Dear Editor,
As chemistry teaching assistants (TAs), tutors and fellow students, the junior and senior majors have heard the concerns and complaints from first-and second-year students in introductory chemistry courses: the classes are too rigorous, the complaints to professors have fallen on “deaf ears” and “the courses have little relevance to my major, so I don’t need to spend that much time on it.”
Our positions as TAs, tutors and upperclassmen have also given us perspective on how these issues are being addressed. Professors have heard the concerns and are implementing changes to the course. Even before the “Reader’s Letter” was published on Nov. 18, professors have been meeting and discussing changes to help students deal with the confusion and overwhelming emotions attributed to CHEM 125. The junior and senior majors have also been a part of these conversations. The conclusion was there is a need to increase the support given to students, such as more opportune office hours, concise explanations and increased availability of tutors.
The time, energy and effort required for comprehensive learning in chemistry classes are demanding. Students are expected to be responsible for their learning and developing research skills; this takes work, motivation, patience and devotion. Integrating these ideas into the introductory course creates a foundation for chemistry students, but these skills are also applicable for any major or career by developing research and work ethic.
As junior and senior chemistry majors some of us feel that calling the process unfair is taking away from the learning we have come to value and respect. We apply the learning skills to our other classes. Our work ethic and motivation serves us in all of our other activities. More can be learned from rigorous chemistry courses than simply the material presented. Patience, diligence, communication and teamwork are skills that will be more beneficial to any student taking CHEM 125 in their future than electrons, protons and neutrons.
Sincerely,
Redmond Fraiser ’12, Chris Seiler ’12, Eric Uzelac ’12,
Jill Kerrigan ’12, Tyler Gerads ’12, Ben Eidenschink ’12