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Item type:Publication, Survey of the undergraduate analytical chemistry curriculum(American Chemical Society, 2022-06-14)This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV-vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and acid-base theory/equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared their strategies for student career preparation, project-based learning, and inclusive teaching, with these responses summarized using thematic analysis. Responses from 117 instructors give a snapshot of current efforts to promote diversity, equity, and inclusion, including cultivation of an inclusive environment, implementation of active learning, and examples of diverse scientists and culturally relevant examples. Respondents also reported the biggest challenge to their teaching, which was most frequently associated with obtaining and maintaining instrumentation. The results of this survey will help inform curricular updates in individual courses and programs and may inspire larger community-wide efforts to improve undergraduate analytical instruction. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The Palgrave Handbook of Social Sustainability in Business Education(Springer, 2024-03-13)This book provides a holistic conceptualization of social sustainability, going beyond the topics of diversity, equity, and inclusion, and showcases how the United Nations' Sustainable Development Goals (SDGs) emphasizing social sustainability can be integrated into business studies' curricula in different parts of the world. A unique collection of literature comprising educational principles, content, activities, and cases will guide educators, managers of business study programs, and higher education leaders in developing engaging, high-impact educational experiences that enable students to solve grand societal challenges and grow as ethical, inclusive leaders. This handbook features a wide-range of tested teaching innovations. These cover education models addressing newest trends, such as utilizing artificial intelligence and blockchain technologies in education about-and-for socially sustainable business or skill development for enabling circular economy and sustainable production and consumption patterns. The classical, impactful yet underutilized in business studies instructional techniques such as storytelling and theatre are also discussed comprehensively. A cross-disciplinary approach of the handbook speaks to scholars aiming to research and implement business education, which connects social, environmental, and economic dimensions in quality education that promotes sustainable development. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Cultivating an entrepreneurial mindset: The impact of entrepreneurship education on entrepreneurial imaginativeness development(RELX Group (Netherlands), 2024-01-01)