Many of these thirty experiments tackle real-world issues. Examples include Polymers: Birth, Death and Resurrection, Whodunit? Drug Bust! An Exercise in Forensic Chemistry, What Factors Affect How Aspirin Acts in the Body?, and From Rust to Batteries: How to Control Electrochemical Energy. They contain extensive background information and include references, instructors' notes, and suggestions for further research. These multi-week lab modules for first and second year college students are aimed to give the feel of real investigative science.

All experiments are intended to attract not only science majors, but also those students with no current commitment to science. Many of these students come from groups traditionally underrepresented in the sciences such as women and minorities. Aspects of the modules which in our experience make them particularly appealing to women are the inclusion of collaborative work and the emphasis on real world applications. On the other hand, the open-ended nature of the experiments, the use of modern instrumental methods, and the suggestions for further reseach add plenty to challenge those already committed to science.

A new project, New Pathways in Chemistry, sponsered by the Jessie Ball duPont Fund is currently underway to adapt a number of the modules for high school use.

" I like the idea of students having more creative input into what they're doing ... rather than giving them a recipe."

Mrs. Alice Dobie-Galuska
Indiana University-Bloomington, IN
"Students like learning about how principles of chemistry can be applied to everyday problems and practical situations."

Dr. Susan Curtis
Bennett College, NC
"I like the idea that the modules use practical applications"

Ms. Nicci Nunes
Rice University, TX
"I incorporated a couple (of the modules) into my organic chemistry laboratory course and the students loved them!"

Dr. Madeline Adamczeski
American University, DC

The Women-in-Chemistry Consortium curriculum project, Revitalizing Introductory Chemistry Laboratories: Development of Modules that Use a Hands-On, Open-Ended, Collaborative Approach, features laboratory programs that especially appeal to women students. During the three years of this project, directed by the College-University Resource Institute, Inc. (CURI), the colleges and universities comprising Women-in-Chemistry consortium (The College of St. Catherine, Drew University, Mount Holyoke College, New Jersey Institute of Technology, Skidmore College, Sweet Briar College, and Wells College) worked collaboratively with college students and high school teachers to develop laboratory modules based on real-world problems and adapted new and/or specialized chemistry for undergraduate exploration. These institutions and nine other colleges and universities (Albion College, Assumption College, Bennett College, Hamilton College, Hollins College, Keene State College, Sacred Heart University, the University of Richmond, and Spelman College) used the laboratory modules, integrating them into their own curriculum.

Supported by the National Science Foundation, the Jesse Ball duPont Fund, the Camille and Henry Dreyfus Foundation, Miles Corporation, and Galaxo Inc., this modular approach exceeded its original objectives: it proposed developing 16 modules, and succeeded in developing 30; it aimed to attract seven more colleges to the implementation phase of the project but received 77 applications, and selected nine. Early indications at participating institutions support the contention that open-ended, collaborative laboratory projects increase student interest and have a positive effect on enrollment and retention. Women students, in particular, respond positively to this curricular innovation. A new project, New Pathways in Chemistry, sponsered by the Jessie Ball duPont Fund is currently underway to adapt a number of the modules for high school use.

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Author Table

General Chemistry Organic Chemistry

Liberal Arts Chemistry Analytical Chemistry

Environmental Chemistry Upper Level Chemistry