As part of the National Science Foundation's Systematic Change Initiative in Chemistry, the ChemLinks Coalition and the Modular Chemistry Consortium are developing and testing topical modules for the first two years of the college chemistry curriculum. These 2-4-week modules start with relevant real-world questions and develop the chemistry needed to answer them. In the process, students model how chemistry is actually done and discover connections between chemistry and other sciences, technology, and society. In order to develop critical thinking skills as well as cover chemical content, modules feature student-centered active and collaborative classroom activities and inquiry-based laboratory and media projects, rather than relying primarily on traditional lectures and verification laboratories. This approach is based on research showing that students learn best when they build on past experience, relate what they are learning to things that are relevant to them, have direct "hands-on" experience, construct their own knowledge in collaboration with other students and faculty, and communicate their results effectively.
Over a hundred faculty from more than forty 2-year colleges, 4-year colleges, and universities in these two consortia are developing and testing a variety of modules dealing with chemistry and the environment, technology, and life processes. A preliminary edition of these materials published by John Wiley & Sons is now available for general chemistry.
Modules can be used in several ways in the classroom, depending on the instructor's preference. Some faculty may choose to use modules for their entire course, while others may use only one or two modules to add a relevant topic of current interest to their existing curriculum. The modular approach is flexible enough to accommodate a variety of teaching and learning environments. The Guide to Teaching with Modules and instructor manual for each module help instructors make these decisions.
Through this broad base of testing and revision, our modules are adaptable to a variety of institutional settings. By offering options of varying depth, each module can be adapted for use in a variety of courses for non-science students, science and technology majors, and potential chemistry majors. Our goal is to provide scientific literacy, as well as technical competence, for all students. In short, we want students to learn as scientists learn by doing chemistry in a rich, modern, investigative setting centered around core principles in chemistry.