology in the classroom, and undergraduate laboratory design. Additionally, it was a unique time for Emory and Oxford faculty to learn more about their respective departments and to engage in conversations about how best to support our students in both colleges.