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Designing convergent chemistry curricula

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Scientific convergence is a common theme of modern research, but undergraduate chemistry is commonly taught as an isolated discipline. Here we discuss curricular updates at three different institutions that are independently seeking to increase convergence in introductory chemistry courses.

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Acknowledgements

We thank our fellow chemistry faculty for their hard work and contributions that made these changes possible. Thanks to D. Walt for helpful feedback. We also thank current and future contributors to the website for raising the visibility of new introductory curricula.

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Authors and Affiliations

  1. Louise Charkoudian is at the Department of Chemistry, Haverford College, Haverford, Pennsylvania, USA.,

    Louise K Charkoudian

  2. Nicole Sampson is Chair of the Department of Chemistry, Stony Brook University, Stony Brook, New York, USA.,

    Nicole S Sampson

  3. Krishna Kumar is the Robinson Professor of Chemistry and Chair of the Department of Chemistry, Tufts University, Medford, Massachusetts, USA.,

    Krishna Kumar

  4. Joshua Kritzer is also at the Department of Chemistry at Tufts University, Medford, Massachusetts, USA.,

    Joshua A Kritzer

Authors
  1. Louise K Charkoudian
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  2. Nicole S Sampson
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  3. Krishna Kumar
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  4. Joshua A Kritzer
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Corresponding author

Correspondence to Joshua A Kritzer.

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The authors declare no competing financial interests.

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Charkoudian, L., Sampson, N., Kumar, K. et al. Designing convergent chemistry curricula. Nat Chem Biol 12, 382–386 (2016). https://doi.org/10.1038/nchembio.2090

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