Chemistry - Concentration: Professional Track (BS)

Chemistry is the study of matter and the energetics associated with chemical transformations. Chemists investigate an unseen scale of science in order to reveal chemical behavior and reactivity in chemical and biological systems. Unique laboratory experiences with appropriate instrumentation and theoretical, computational frameworks provide insight on studying the synthesis, characterization, properties and energetics of matter. Students will have a strong foundation in general, organic, analytical, inorganic, biochemistry, and physical chemistry.

The Chemistry program will offer career paths for students interested in immediate employment, pre-health professions, teaching at the secondary level, and preparation for a variety of graduate programs, both in chemistry and in the interdisciplinary applied sciences including nanotechnology, forensic science, biosciences and bioengineering, pharmaceuticals, nutrition, alternative energy, and environmental science.

The Chemistry Major Program will provide three concentrations: a General Chemistry Concentration with an explicit industrial focus; a Professional Chemistry Concentration intended for students planning to attend graduate or professional school; and a Chemistry Teacher Preparation Concentration to prepare highly qualified candidates for careers as teachers. The three concentrations share a common foundation of chemistry courses including Organic Chemistry I, Analytical Chemistry, Inorganic Chemistry, Biochemistry and Physical Chemistry I. All concentrations also have a required two-course sequence of Physics (either Algebra or Calculus-based). Each concentration provides a distinct set of in-depth courses designed to prepare students for a variety of careers.

• General Chemistry Concentration: This program in the chemistry major has specifically been designed to train individuals entering Chemical Industry upon graduation. It requires courses that emphasize specific industrial skills  and reduce focus on areas not valued by industry such as: 1) specific reduction in the level of calculus, 2) writing standard operating procedures (SOPs) and familiarization with industrial standards such as good laboratory practices (GLPs), and 3) a suggested internship experience at a local company. This concentration also offers more flexibility for students to develop minor studies.
• Professional Chemistry Concentration: This concentration is specifically designed to focus more on theoretical applications and mathematical concepts (higher level Calculus), and more laboratory courses as established by the American Chemical Society. Such higher level courses/experiences include Calculus II, Calculus-based Physics, Physical Chemistry II and a required research experience. Thus, students graduating with the Professional concentration will be prepared to pursue further post-baccalaureate studies.
• Chemistry Teacher Preparation: This concentration provides both depth of content knowledge and extensive preparation for the challenges of the 21st century secondary classroom. The concentration includes content courses ensuring that students have sufficient chemistry knowledge as well as experiences that will allow for the development of pedagogical skills for teaching. This concentration is aligned with the National Science Teachers Association NextGen science standards, the Georgia Standards of Excellence, and the licensing requirements of the Georgia Professional Standards Commission.

Student Learning Outcomes: Chemistry

Core

• Effectively and clearly communicate scientific information in written and oral form.
• Employ 21st century technology to investigate scientific questions and to gather, organize and effectively examine and evaluate the information obtained.
• Illustrate and interpret scientific data using graphs, tables, charts, and text.
• Apply the principles of physics and mathematics to describe, illustrate, investigate, calculate and explain chemical properties and processes.
• Perform experiments with, understand the operation of and correctly interpret data from modern chemical instrumentation.
• Apply the principles of chemical structure, reactivity, dynamics, kinetics and thermodynamics to describe, predict and critically analyze the behavior of chemical systems.

General

• Design, evaluate and perform safe, ethical lab procedures using the scientific method and sustainable practices that address questions of applied interest.
• Apply chemical principles to describe the production, formulation and manufacture of raw materials and consumer products.

Professional

• Design, evaluate and perform safe, ethical lab procedures using the scientific method and sustainable practices that address questions of chemical interest.
• Utilize conceptual and mathematical models to analyze experimental design and evaluate the validity of experimental results in a variety of chemical systems.

Chemistry Teacher Preparation

• Design sustainable experiments and demonstrations to teach chemical concepts.
• Discuss chemical concepts in relation to real world issues and society.
• Know and appreciate the technicalities and ramifications of conducting safe laboratory experiments and demonstrations with small and large groups.
• Satisfy the 12 Candidate Outcomes identified for the Teacher Education Unit.

Educator Preparation Outcomes

The School of Education is committed to preparing teachers who ensure that students reach high levels of achievement. GGC graduates are caring, competent, analytical, collaborative, and adaptive. Research supports the central role of each of these domains in fostering student achievement. Each of these domains is operationally defined by a set of specific learning outcomes which are expected of candidates in all programs.

Domain 1: Interpersonal Expertise

2.6 Candidates foster environments that reflect ethical behavior, respect, kindness, safety, and care.
2.7 Candidates create culturally inclusive learning environments that capitalize on the developmental characteristics and life experiences of learners.

Domain 2: Content and Pedagogical Expertise

2.1 Candidates know the content they are expected to teach and engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
2.2 Candidates utilize a variety of content appropriate instructional strategies which include communicating effective and descriptive feedback to maximize learning for all students.
2.3 Candidates seamlessly integrate technology into the design, delivery, and assessments of learning environments and experiences.
2.4 Candidates manage learning environments and collaborate with learners to make appropriate adjustments and to set goals for their own learning.

Domain 3: Assessment and Analytical Expertise

3.13 Candidates assess student learning using appropriate assessment tools.
3.14 Candidates organize, analyze, and interpret assessment data from multiple sources, which guiding learners in examining their own thinking and learning as well as the performance of others.
3.15 Candidates’ instructional decisions are data-driven.

Domain 4: Leadership Expertise

4.9 Candidates assume leadership roles in classrooms and other school/community environments.
4.2 Candidates collaborate effectively with peers, school personnel, families, and community members.

Domain 5: Adaptive Expertise

5.1 Candidates exhibit routine and adaptive expertise for teaching.

Admission to the Educator Preparation Programs

Admission to the Educator Preparation is required for admission to junior- and senior-level courses in the majors. The following requirements must be met for admission into the Early Childhood Education and Special Education majors, as well as the Teacher Preparation Tracks of the biology, chemistry, English, history, mathematics, and political science majors.

1. The applicant must be a student in good standing at Georgia Gwinnett College. This means that the applicant should not be on academic warning or academic probation.
2. The applicant must have completed 45 semester hours of college level credit by the end of the semester of application with an overall GPA of 2.5 or better.
3. The applicant must have earned a grade of C or better in EDUC 2110, EDUC 2120, and EDUC 2130 (or have approved course substitutions) by the end of the semester of application.
4. The applicant must pass or exempt the GACE Basic Skills Assessment by the end of the semester of application.
5. The applicant must receive satisfactory ratings on the Pre-Professional Practices and Behavior in EDUC 2110, EDUC 2120, and EDUC 2130 OR submit a recommendation form from a professor at the non-GGC institution where the candidate took the EDUC courses.
6. The applicant must have a satisfactory performance on an oral presentation in EDUC 2110, EDUC 2120, or EDUC 2130 OR an oral interview with a faculty mentor at GGC.
7. The applicant must submit evidence of liability insurance. Liability insurance may be obtained through membership in a professional educators’ organization.
8. The applicant must submit an Application for Admission to Educator Preparation which includes all of the required documentation.

Prospective applicants to the Educator Preparation Programs may obtain application information from their mentors or from the School of Education.

Must have CHEM/BCHM/STEC prefix at 3000/4000 Level

3 hours must be at 3000/4000 Level