THE GRADUAL 2002 assembled - Chemistry · II-3 The Department of Chemistry Gradual 2002-2003 times,...

Department of ChemistryMichigan State University

The Department of Chemistry Gradual 2002-2003

THE GRADUAL 2002-03

DEPARTMENT OF CHEMISTRY

MICHIGAN STATE UNIVERSITY Table of Contents

I. Overview of the Graduate Programs in Chemistry I-1 A. The Ph.D. Program I-1 B. The M.S. Programs I-1

II. Degree Requirements II-1 A. Ph.D. Degree II-1 B. M.S. Degree II-12

III. Descriptions of Chemistry Courses III-1

IV. Graduate Examinations IV-1 A. Placement Examinations IV-1 B. Cumulative Examinations IV-2 C. Second Year Oral Examination IV-4 D. Final Oral Examination IV-6

V. Graduate Seminar V-1 A. Analytical Chemistry Seminar Guidelines V-1 B. Inorganic Chemistry Seminar Guidelines V-9 C. Organic Chemistry Seminar Guidelines V-13 D. Physical Chemistry Seminar Guidelines V-18

VI. Teaching VI-1 A. Code of Teaching Responsibility VI-1 B. Teaching Assistant Training VI-3 C. General Instructions for Recitation and Laboratory Instructors VI-3 D. Teaching Recitations: Helpful Hints VI-4 E. Tutorial Assistance in Chemistry (Project TAC) VI-5 F. Tension Points in Teaching VI-7 G. Laboratory Instruction VI-8 H. Conducting a Laboratory Class VI-11 I. Graduate Assistant Level Designations In Chemistry VI-13 J. Principles of Learning and Motivation VI-15 K. Questioning Skills VI-16 L. Reinforcement in Classroom and Laboratory Teaching VI-19 M. Testing and Evaluation in Chemistry VI-22 N. Tutoring VI-24 O. Fact Sheet on Bias-Free Communication VI-26 P. Wheelchairs Don’t Confine—It’s a Matter of Design VI-27 Q. Academic Dishonesty VI–28 R. Academic Dishonesty Procedures VI–30 S. Dissent versus Disruption VI–31


VII. The Chemistry Library VII–1 A. Introduction VII–1 B. Library Policies and Procedures VII–1 C. Web Sources VII–2

VIII. Operational Procedures and Regulations VIII–1 A. Introduction VIII–1 B. Building Security VIII–1 C. Building Keys VIII–1 D. Smoking VIII–3 E. Shops VIII–3 F. Stockroom and Lecture Preparation Room VIII–3 G. Telephones VIII–3 H. Chemical Waste Disposal VIII–4 I. MSU Tornado and Disaster Warning System VIII–4 J. University-Related Travel Information VIII–5

IX. Safety Practice in the Laboratory IX–1 A. Introduction IX–1 B. Elementary Safety Rules IX–1 C. Safety Equipment Availability IX–2 D. Contact Lenses in the Chemistry Laboratory IX–2 E. Emergency Action Plan IX–3 F. Safety Publications Available in the Chemistry Library IX–5 G. What to do in Case of an Accident IX–8 H. Right-to-Know Law IX–10 I. Safety Inspections IX–11 J. Michigan State University Chemical Hygiene Plan IX–14

X. Advice from the Graduate Office X–1 A. Your First Year in the Graduate Program in Chemistry at MSU X–1 B. Your Second Year in the Graduate Program in Chemistry at MSU X–3 C. Your Middle Years in the Graduate Program in Chemistry at MSU X–6 D. Your Final Year in the Graduate Program in Chemistry at MSU X–7 E. Your Sixth Year and Beyond in the Graduate Program in Chemistry at MSU X–10

Appendix A Graduate Student Forms Appendix A-1

Appendix B Chemical Physics Degree Requirements in Chemistry Appendix B-1

Appendix C Graduate Student Rights and Responsibilities Appendix C-1

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THE GRADUAL 2002-2003 DEPARTMENT OF CHEMISTRY MICHIGAN STATE UNIVERSITY

I. OVERVIEW OF THE GRADUATE PROGRAMS IN CHEMISTRY

A. The Ph.D. Program The Ph.D. program in Chemistry at Michigan State University is designed to provide sufficient experience in the performance of original research in a supervised setting to produce graduates who can carry out research independently and who can judge worthwhile research in a field. Such students have been a partner in the advancement of knowledge and can be expected to have a deep understanding of that extraordinarily important human activity. As a byproduct, the training received is essential for a career in higher education and is required for many research positions in industry or government.

Performance of original research in Chemistry requires substantial background knowledge in Chemistry and in related scientific disciplines such as mathematics, physics, and biology. Therefore, the Ph.D. program in Chemistry at MSU includes course work in addition to that normally expected in the typical 4-year bachelor’s degree course program in Chemistry. The program also includes examination procedures to insure that sufficient background is available to carry out the intended research. In addition to written examinations, these procedures include oral presentations of descriptions of previous work and a proposal for future research.

An essential component of original research is communication of the results of the research to the scientific community and to the world at large. Therefore, the Ph.D. program in Chemistry at MSU includes requirements for the writing of a dissertation that is a detailed description of the research performed and for the presentation of one or more manuscripts suitable for publication in refereed scientific journals.

B. The M.S. Programs The Plan A M.S. program in Chemistry is designed to strengthen the knowledge and research competence of students entering after completion of the equivalent of the typical 4-year bachelor’s degree in Chemistry. The program includes written examinations to determine whether the student has the knowledge necessary for enrollment in graduate courses and also has sufficient background to engage successfully in original research. In addition to the written examinations, a final oral examination is designed to test the student’s understanding of the research performed. A written thesis is required to communicate the results of the research to the scientific community.

The Plan B M.S. program in Chemistry is an all-course program that is designed to strengthen the knowledge base of students who have completed the equivalent of the typical 4-year bachelor’s degree in Chemistry. Courses are selected to improve understanding in the areas of weakness and to increase knowledge in the areas of interest of the student.

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II. DEGREE REQUIREMENTS

A. Ph.D. Degree

1. Introduction The Ph.D. Program at MSU has a number of components that are described briefly in this section and in more detail in following sections.

a) Admission (Section 2) The intent of the admission procedure is to admit only those students whose background and

performance in undergraduate work is sufficient to ensure that they are able to complete the Ph.D. requirements at MSU in an acceptable time period. Students with course deficiencies may be admitted if warranted by an otherwise excellent academic record.

b) Placement Exams (Section 3) All incoming graduate students must take placement exams in synthetic chemistry

(Organic/Inorganic) and in Analytical/Physical chemistry. These exams are designed to test undergraduate knowledge in chemistry. The results will be used by your initial graduate advisor and eventually, your research mentor, to designate coursework that will best support your research.

c) Coursework (Section 4) In order to further preparation for independent research, an individual program of coursework is

prescribed for each student. The required courses include two seminars to be given by the student to improve skills in presentation of research.

d) Teaching (Section 5) An important component of graduate education involves service to our undergraduate or

graduate courses as teaching assistants.

e) Guidance Committee (Section 6) The research, which is the essential component of the Ph.D. degree, is carried out under the

supervision of a research preceptor, who also serves as the Chairperson of the student’s Guidance Committee, which consists of the research preceptor and three additional faculty. The Guidance Committee administers the Second Year Oral Examination and the Final Oral Examination and also reads and approves the Dissertation.

f) Comprehensive Examinations (Section 7) The Comprehensive Examinations consist of two parts: a Second Year Oral Examination to test

the student’s preparation for research; and a series of Cumulative Examinations to test the student’s awareness of a wide variety of modern skills and fundamental knowledge.

g) Research (Section 8) Upon completion of the research for the Ph.D. degree, each student must complete a dissertation

and at least one manuscript for publication in the open literature. The student’s understanding of the research is tested during the Final Oral Examination.

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It is the intent of the Chemistry Department to support all Ph.D. students in good standing for a period of 5 years from the date of entry into the program. The rules for this are discussed in Section 9. The rules for changing research preceptors and the relationship between the M.S. and Ph.D. programs in the MSU Chemistry Department are described in Section 10.

2. Admission

a) Admission Requirements Each application for admission to the Ph.D. program is considered individually by the members

of the Admissions Committee. It is expected that incoming students will have had the equivalent of: a) 1 year of organic chemistry, b) 1 year of physical chemistry, c) at least 1 course in inorganic chemistry, and d) at least 1 course in analytical chemistry/instrumental methods.

b) Removing Undergraduate Deficiencies If applicants are admitted with a single deficiency, which will in most cases be c) or d) above,

they must make up that deficiency by the end of their first year in the graduate program. Non-traditional students, students with undergraduate degrees in Physics, Mathematics, Biochemistry or a Biological Science, may have to make up multiple deficiencies in their undergraduate chemistry training and may be admitted provisionally pending satisfactory completion of the appropriate undergraduate courses. A deficiency may be removed by any one of the following:

i. Obtaining, prior to first enrollment, a score in the Advanced GRE Exam in Chemistry of 700 or better, or obtaining a score ranked at the 75th percentile or above;

ii. Demonstrating satisfactory placement exam performance in that area;

iii. Taking a designated undergraduate course, as follows:

Deficient Area Course

Analytical CEM 434 CEM 333

Inorganic CEM 411 Organic CEM 251

CEM 351 Physical CEM 391

CEM 392

If International students are found by the English Language Center (ELC) to have deficiencies in the English language, they may be required to take ELC courses in their first year at MSU. It is expected that they remove these deficiencies by the end of the first semester.

3. Placement Exams All incoming graduate students are required to take Placement Exams that are designed to test their background in the traditional areas of Chemistry. The information obtained from these exams will be used to design a coursework plan for each student, to make initial teaching assignments and to measure the student’s preparedness for research. Placement exams will normally be administered at the start of orientation week in the Fall semester. For students entering our graduate program at off-

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times, the exams must be taken prior to their first enrollment as a chemistry graduate student at MSU. Two exams will be given. The first will cover undergraduate training in synthetic chemistry and cover material traditionally taught in Organic and Inorganic chemistry. The second, will test background knowledge in Analytical and Physical chemistry. In certain cases, non-traditional students with multiple deficiencies in their undergraduate training may be excused from one of these exams.

Placement exam results will be reported to the faculty in terms of a numerical score, or ranking, and initial coursework recommendations. Overall, satisfactory performance on these tests will minimize the coursework required by the faculty to obtain an advanced degree. For example, in Physical chemistry, performance on the quantum mechanics portion of the Analytical /Physical placement exam will be used to decide whether students are prepared to take the advanced graduate level Quantum/Statistical Mechanics sequence, CEM 991 and 992. Unsatisfactory performance will result in the student having to take an introductory graduate-level quantum mechanics sequence, CEM 881 and 882, and will delay completion of the 99x courses that constitute “core” courses for physical chemistry graduate students. As a result, a physical chemistry student who places into the lower level 881-882 sequence will have to take more than the minimum six lecture courses during their time at MSU. Satisfactory performance on the organic placement exam will allow students to place into a more advanced graduate-level organic course and will result in a reduced course load over the first two years of study.

In addition to their use in initial advising and in making TA assignments, placement exam results will be used by your research advisor to select out-of -area graduate-level courses that must be completed to satisfy the Department’s requirements for the Ph.D. or M.S. programs. Unsatisfactory performance may result in recommended initial coursework at the undergraduate level.

4. Coursework

a) Course Requirements All graduate students are expected to take:

i. Any designated undergraduate courses required to remedy an admission deficiency.

ii. At least 6 graduate-level lecture courses, one of which must be a special topics course from among CEM 913, 924, 956, 971, 987, or 988. One of the lecture courses, except the required special topics course, may be replaced with 3 credits (block) of graded research, CEM 890. ALL Physical Chemistry graduate students are expected to take CEM 991 and CEM 992.

iii. At least two courses outside of their major (selected) area. CEM 888 (Computational Chemistry) is considered an out-of-area course for all Physical Chemistry graduate students.

iv. Two seminar courses. The first seminar course should be taken in the second year.

v. One credit of CEM 890 in the Fall semester of their first year. The grade for this enrollment of CEM 890 will be assigned for attendance at a series of seminars presented by the Departmental Faculty describing their research programs. Students from all areas are expected to attend all faculty presentations to provide a perspective on research in all areas with the Department. Again, grade assignment is based on attendance.

vi. One credit of CEM 890 by the end of the fourth semester (excluding summers). The grade for this enrollment of CEM 890 will be assigned by the student’s Guidance Committee

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based on performance in the Second Year Oral Examination, which must be held by the end of the fourth semester (excluding summers).

b) Enrolling for Research Credits Ph.D. Students may enroll for research either by enrolling in CEM 890, for which a grade is given at the end of the semester enrolled, by the research advisor, or CEM 999, for which a deferred grade is automatically assigned by the Registrar’s Office. The deferred grades in CEM 999 are changed to “pass” at the time of graduation. All doctoral students must register for and successfully complete a minimum of 24 credits of doctoral dissertation research (course number CEM 999).

Students entering in the Fall or Spring Semesters are expected to choose their research preceptor by the first day of classes of their second semester (including Summer) in the program. Students entering in the Summer Semester should select their research advisor by the end of the Fall Semester. A research preceptor must be selected before a student enrolls in CEM 890 for graded research.

In their first two years of study, graduate students may enroll in CEM 890 for graded research for a maximum of 5 credits (in addition to the required credit for the second year oral examination described above). For this enrollment (or these enrollments), they will receive a grade from their research preceptor based on research progress. Three credits (of the maximum of 5) of CEM 890 in a single semester may be used to replace one of the six required courses, as described above.

c) A Typical Course Schedule A typical schedule for the first two years for a graduate student who is admitted in the Fall Semester with no undergraduate course or English language deficiency is as follows:

YEAR #1 FALL Graduate Course, 3 credits Graduate Course, 3 credits SPRING Graduate Course, 3 credits Graduate Course, 3 credits or CEM 890, 0-1 credit CEM 999, 2-3 credits

SUMMER CEM 999, 1 or 4 credits (depending on the source of financial support)

YEAR #2 FALL Graduate Course, 3 credits CEM 890, 3 credits Seminar, 1 credit or Seminar, 1 credit CEM 890, 0-1 credit CEM 999, 2 credits CEM 999, 1-2 credits

SPRING Graduate Course, 0 or 3 credits CEM 890, 1 credit CEM 999, 2 or 5 credits

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SUMMER CEM 999, 1 or 4 credits (depending on the source of financial support)

Students who are admitted with undergraduate course or English language deficiencies must adjust their schedules accordingly. They must complete at least two graduate courses in their first two semesters (excluding summer) and must complete their first seminar and the second year oral examination by the end of their first four semesters (excluding summer).

d) Seminar All Ph.D. candidates must present at least two seminars in the seminar series of their selected research area. The number of seminars required and the types of seminars given are determined by the guidelines of the seminar series in which the candidate participates. If a student has preceptors in two different areas, the student may give one seminar in the seminar program of each area.

e) Minimum Grade Point Average The University considers the maintenance of a 3.00 cumulative GPA as an academic standard for Doctoral Programs. Graduate assistantships are available only to graduate students who are actively pursuing graduate degree programs and who are making satisfactory progress toward their degrees, including maintaining at least a 3.00 GPA. If a graduate student in Chemistry accumulates grades below 3.0 in more than three courses, (s)he is removed from candidacy for the degree, and moved to non-degree status. Students with non-degree status are ineligible for TA or RA appointments.

f) Foreign Language The Chemistry Department has no formal foreign language requirement. However, in some cases, a student’s advisor and/or Guidance Committee may recommend that one or more courses in a foreign language be listed on the student’s Guidance Committee Report, making the course(s) required for graduation. This decision would depend on the specific research project, and the student’s prior foreign language training. In such cases, one or more semesters of an introductory foreign language sequence may be required. Alternatively, one semester courses such as German 400 - Reading German for Graduate Students - may be appropriate. For example, training in a foreign language may be required for specific students if part of their research program will take place outside of the U.S., or if their research will rely heavily on prior literature that was not published in English.

5. Teaching All graduate students are required to serve as teaching assistants in Chemistry for a minimum of two

semesters. One of these assignments must be completed in the first year of study. Students who hold a fellowship may elect to delay their assignments, but will still be required to complete two assignments as part of their advanced degree program.

6. Guidance Committee

a) Choice of Major Professor and Guidance Committee All first year graduate students should choose a major area and a research preceptor by the end of their first semester in residency. Each student should interview at least three regular faculty members concerning their research interests and projects. After these interviews, the student will select a major professor, obtain the professor’s agreement, and report the result to the Graduate

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Office by submission of a completed Research Advisor Selection Form. Some areas in the department may require that all faculty in that area be interviewed before a selection can be made.

Each student must select a Guidance Committee and return a completed Guidance Committee Selection Form to the Graduate Office by the end of the second semester of their first year (excluding summer).

The Guidance Committee, of which the research preceptor is Chairperson, is composed of at least two faculty members from the major area and at least one faculty member from another area in the Department. Substitution of one or two faculty from other departments is permissible when the dissertation research is allied with other disciplines. The Chairperson of the Guidance Committee must be a member of the regular faculty of the Chemistry Department. Additional faculty members beyond the minimum of four may be invited to join the Guidance Committee. One member of the Guidance Committee must agree to serve as the second critical reader of the dissertation. Committee selection is subject to final approval by the Graduate Office. Graduate students meet with their Guidance Committees at least three times - at their First Committee Meeting, their Second Year Oral Examination and their Final Dissertation Defense.

b) First Committee Meeting No later than the midpoint of the third semester (not including Summer semesters) each graduate student must meet with his/her Guidance Committee. The research advisor will call and preside over this short meeting. The purpose of this meeting is to:

i. Discuss course requirements and the Guidance Committee Report. The Guidance Committee Report will be completed, but not signed until the Second Year Oral Examination.

ii. Present the plan for the student’s second year, focusing on the work to be completed to prepare for the Second Year Oral. The advisor will present his/her goals for the student for his/her second year and beyond. In some cases, the goals for the student may be to perform certain experiments, learn certain instrumental methods, build an instrument, make compounds, etc. In other cases, the goal may be to master certain concepts required for pursuing the research. In this way, the student and the committee members will clearly know what will be expected by the time of the Second Year Oral Examination.

iii. The first seminar (scheduling, content) should be discussed at this meeting. iv. There should be some preliminary planning of the time of the Second Year Oral.

7. Comprehensive Exams

a) Introduction The Chemistry Department Comprehensive Examinations consist of a series of Cumulative Examinations and a Second Year Oral Examination.

b) Cumulative Examinations

The Chemistry Department Cumulative Examinations are given three times each semester during the academic year. The structure is flexible. An examination may consist of written questions or problems on either announced or unannounced topics, a take-home written examination, or a

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laboratory practical examination. Announced topics will be posted at least one week prior to the examination date.

Cumulative examinations in all four areas of Chemistry are given concurrently. Students may write any of the examinations given except the Chemical Physics examinations, which are restricted to candidates admitted to that program. Grading of the cumulative examination is on a 0,1,2,3 point basis. Completion of the Comprehensive examination requires that a student accumulate a total of 12 points, with at least 6 of these points obtained on examinations in the student’s major area. By petition to the faculty in an area, a graduate student may request that he/she be allowed to present a written, original research proposal (on a topic other than that chosen for the Second Year Oral Examination or for the dissertation research) for credit toward the point requirement; the proposal will be graded 0,1,2,3, or 4 points. No more than one proposal per student may be submitted in an attempt to earn cumulative examination points. The Comprehensive Examination Requirement must be completed before the Final Ph.D. Oral Examination is scheduled.

Candidates for the Ph.D. degree should begin these examinations immediately after they have enrolled in the graduate program. After the first two semesters of study, the cumulative examinations become required examinations. By the end of the fourth semester of study, it is required that at least 4 points will have been accumulated. Students who fail to meet this minimum standard will be transferred to the M.S. degree program. The student’s Guidance Committee will meet soon after this action has occurred in order to evaluate the student’s progress in the program. Possible outcomes of this meeting are (a) that the student will be moved to the Plan A or Plan B M.S. Degree program, and the M.S. Degree must be completed by the end of the fifth semester of study (excluding summer semesters), or (b) that the student will be dismissed from the graduate program. Upon completion of a Plan A M.S. degree, students may be readmitted into the Ph.D. program. Requirements for this readmission are outlined in section 10b below.

c) Second Year Oral Exam The purpose of the Second Year Oral Examination is to allow the student to demonstrate preparedness for dissertation research and an ability to think critically and independently. It may or may not require preliminary results or data. The advisor determines what is satisfactory progress in the student’s first two years. Thus, preparedness is defined at the First Committee meeting. The date, time and location is arranged by the student. This examination is administered by the student’s Guidance Committee; the second reader chairs the examination. For the examination, the student is to prepare a 10-15 page research proposal. The proposal must be distributed to the Guidance Committee members no later than two weeks prior to the scheduled examination date. Any of the committee members not satisfied with the scientific merit of the proposal or the quality of the student’s writing must inform the second reader no later than one week prior to the scheduled examination date. The second reader may direct the student to rewrite the proposal, and possibly to reschedule the examination.

Possible outcomes of the Second Year Oral Examination:

i. Student passes and a grade for CEM 890 is assigned.

ii. Re-examination is recommended, with no grade assigned at that time. If re-examination takes place before the term is over, a grade may be assigned. If the term ends before the re-

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examination takes place, a Deferred grade will be submitted. This deferred will be changed to an assigned grade after successful completion of the Second Year Oral requirement.

iii. Dismissal from the Graduate Program.

8. Research

a) Dissertation and Final Oral Examination The Ph.D. in Chemistry is primarily a research degree. The student is expected to perform significant, original research and to write a dissertation. The format of the dissertation is standardized and a descriptive booklet is available from the Graduate School, 118 Linton Hall. Once the major professor and the student reach agreement on the dissertation, it must be approved by the Second Reader before it is distributed to the Guidance Committee. The dissertation must be defended before the Guidance Committee in an Oral Examination. No part of the Final Oral Examination may be used to satisfy the requirement that each Ph.D. student give two graded seminars.

At least one week before a Final Oral Examination for the Ph.D. degree in Chemistry, the candidate must present an acceptable copy of the dissertation to each member of the Guidance Committee together with reprints of one or more refereed papers based on the dissertation research. If at least one reprint is not provided, a manuscript that has been submitted for publication to a refereed journal must be included. All changes in the dissertation suggested by the Guidance Committee after the Oral Examination must be made before the candidate is certified for the degree. In addition to the unbound copy of the dissertation that is required by the Graduate School for the University Library, two bound copies must be submitted to the Chemistry Department Graduate Office before final certification can be made. One of these copies goes to the candidate’s research preceptor, and the other to the Chemistry Library.

b) Research Evaluation After the student completes the Second Year Oral Examination, the only course enrolled in for research is CEM 999. No grade is received for these credits, unlike CEM 890, which is graded research. The Graduate Office will request an evaluation of each student’s research progress at the end of each semester. A copy of the evaluation will be provided to the student. If successive semesters of “unsatisfactory” research evaluations are reported, the student will be required to call a meeting of the Guidance Committee to review her/his progress.

9. Financial Support and Time Limits

a) Limits for Financial Support The Chemistry Department faculty have established that students should be able to complete the requirements for the Ph.D. degree within a 5-year period. This is meant to include time spent in the University/Department. Semesters during which a student is supported by funds from outside the University or is paid as student labor are included in this time period if (s)he is working on his/her research program. All students doing research in the department during the Fall or Spring Semesters must be enrolled for at least one credit.

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As long as funding remains sufficient, Ph.D. students will be supported for up to five years in the program (15 semesters including summers). This includes semesters in which the student is supported by fellowship, as a TA, as an RA, or in some other way. If a student cannot complete her/his Ph.D. program in a 5-year period (15 total semesters including summers), additional support can only be obtained in the form of RA support for the 16th semester. Additional support beyond the 16th semester requires faculty approval.

b) Continuing Support in the Graduate Program Paragraph 4.2.3. of the Graduate Students Rights and Responsibilities document requires that each student be notified, by March 31, of the status of his/her graduate assistantship for the subsequent academic year. Students in the second, third, and fourth years of their program will be notified that their assistantship support for the next academic year will be renewed provided:

i. the student remains in good standing (GPA of at least 3.0)

ii. the student continues to make satisfactory progress toward his/her degree; and

iii. the University provides funding for TA stipends that is at least equivalent to past years.

Students who are in the M.S. program, or who started in the graduate program in a Spring semester, may be notified that their support will be renewed for a portion of the upcoming academic year, consistent with the time limits established for support.

Students in their fifth year will be notified that their assistantship will not be renewed for the following year, since they will have exceeded the time limit for support established by the faculty for their program.

c) Vacation Time and Leaves of Absence During the course of the calendar year, graduate assistants are allowed a total of three weeks of paid vacation time. The specific period(s) of vacation are to be arranged by mutual consent with the research advisor and approved by him/her. Additional absences for vacation purposes may not be granted with pay. Absences beyond a period of three weeks will be treated as Leaves of Absence. Requests for a Leave of Absence must be made to the graduate office prior to the absence. Such situations will be considered on a case-by-case basis, and final authority rests with the Associate Chair for the Graduate Program.

Teaching Assistants should refer to Article 18 of the GEU Contract for information on Employee Leave Time.

ALL graduate assistants must be present during the period of their appointment. Absence without specific permission from the Graduate Office may result in loss of pay or, in some cases, termination of the Graduate Assistant Appointment.

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d) Continuation in the Graduate Program after Five Years The Guidance Committee of every student beginning their sixth year of study and every year thereafter must meet during the first semester of the year. The purpose of the meeting will be to assess the progress of the student and could be the Final Oral Examination. The meeting will normally be called by the Guidance Committee Chairperson with the student making the arrangements for time and room reservation. If the Committee does not meet during the first semester of the year, the Associate Chair for the Graduate Program will call a meeting of the Committee during the first month of the following semester. University rules require that all requirements for the Ph.D. degree must be completed within eight years from the time of a student’s first enrollment as a doctoral student. If the requirements are not completed within this eight-year period, all of the comprehensive examinations must be passed again.

10. Two Additional Considerations

a) Changing Research Groups Students may decide to change their research preceptor at some point in the graduate program. Such a decision must be made very carefully. A decision to change research preceptors does not change the student’s overall eligibility for financial support in the Ph.D. program in the Department, which is a period of no more than 5 years. The decision to change a research group may require additional action, depending on when the decision is made. Some possibilities include:

i. Change before Second Year Oral Examination.

Action required: None.

ii. Change of advisor at the time of M.S. thesis defense.

Action required: The student should, within one semester, select a new Guidance Committee and hold a Second Year Oral Examination.

iii. A student in the Ph.D. program decides to change advisors after completing the Second Year Oral Examination.

Action required: The student should select a new Guidance Committee, and schedule a meeting analogous to the First Committee Meeting, so there will be some discussion of the research plan with a Guidance Committee before the final defense.

b) Relationship Between the M.S. Program and the Ph.D. Program

A student may enter MSU as a Ph.D. candidate, may decide to move to the M.S. program, or may be moved, by the Faculty or the Guidance Committee, to the M.S. program.

The M.S. degree is normally considered to be a terminal degree. In unusual cases, a student may be admitted into the Ph.D. program at their Plan A M.S. Thesis Defense. This would require a strong record in terms of GPA, points in Cumulative Examinations, and commendable performance in research and at the defense.

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A student who wishes to be considered for admission into the Ph.D. program at the M.S. defense, and to have the thesis defense also serve as a Second Year Oral Examination, must do the following:

i. their Guidance Committee should consist of 4 members, not 3;

ii. they should enroll for one credit of CEM 890;

iii. they should plan not only to defend their thesis, but make a presentation on future plans.

If a student is admitted into the Ph.D. program at the M.S. thesis defense, that student will be eligible for an additional 8 semesters of support (including summer semesters) for completion of the requirements for the Ph.D. Degree. The additional 8 semesters of support will be available only after all requirements for the M.S. degree have been met (Thesis Defense, submission of unbound copy of the thesis to the Graduate School, and submission of bound copies of the thesis to the Chemistry Graduate Office and to the research preceptor).

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B. M.S. Degree

1. Two Plans The Department of Chemistry offers a Master of Science Degree in Chemistry through two programs: Plan A, which is the normal program and requires a research thesis, and Plan B, a terminal graduate program composed of graduate course work.

2. Admission Requirements Candidates for the M.S. program are expected to have completed the equivalent of a Bachelor’s degree in Chemistry. Deficiencies in specific areas at the undergraduate level must be removed by passing undergraduate courses in those areas.

3. Foreign Language Requirement The Chemistry Department has no formal foreign language requirement.

4. Credit Requirements The University requires 30 semester hours of graduate work beyond the Bachelor’s degree for the M.S. degree. Courses numbered 400 or higher are acceptable as graduate credit toward the degree, but at least 15 semester credits must be from courses at the 800 or 900 level. Plan A requires 8 credit hours and permits up to 15 credit hours of research, CEM 899, and enough course credits to equal 30 semester credit hours. A Plan B M.S. degree can be obtained with 30 semester credits of course work. Credits of CEM 999 cannot be counted in the 30 credit requirement for the M.S. degree. Students who enrolled for CEM 999 and then moved to the M.S. program should contact the Graduate Office to address the situation. Credits in CEM 999 and CEM 899 cannot be applied toward completion of a Plan B course work M.S. program. Graduate Students in a Plan B program can be involved in research; however, it must be done as CEM 890, Graduate Problems and Reports.

Graduate courses taken in related departments can be applied to the M.S. degree, but at least 2/3 of the total credits must be in the Chemistry Department. Up to 8 credits of graduate work at other accredited institutions are transferable to the M.S. program if judged acceptable by the Department and the College of Natural Science.

5. Placement Exams All incoming graduate students are required to take Placement Exams that are designed to test their background in the traditional areas of Chemistry. The information obtained from these exams will be used to design a coursework plan for each student, to make initial teaching assignments and to measure the student’s preparedness for research. Placement exams will normally be administered at the start of orientation week in the Fall semester. For students entering our graduate program at off-times, the exams must be taken prior to their first enrollment as a chemistry graduate student at MSU. Two exams will be given. The first will cover undergraduate training in synthetic chemistry and cover material traditionally taught in Organic and Inorganic chemistry. The second, will test background knowledge in Analytical and Physical chemistry. In certain cases, non-traditional students with multiple deficiencies in their undergraduate training may be excused from one of these exams.

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6. Minimum Grade Point Average Candidates for the M.S. degree are expected to maintain a minimum grade point average of 3.0 for all course work. If a M.S. candidate accumulates grades below 3.0 in more than three courses, (s)he is removed from candidacy for the degree by the College of Natural Science. A final GPA of at least 3.0 is required for the M.S. degree.

7. Seminar Candidates for the M.S. degree are required to give at least one seminar in a seminar series in the department. The number of seminars required and the type of seminar to be given will be determined by the prevailing rules of the seminar series in which the candidate is registered.

8. Oral Examination The Oral Examination Committee for the Plan A M.S. degree will include the student’s preceptor (as Chairperson), at least one other faculty member from the same research area, and at least one faculty member from a different area. The Oral Examination Committee for the Plan B M.S. degree will include the student’s advisor, as Chairperson, and at least two additional faculty. In either case, the composition of the committee requires the approval of the Associate Chair for the Graduate Program.

Students electing Plan A will defend their research thesis and may be questioned on course work. Those electing Plan B will be examined only on course work. For the Plan A student, the Oral Examination Committee determines whether the student must terminate at the M.S .level or is recommended to the faculty for admission to the Ph.D. program. The decision will be based on performance in the Oral Examination, quality of the M.S. research, performance in graduate courses, and the student’s Qualification and Cumulative Examination record. If a positive recommendation is made, the Committee may further recommend that the M.S. Plan A Oral Examination be accepted in lieu of the Ph.D. Second Year Oral Examination. The Plan A candidate must present an acceptable copy of the thesis to the Oral Examination Committee at last one week before the date scheduled for the Oral Examination.

The Plan B M.S. program is terminal.

Students preparing for the Final Oral Exam should address the following issues:

1. Apply for graduation through the Registrar’s Office.

2. Call the Graduate School to request an M.S. Packet, which provides all of the dissertation formatting guidelines as well as any forms to be completed for the University.

3. For the Chemistry Department you must complete an M.S. Oral Exam Announcement (located on the Chemistry Department web site) and submit the form electronically to the Chemistry Graduate Office. This process informs the Graduate Office of your Final Oral Exam. The announcement should be submitted five working days prior to the exam.

4. A completed “Distribution of Unbound Copy of Thesis form, signed by the members of the Evaluation Committee, must also be submitted to the Graduate Office five days in advance of the Final Oral Exam.

In order for the Final Certification of a degree to be approved and submitted to the Registrar’s Office, students MUST submit a bound copy of their dissertation to the Chemistry Graduate Office, along with a completed “Check Out Form.” Degree approval will not occur until these two requirements are met.

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Students must be registered for one credit in the semester in which they hold their Final Oral Exam. Exams can be held on the last day prior to the start of the next semester. For example, if a student is enrolled for one credit for Fall semester, they have until the start of Spring semester to defend and be considered a Fall semester graduate and, hence, not have to enroll for Spring semester. Students must deliver the final, unbound copy of their dissertation to The Graduate School by their deadline in order to be considered a graduate for that particular semester.

9. Limit for Financial Support M.S. candidates are eligible for financial support from the department for up to 2 years plus one semester (7 semesters total, including summer semesters).

Any exceptions to the above rules require the approval of the Chemistry Department Faculty.

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III. DESCRIPTIONS OF CHEMISTRY COURSES CEM 141 CEM 141 General Chemistry

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 4 4(4-0) Prerequisites: (MTH 103 or concurrently or MTH 110 or concurrently or MTH 116 or concurrently or MTH

124 or concurrently or MTH 132 or concurrently or MTH 152H or concurrently or LBS 117 or concurrently or LBS 118 or concurrently) or designated score on Mathematic placement test.

Not open to students with credit in: CEM 152 or CEM 182H or LBS 171 Reenrollment Information:

Description: Atoms, molecules, ions; chemical calculations; reactions, energy changes; gases; periodic properties of elements; chemical bonds; states of matter, solutions; acids and bases; aqueous reactions and ionic equations.

CEM 142 CEM 142 General and Inorganic Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 141 or LBS 171)

Not open to students with credit in: CEM 151 or LBS 172 Reenrollment Information:

Description: Kinetics; gaseous equilibria; acids and bases; pH; aqueous equilibria involving buffers, hydrolysis, and titrations; heterogeneous equilibria of weakly soluble salts; electrochemistry; coordination chemistry, stereochemistry, and bonding within the transition elements.

CEM 143 CEM 143 Survey of Organic Chemistry

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 3 Lab Hours: 3 4(3-3) Prerequisites: (CEM 141 or CEM 151)

Not open to students with credit in: CEM 251 or CEM 351 Reenrollment Information:

Description: Chemistry of carbon compounds. Chemistry of the main organic functional groups with applications to everyday life, industry, and biology.

CEM 151 CEM 151 General and Descriptive Chemistry

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 4 4(4-0) Prerequisites: (MTH 116 or concurrently or MTH 124 or concurrently or MTH 132 or concurrently or MTH

152H or concurrently or LBS 117 or concurrently or LBS 118 or concurrently) or designated score on Mathematics placement test.


Description: Atomic and molecular structure; ionic and molecular bonding models; periodic trends; chemical reactivity by periodic group; nomenclature, structure, bonding and reactivity of coordination compounds; bioinorganic chemistry.

CEM 152 CEM 152 Principles of Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 3(3-0) Prerequisites: (CEM 151)


Description: The mole concept; stoichiometry and chemical calculations; gas laws; phase changes; thermodynamics; enthalpy, entropy and free energy; crystal structures; properties of solutions; chemical kinetics; gaseous equilibria; theory and reactions of acids/bases; aqueous equilibria; electrochemistry.

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CEM 152 CEM 152 Principles of Chemistry (Interim)

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 3(3-0) Prerequisites: (CEM 151 or CEM 181H)


Description: The mole concept and stoichiometry; solution stoichiometry; thermochemistry; gases, liquids, and solids; kinetics; chemical equilibria; acid-based quilibria; aqueous equilibria; thermodynamics; redox and electrochemistry.

CEM 161 CEM 161 Chemistry Laboratory I

Credits: Total Credits: 1 Lab Hours: 3 1(0-3) Prerequisites: (CEM 141 or concurrently or CEM 151 or concurrently )

Not open to students with credit in: LBS 171L or CEM 185H Reenrollment Information:

Description: Experiments in general chemistry; stoichiometry, calorimetry, electrochemistry, molecular geometry, gas laws, kinetics, acids and bases, and inorganic chemistry.

CEM 162 CEM 162 Chemistry Laboratory II

Credits: Total Credits: 1 Lab Hours: 3 1(0-3) Prerequisites: (CEM 161 or LBS 171L or CEM 185H) and (CEM 142 or concurrently and CEM 152 or

concurrently ) Not open to students with credit in: LBS 172L or CEM 186H

Reenrollment Information: Description: Analytical and inorganic chemistry; redox and acid base titrations; spectrophotometric and

gravimetric analysis; preparation and analysis of coordination complexes of nickel, iron, and cobalt.

CEM 181H CEM 181H Honors Chemistry I

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 4 4(4-0) Prerequisites: (MTH 124 or concurrently or MTH 132 or concurrently or MTH 152H or concurrently or LBS

118 or concurrently) Not open to students with credit in:

Reenrollment Information: Description: States of matter. Descriptive inorganic chemistry by periodic groups of elements. Kinetic theory

of gases. Thermodynamics, chemical equilibrium and electrochemistry. Properties of solutions. Macromolecular chemistry. Macroscopic kinetics.

CEM 182H CEM 182H Honors Chemistry II (Interim)

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 4 4(4-0) Prerequisites: (CEM 181H or CEM 151) and (MTH 126 or concurrently or MTH 133 or concurrently or MTH

153H or concurrently) Not open to students with credit in:

Reenrollment Information: Description: Thermodynamics and chemical equilibria; acids and bases; redox chemistry; main group

elements; solid state; group theory and symmetry; molecular orbital theory; transition metal chemistry and spectroscopy.

CEM 182H CEM 182H Honors Chemistry II

Credits: Total Credits: 4 Lecture/Recitation/Discussion Hours: 4 4(4-0) Prerequisites: (CEM 181H) and (MTH 126 or concurrently or MTH 133 or concurrently or MTH 153H or

concurrently) Not open to students with credit in:

Reenrollment Information: Description: Subatomic, atomic and molecular structure. Quantum theory and bonding. Stereochemistry and

nomenclature. Experimental methods of structure determination. Reactions of compounds of the main-group and transition elements. Reaction dynamics. Nuclear chemistry.

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CEM 185H CEM 185H Honors Chemistry Laboratory I

Credits: Total Credits: 2 Lab Hours: 6 2(0-6) Prerequisites: (CEM 181H or concurrently )

Not open to students with credit in: Reenrollment Information:

Description: Spectroscopy and diffraction methods for the study of electronic structure and molecular geometry; synthesis and separation methods for the preparation and characterization of molecules; application to inorganic, organic, and biochemical molecules and materials.

CEM 186H CEM 186H Honors Chemistry Laboratory II

Credits: Total Credits: 2 Lab Hours: 6 2(0-6) Prerequisites: (CEM 182H or concurrently)


Description: Laboratory research.

CEM 252 CEM 252 Organic Chemistry II


Not open to students with credit in: CEM 352 Reenrollment Information:

Description: Continuation of CEM 251 with emphasis on polyfunctional compounds, particularly those of biological interest.

CEM 255 CEM 255 Organic Chemistry Laboratory

Credits: Total Credits: 2 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 3 2(1-3) Prerequisites: (CEM 252 or concurrently) and (CEM 161 or LBS 171L or CEM 185H)


Description: Preparation and qualitative analysis of organic compounds.

CEM 262 CEM 262 Quantitative Analysis

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 Lab Hours: 3 3(3-3) Prerequisites: (CEM 162 or LBS 172L)

Not open to students with credit in: CEM 186H Reenrollment Information:

Description: Preparation and quantitative analysis of chemical compounds.

CEM 333 CEM 333 Instrumental Methods

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 2 Lab Hours: 3 3(2-3) Prerequisites: (CEM 143 or CEM 251 or CEM 351) and (CEM 262 or CEM 186H) and completion of Tier I

writing requirement. Not open to students with credit in:

Reenrollment Information: Description: Principles of instrumental analysis. Application of separation techniques and instrumental

analysis.

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CEM 351 CEM 351 Organic Chemistry I

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 152 or CEM 182H or CEM 142 or LBS 172)

Not open to students with credit in: CEM 143 or CEM 251 Reenrollment Information:

Description: Structure, bonding, and reactivity of organic molecules.

CEM 355 CEM 355 Organic Laboratory I

Credits: Total Credits: 2 Lab Hours: 6 2(0-6) Prerequisites: (CEM 162 or CEM 186H or LBS 172L or CEM 352 or concurrently) and completion of Tier I

writing requirement. Not open to students with credit in: CEM 255

Reenrollment Information: Description: Organic laboratory techniques. Distillation. Spectroscopy. Melting points. Recrystallization.

Chromatography. Measuring physical properties.

CEM 356 CEM 356 Organic Laboratory II

Credits: Total Credits: 2 Lab Hours: 6 2(0-6) Prerequisites: (CEM 355)


Description: Multi-step organic synthesis. Qualitative organic analysis. Separation, identification, and characterization of unknowns.

CEM 362 CEM 362 Analytical-Physical Chemistry II

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 361) and (CEM 251 or concurrently or CEM 351 or concurrently)


Description: Advanced treatment of equilibria, chemical kinetics and separations.

CEM 372 CEM 372 Analytical-Physical Chemistry Laboratory I

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 6 3(1-6) Prerequisites: (CEM 262) and (CEM 383 or CEM 361) and completion of Tier I writing requirement.


Description: Electronic and optical components of chemical instrumentation. Spectroscopic and chromatographic methods.

CEM 383 CEM 383 Introductory Physical Chemistry I

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 142 or CEM 152 or CEM 182H or LBS 172) and (MTH 133 or MTH 153H or MTH 126

or LBS 119) Not open to students with credit in: CEM 391

Reenrollment Information: Description: Physical chemistry of macroscopic systems: thermodynamics, kinetics, electrochemistry.

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CEM 391 CEM 391 Molecular Thermodynamics

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 142 or CEM 152 or CEM 182H) and (MTH 234 or MTH 254H or LBS 220) and (PHY

184 or PHY 232) Not open to students with credit in: CEM 383

Reenrollment Information: Description: Statistical mechanics and its use in classical chemical thermodynamics. Applications of

thermodynamics to chemical systems at equilibrium. Introduction to chemical kinetics.

CEM 392 CEM 392 Quantum Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 4 3(4-0) Prerequisites: (CEM 391) and (MTH 234 or LBS 220 or MTH 254H)


Description: Postulates of quantum mechanics and their application to model systems, atoms and molecules. Introduction to molecular spectroscopy.

CEM 395 CEM 395 Analytical/Physical Laboratory

Credits: Total Credits: 2 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 3 2(1-3) Prerequisites: (CEM 391 or CEM 383) and (CEM 262) and completion of Tier I writing requirement.


Description: Chemical kinetics, thermodynamics, and computer-based data analysis methods.

CEM 400H CEM 400H Honors Work

Credits: Variable from 1 to 12 Prerequisites: Completion of Tier I writing requirement.

Not open to students with credit in: Reenrollment Information: A student may earn a maximum of 12 credits in all enrollments for this course.

Description: Readings and investigations in chemistry.

CEM 410 CEM 410 Literature and Writing in Chemistry

Credits: Total Credits: 3 3(0-0) Prerequisites: (CEM 252) and (CEM 384) and (CEM 333 or concurrently) and completion of Tier I writing

requirement. Not open to students with credit in:

Reenrollment Information: Description: Library research related to a topic in contemporary chemistry; thesis required.

CEM 415 CEM 415 Advanced Synthesis Laboratory

Credits: Total Credits: 3 Lab Hours: 8 3(0-8) Prerequisites: (CEM 411) and completion of Tier I writing requirement.


Description: Methods of synthesizing inorganic and organometallic compounds.

CEM 419 CEM 419 Independent Study

Credits: Variable from 1 to 12 Prerequisites:


Description: Faculty supervised readings in chemistry.

III-6


CEM 420 CEM 420 Independent Research



Description: Faculty supervised independent investigations in chemistry.

CEM 434 CEM 434 Advanced Analytical Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 3(3-0) Prerequisites: (CEM 392 and CEM 395 and CEM 352)


Description: Instrumental methods of analysis, including spectroscopy, chromatography and electrochemistry.

CEM 435 CEM 435 Analytical Chemistry Laboratory

Credits: Total Credits: 2 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 3 2(1-3) Prerequisites: (CEM 434 or concurrently) and completion of Tier I writing requirement.


Description: Electronic and optical components of chemical instrumentation. Spectroscopic and chromatographic methods.

CEM 472 CEM 472 Analytical-Physical Chemistry Laboratory II

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 6 3(1-6) Prerequisites: (CEM 372) and (CEM 461 or concurrently or CEM 384 or concurrently) and completion of Tier

I writing requirement. Not open to students with credit in:

Reenrollment Information: Description: Kinetic measurements. Electrochemical, radiochemical and spectrophotometric measurements

of reaction rates. Mass spectrometry. Electronic, vibrational and rotational spectroscopy.

CEM 481 CEM 481 Seminar in Computational Chemistry

Credits: Variable from 1 to 6 Prerequisites: (MTH 133 and CSE 231) and (CEM 152 or concurrently or CEM 182H or concurrently)


Description: Written and oral reports on selected journal articles in computational chemistry.

CEM 485 CEM 485 Modern Nuclear Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 3(3-0) Prerequisites: (CEM 141 or CEM 152 or CEM 182H) and (PHY 232 or PHY 184) (CEM 392 or CEM 384 or

PHY 471) Not open to students with credit in:

Reenrollment Information: Description: Elementary nuclear processes and properties; radioactivity, its measurement and its interaction

with matter.

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CEM 495 CEM 495 Molecular Spectroscopy

Credits: Total Credits: 2 Lecture/Recitation/Discussion Hours: 1 Lab Hours: 3 2(1-3) Prerequisites: (CEM 392)


Description: Experiments in magnetic resonance, optical, and vibrational spectroscopies.

CEM 499 CEM 499 Chemical Physics Seminar

Credits: Total Credits: 1 Lecture/Recitation/Discussion Hours: 1 1(1-0) Prerequisites: (PHY 321) and (MTH 235 or LBS 220 or MTH 255H) and completion of Tier I writing

requirement. Not open to students with credit in:

Reenrollment Information: A student may earn a maximum of 2 credits in all enrollments for this course. Description: Written and oral reports on selected journal articles in chemical physics.

CEM 812 CEM 812 Advanced Inorganic Chemistry II



Description: Descriptive chemistry of inorganic compounds. Emphasis on synthesis, structure, and reactivity patterns of coordination, organometallic, and solid state compounds of transition metals and main group elements.

CEM 820 CEM 820 Organometallic Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 3 3(3-0) Prerequisites:


Description: Organometallic functional groups. Principles of electronic structure, and bonding in organometallic species will be related to reactivity patterns in common systems. Preparation of complexes with applications to catalytic and stoichiometric organic syntheses.

CEM 832 CEM 832 Mass Spectrometry



Description: Instrumentation of mass spectrometry. Interpreting mass spectra of organic and inorganic molecules. Applications to analysis of large molecules and chromatography.

CEM 834 CEM 834 Advanced Analytical Chemistry



Description: Principles of equilibria and applications in analytical methodology. Acid-base, complexation, redox reactions. Potentiometry and conductometry. Solute partitioning in extraction and chromatography. Kinetic methods of analysis.

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CEM 835 CEM 835 Spectrochemical Methods of Analysis

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 2 Lab Hours: 3 3(2-3) Prerequisites:


Description: Principles and applications of atomic absorption, emission, fluorescence. Plasma emission spectroscopy. UV, visible, IR spectrophotometry. Reaction-rate methods. Molecular fluorescence and phosphorescence. Principles and applications of lasers.

CEM 837 CEM 837 Electroanalytical Chemistry



Description: Modern electroanalytical chemistry. Theory and applications to chemical and biological problems. Coulometry, voltammetry, ion-selective potentiometry, and other electrochemical techniques.

CEM 838 CEM 838 Computer-Based Scientific Instrumentation



Description: Electronic and computer-aided measurement and control in scientific instrumentation and experimentation. Principles and applications of digital computers, operational amplifiers, digital logic devices, analog-to-digital converters, and other electronic instruments.

CEM 845 CEM 845 Structure and Spectroscopy of Organic Compounds



Description: Structural and stereochemical principles in organic chemistry. Applications of spectroscopic methods, especially nuclear magnetic resonance, static and dynamic aspects of stereochemistry. Spectroscopy in structure determination.

CEM 850 CEM 851 Intermediate Organic Chemistry



Description: Traditional and modern basic reaction mechanisms and principles and their synthetic applications.

CEM 851 CEM 851 Advanced Organic Chemistry



Description: Structure, reactivity, and methods. Acid-base reactions, substitution, addition, elimination, and pericyclic processes. Major organic intermediates related to simple bonding theory, kinetics, and thermodynamics.

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CEM 852 CEM 852 Methods of Organic Synthesis



Description: Principal reactions leading to carbon-carbon bond formation and functional group transformations. Strategies and methods of organic synthesis.

CEM 882 CEM 882 Kinetics and Spectroscopic Methods



Description: Rate equations and mechanisms of chemical reactions: reaction rate theory, kinetic theory of gases, photochemistry. Spectroscopic methods, and applications of spectroscopy in reaction kinetics.

CEM 883 CEM 883 Computational Quantum Chemistry

Credits: Total Credits: 3 Lecture/Recitation/Discussion Hours: 2 Lab Hours: 3 3(2-3) Prerequisites: (CEM 461 or CEM 881)


Description: Computational methods in determining electronic energy levels, equilibrium nuclear configurations, and other molecular properties.

CEM 888 CEM 888 Computational Chemistry



Description: Computational approaches to molecular problems. Use of ab initio and semi-empirical electronic structure, molecular mechanics and molecular dynamics software.

CEM 890 CEM 890 Chemical Problems and Reports



Description: Investigation and report of a nonthesis problem in chemistry.

CEM 899 CEM 899 Master’s Thesis Research



Description: Master’s thesis research.

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CEM 913 CEM 913 Special Topics in Inorganic Chemistry



Description: Chemistry of metal-metal bonds and clusters, organometallic chemistry, layered oxides, and complex layered oxides. Photochemistry. Solid state chemistry and applications of quantum mechanics

CEM 918 CEM 918 Inorganic Chemistry Seminar



Description: Advances in inorganic chemistry reported by graduate students.

CEM 924 CEM 924 Selected Topics in Analytical Chemistry



Description: Advanced computer techniques, surface chemistry, analytical chemistry of polymers, or statistics for chemists.

CEM 938 CEM 938 Analytical Chemistry Seminar


Not open to students with credit in: Reenrollment Information: Open only to graduate students in College of Natural Science or College of Engineering.

Description: Advances in analytical chemistry reported by graduate students, faculty, and guest lecturers.

CEM 956 CEM 956 Selected Topics in Organic Chemistry



Description: Heterocyclic and organometallic chemistry, natural products, photochemistry, free radicals, or reaction mechanisms.

CEM 958 CEM 958 Organic Chemistry Seminar



Description: Advances in organic chemistry reported by graduate students.

CEM 987 CEM 987 Selected Topics in Physical Chemistry I



Description: Topics such as kinetics and photochemistry, macromolecular and surface chemistry, molecular spectroscopy, electric and magnetic properties of matter, or applications of statistical mechanics to chemical problems.

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CEM 988 CEM 988 Selected Topics in Physical Chemistry II



Description: Topics such as analysis and interpretation of molecular spectra, advanced molecular structure theory, magnetic resonance, X-rays and crystal structure, scientific analysis of vacuum systems, or problems in statistical mechanics.

CEM 991 CEM 991 Quantum Chemistry and Statistical Thermodynamics I



Description: Principles and applications of quantum chemistry. Partition functions, spectroscopic measurements, and thermodynamic applications.

CEM 992 CEM 992 Quantum Chemistry and Statistical Thermodynamics II



Description: Analytical and numerical methods for solving quantum chemical problems. Statistical mechanics of solids and liquids.

CEM 993 CEM 993 Advanced Topics in Quantum Chemistry



Description: Spectroscopic theory, properties of atoms and molecules in electric and magnetic fields, intermolecular forces. Many-body theory, molecular electronic structure, solid state chemistry, or molecular reaction dynamics.

CEM 998 CEM 998 Physical Chemistry Seminar



Description: Advances in physical chemistry reported by graduate students.

CEM 999 CEM 999 Doctoral Dissertation Research



Description: Doctoral dissertation research.

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IV. GRADUATE EXAMINATIONS

A. Placement Examinations All incoming graduate students are required to take Placement Exams that are designed to evaluate their background in the traditional areas of Chemistry. The information obtained from these exams will be used to establish a coursework plan that will help prepare each student for research and to make initial teaching assignments. Placement exams will normally be administered at the start of orientation week in the Fall semester. For students entering our graduate program at off-times, the exams must be taken prior to their first enrollment as a chemistry graduate student at MSU. Two exams will be given. The first will cover undergraduate training in synthetic chemistry and focus on material traditionally taught in Organic and Inorganic chemistry. The second will test background knowledge in Analytical and Physical chemistry.

Placement exams may consist of ACS standardized exams, exams written by faculty members in the areas being tested, or a combination of both.

Descriptions of these exams prepared by the faculty are given below.

1. Analytical/Physical Placement Exam Analytical Chemistry. Typical areas of emphasis include solution chemistry (acid-base, precipitation, complex formation, and redox equilibria); instrumentation and instrumental methods of analysis (chromatography, spectroscopy, mass spectrometry, and electrochemistry); kinetic methods; and simple electronics. Analytical chemistry placement examinations are written at the level found in textbooks such as: Analytical Chemistry. An Introduction, 5th edition, by Skoog, Holler, and Nieman Principles of Instrumental Analysis, Current edition, by Skoog and Leary.

Physical Chemistry. Placement Exam questions in Physical Chemistry consist of problems that generally fall into three subject areas: thermodynamics, chemical kinetics and elementary quantum mechanics. The student should be able to manipulate, solve and apply differential and algebraic equations, provide straightforward derivations, and occasionally explain significant physical techniques or theories. A list of equations and constants is provided and calculators are necessary. The level of coverage is no higher and often lower than that found in textbooks, such as the following:

Physical Chemistry, Current edition, by Atkins, Physical Chemistry: A Molecular Approach, Current edition, by McQuarrie and Simon.

2. Inorganic/Organic Placement Exam Inorganic Chemistry. The placement examination in synthetic chemistry will contain questions designed to test a student’s knowledge of inorganic chemistry at the undergraduate level of an ACS accredited program. Such programs usually include courses in inorganic chemistry at the freshman/sophomore and junior/senior levels; the content of these courses normally span both descriptive chemistry and physical principles and methods. There are many appropriate texts that will prepare the student for this portion of the examination including the descriptive chemistry sections of most introductory chemistry texts, and more advanced texts such as:

IV-2


Basic Inorganic Chemistry by Cotton, Wilkinson, and Gaus, Inorganic Chemistry by Shriver and Atkins (3rd Edition).

Organic Chemistry. The organic chemistry portion of the synthetic chemistry placement examination is designed to verify that each student has retained a basic knowledge and understanding of the organic chemistry of functional groups, as well as synthetic methods, reaction mechanisms, and spectroscopic methods of characterization. Questions are based on information contained in, and at the level found in, textbooks such as:

Organic Chemistry, Current edition, by McMurry, Organic Chemistry, Current edition, by William Brown.

If incoming graduate students have any questions on whether the material covered in their undergraduate courses, or the textbook used in these courses, are representative of the material cited above, they are encouraged to contact either the Graduate Office (517) 355-9715, ext. 343, or a faculty member in a particular area.

B. Cumulative Examinations The successful completion of Comprehensive Examinations is a requirement for all Ph.D. programs at MSU. In the Chemistry Department, this requirement is satisfied through Cumulative Examinations, which are given six times each academic year. Examinations in all four areas of Chemistry are given concurrently. More than one exam may be written in a single examination period. The structure is flexible: an examination may consist of questions or problems, may be on an announced topic, may be a take-home written examination, or may be a laboratory practical examination. Details of the Cumulative Examination requirements may be found in the Ph.D. Program description.

Cumulative examinations are designed to test graduate-level knowledge and skills related to Chemistry. They may involve critiquing a paper or proposal, writing a brief proposal, answering questions derived from the current literature, describing how a specific problem might be solved, solving numerical problems, or discussing advanced concepts. Problems and questions may involve the application of basic knowledge to real problems that include current topics in the literature, graduate courses, departmental colloquia, lectureships, and area seminars. Cumulative examinations not only test knowledge and the ability to apply knowledge, but writing skills as well (i.e., the ability to organize and convey information).

Students are encouraged to read the scientific literature to enhance the quality of their research and to broaden their scientific perspective. Both journals and graduate courses serve an important role of helping the student to master the ever-changing vocabulary and applications of the Chemical Sciences. To this end, the faculty suggest regular reading of general chemistry journals such as the Journal of the American Chemical Society, Angewandte Chemie, Chemical Communications, and Accounts of Chemical Research.

IV-3


Information specific to the Cumulative Examinations in each area is as follows:

Analytical Chemistry. Cumulative examinations in Analytical Chemistry are primarily designed to test the student’s knowledge of, and ability to apply the principles of, analysis and instrumentation. Examinations are usually written by one or two faculty. The format of the examinations may vary from reviews of major areas of Analytical Chemistry to detailed examinations of emerging analytical techniques. Examinations intended to cover the basic principles are typically written at the level of graduate courses such as CEM 834 (Advanced Analytical Chemistry), CEM 837 (Electroanalytical Chemistry), CEM 835 (Spectrochemical Methods of Analysis), CEM 832 (Mass Spectrometry) and CEM 836 (Separation Science). These examinations often focus on the application of fundamental concepts to new ideas in Analytical Chemistry. Emerging areas, as encountered in the seminar/colloquium program, recent articles in journals such as Analytical Chemistry, and in CEM 924 (Special Topics in Analytical Chemistry) also serve as exam topics. These examinations frequently require the use of fundamental knowledge and problem solving abilities. The topics of some of the examinations each year will be announced in advance.

Inorganic Chemistry. Cumulative examinations in Inorganic Chemistry are written with a prime objective of encouraging students to follow emerging areas of Inorganic Chemistry. These emerging areas are most easily identified by actively participating in departmental seminars and colloquia and by reading the current literature. Literature-related questions frequently involve articles published in the last six months in the four general journals cited above, and additional journals such as Inorganic Chemistry, Chemistry of Materials, and Organometallics, Certainly, reading beyond these few journals is encouraged and required, however they will provide a primary focus.

Organic Chemistry. The cumulative examinations in organic chemistry have two purposes, First, they demonstrate a student’s ability to solve advanced problems. Second, they instill and foster the tenet that learning does not cease with formal course work; and they emphasize the importance of expanding ones knowledge and understanding of Organic Chemistry by reading extensively in the current and older literature, by attending seminars and colloquial and through daily discussions with colleagues. Cumulative exam questions will generally provide sufficient data to permit a rational answer to be formulated, whether or not the original source of the topic (such as a particular journal article) was familiar to the student. In some cases, topics and/or specific sources may be announced in advance.

Physical Chemistry. Cumulative examinations in Physical Chemistry test a graduate student’s in-depth knowledge of specific topics and techniques. The examinations often consist of two parts, and each exam is written by two faculty. The material in the two sections can be very different, but the grade reflects the combined performance. The mode of the exam also ranges quite broadly. Students are often required to solve detailed mathematical problems in e.g., thermodynamics, statistical mechanics, advanced kinetics and quantum mechanics; to provide an in-depth discussion of the basis, application and limitations of experimental techniques; and occasionally, to discuss and analyze material provided from the current literature or covered in a recent colloquium or special topics course.

Important topics that students can expect to be covered over the course of many examinations include:

Advanced quantum chemistry, including detailed definitions and calculations for specific well-known systems; chemical thermodynamics, particularly derivations and applications; chemical kinetics,

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including experimental techniques; spectroscopy, basis and applications (e.g., FTIR, Raman, EPR, NMR, multiple photon, etc.); statistical mechanics, including detailed definitions and calculations for specific well-known systems; crystallography, fundamental concepts and structure determination; symmetry and group theory; nuclear chemistry and structure; general estimates of physical quantities and effects; discussion and explanation of fundamental physical concepts; data analysis techniques; recent (Physical Chemistry) seminars and colloquia.

C. Second Year Oral Examination

1. Philosophy and Student Preparation The purposes of this examination are to allow the student to demonstrate his or her preparedness for thesis research and ability to think critically and independently, and to review research progress. The examination should test general knowledge as well as specific research results and goals. Some suggestions are given below.

a. General knowledge:

1) General awareness of literature in the field. 2) Place of proposed research in the overall scheme of science. 3) Adequacy of theoretical background. 4) Knowledge of common instrumental techniques. 5) Familiarity with available aids at MSU; library, computer, instruments, research help from

others, etc. 6) Information from seminars and colloquia.

b. Specific preparedness:

1) Information on research progress to date.

2) Specific goals and plan of attack for continued research. 3) Details of previously published work on the subject. 4) Demonstration of sufficient background in the research area with suitable plans to

strengthen this background where needed. 5) Knowledge of experimental and/or theoretical techniques which have been or will be used

in the research. 6) Demonstration of readiness to deal with unexpected results; alternate plans or follow-up.

2. Timing of the Examination The examination is to be taken before the end of the fourth semester (excluding summer). Those entering with a master’s degree should be advised to take the examination early in the second year. In order to avoid schedule conflicts during spring semester, students are encouraged to take the examination as early in their second year as possible. Since the student begins research during the first year, he or she will normally have some research experience prior to the examination.

Postponement of the examination beyond the end of the fourth semester (excluding summers) may be granted if written reasons are presented to the Associate Chairperson by the student and the major professor along with a specified deadline for the examination. The following guidelines should be observed in recommending a postponement:

a. “Poor background” should not be used as a reason for delay.

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b. The student’s inability to acquire four cumulative examination points in the allotted time is not a valid reason for postponement of the exam. Such students are moved to the M.S. program and their Guidance Committee is required to meet soon afterward to determine the student’s status.

c. It is desirable but not necessary for the student to have produced results in research prior to the examination. The examination may be used to test research preparedness as well as research progress.

d. Failure does not mean automatic termination of the student’s graduate program. Therefore the penalty for being “too early” is not severe.

e. If the examination has not been taken by the end of the fourth semester or by the specified deadline, the Guidance Committee shall be requested to initiate a review of the student’s program. If no Guidance Committee has been formed, the Departmental Graduate Advising Committee shall conduct the review.

f. In the case of failure, the examination committee will specify the deadline for reexamination on the report of the examination. Reexamination should be as early as is practical. If the performance is so poor that excessive time would be required, then it would be better to request faculty review of the student’s graduate program than to delay the re-examination. Normally, not more than one semester should elapse between the first examination and the re-examination.

3. Administration of the Examination The examination will be administered by the student’s Guidance Committee; the second reader will serve as chairperson of the examination committee. The following procedures should be followed:

a. Since this examination is one of the most important functions of the Guidance Committee, any substitutions made (except in the case of the major professor) should be permanent.

b. Any interested faculty member may be present at the examination, whether or not he or she is a member of the Guidance Committee. However, only members of the Guidance Committee will vote on the results of the examination.

c. It is the responsibility of the student, in consultation with the second reader, to schedule the examination and to provide required information to the committee, as well as informing the Graduate Office of the date, time and location of the examination.

d. The graduate student is to prepare and defend before the Oral Committee a research proposal which describes his or her research. The proposal, 10-15 pages in length, should: 1) Present the problem and explain its significance. 2) Provide background information, including contributions of other members of the student’s

research group to the project if any, and primary literature citations. 3) State the objectives of the student’s program of research. 4) Outline the student’s contribution to the project in terms of research already accomplished. 5) Describe how the proposed research plan will be accomplished.

The proposal must be presented to the members of the committee no later than two weeks prior to the scheduled date of the examination. Any of the committee members not satisfied with the scientific merit of the proposal or the quality of the student’s writing must inform the second reader no later than one week prior to the scheduled examination date. The second reader may direct the student to rewrite the proposal and in cases of questionable scientific merit to reschedule the oral examination.

e. The examination format should be determined by the examining committee. Since the student will normally have started research, the examination might begin with a report of research progress to date. Faculty members should use the guidelines given above in preparing questions.

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4. Grading Philosophy and Practice The committee may give a passing grade, require re-examination, or recommend a faculty review of the student’s progress. This should be viewed as an important step in the student’s graduate program, both for the assessment of the strengths and weaknesses and to provide advice relative to the proposed research. While it is expected that the average student who has prepared for the examination will pass the first time, failure is not expected to be uncommon. The following guidelines are recommended:

a. The results of the examination will be determined by majority vote.

b. The chairperson of the examination committee will complete the Second Year Oral Examination form and submit it to the Associate Chairperson along with the recommendation of the committee. In the case of failure, reasons for the failure should be specified and areas which need to be strengthened prior to re-examination should be described. A copy will be given to the student.

c. The chairperson of the examination committee will also submit a form signed by the members of the committee indicating acceptance of the written proposal. This form must be received by the Associate Chairperson for completion of the Second Year Research Oral Examination requirement.

d. If the committee recommends a faculty review of the student’s program, the chairperson should present the recommendations of the committee to the faculty in writing. A copy will be given to the student.

e. Failure to pass the re-examination should result in a recommendation for faculty review of the student’s program. Possible outcomes of the review are either placement of the student in the Plan A or Plan B M.S. Degree program, or termination of the student from the graduate program.

D. Final Oral Examination The Final Oral Examination is the final formal step in the progress toward the Ph.D. degree. This examination is administered by the Guidance Committee with the Guidance Committee Chairperson presiding. After the Final Oral Examination, the only requirement remaining is to edit the dissertation according to the Guidance Committee recommendations and have the dissertation printed.

The Final Oral Examination is based on the research described in the dissertation and in any published or submitted manuscripts. The dissertation and at least one published or submitted manuscript must be given to Guidance Committee members at least two weeks before the examination. The dissertation must be approved by the Guidance Committee Chairperson and by the Second Reader before submission to the Committee.

The format of the Final Oral Examination is determined by the Guidance Committee. Normally, the student presents the results of the research to the Committee as an informal seminar. The Committee members may interrupt with questions at any time. The presentation is followed by an oral question period with the Guidance Committee members asking the questions.

The Guidance Committee may accept the dissertation and recommend that the student pass; they may recommend that the student be passed after an acceptable rewrite of portions of the dissertation; they may recommend that the student be re-examined after additional research and rewriting of the dissertation; or they may fail the student and recommend a review of the student’s progress.

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Students preparing for the Final Oral Exam should address the following issues:

1. Apply for graduation through the Registrar’s Office.

2. Call The Graduate School to request a Ph.D. Packet, which provides all of the dissertation formatting guidelines as well as any forms to be completed for the University.

3. For the Chemistry Department you must complete a Ph.D. Oral Exam Announcement (located on the Chemistry Department web site) and submit the form electronically to the Chemistry Graduate Office. This process informs the Graduate Office of your Final Oral Exam. The announcement should be submitted five working days prior to the exam.

4. A completed “Distribution of Unbound Copy of Dissertation” form, signed by the members of the Guidance Committee, must also be submitted to the Graduate Office five days in advance of the Final Oral Exam.

In order for the Final Certification of a degree to be approved and submitted to the Registrar’s Office, students MUST submit a bound copy of their dissertation to the Chemistry Graduate Office, along with a completed “Check Out Form.” Degree approval will not occur until these two requirements are met.

Students must be registered for one credit in the semester in which they hold their Final Oral Exam. Exams can be held on the last day prior to the start of the next semester. For example, if a student is enrolled for one credit for Fall semester, they have until the start of Spring semester to defend and be considered a Fall semester graduate and, hence, not have to enroll for Spring semester. Students must deliver the final, unbound copy of their dissertation to The Graduate School by their deadline in order to be considered a graduate for that particular semester.

https://www.reg.msu.edu/StuForms/GradApp/GradApp.asp

http://www.msu.edu/user/gradschl/current/packet.htm

http://www.cem.msu.edu/grad_final_phd.html

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V. GRADUATE SEMINAR

A. Analytical Chemistry Seminar Guidelines

1. Goals For the speakers, the analytical chemistry seminar program is designed to provide experience in presenting scientific talks of the type and quality given at national scientific meetings, job interviews and university and industrial symposia. The experience includes a thorough survey of the scientific literature, organization of pertinent information, preparation of visual aids, presentation of the talk itself, response to audience questions and a critical evaluation by the audience. For the audience, the seminars provide information on various topics in analytical chemistry and an opportunity for critical evaluation of each seminar. A successful seminar should educate the audience in the subject presented.

2. Attendance and Participation All graduate students in the analytical chemistry program except for first year students in their first semester are required to attend and participate in the analytical chemistry seminar program. First semester students are encouraged to begin attending seminars regularly as soon as they arrive. The analytical chemistry seminar program, as indicated above, has a formal course number; Chemistry 938. This course meets once a week and consists of 50-minute talks presented by graduate students, or, occasionally, by faculty or guest speakers. Each Ph.D. candidate is required to present two seminars while in residence, and candidates for the M.S. degree present one seminar. Student speakers should enroll for one credit of Chemistry 938 only during the semester in which they are presenting a seminar. Graduate students should be aware of their seminar responsibilities. The faculty member responsible for the analytical seminar program will schedule seminars in the late summer/early fall for the entire academic year. Preference in scheduling will be given to those students who make their choice known. If no preference is indicated by a student, then the seminar date will be assigned.

3. Seminar Topics

a) Introduction The seminar topic is determined by consultation between the speaker, the research preceptor and the professor in charge of the seminar program. Students should be constantly in search of potential seminar topics so that a preliminary review of the literature may be undertaken well in advance of the topic selection. Selection of a topic and faculty approval should be completed as determined by the professor in charge, or at least before the first week of the semester in which the seminar will be given. To avoid duplication, students should consult the subjects covered in analytical seminars during the past three years. Abstracts of previous seminars are available in the Chemistry Library.

b) First (literature) seminar The first seminar for Ph.D. candidates is to be a literature seminar. It is to be given in the second year of the student’s program, usually in the Fall semester. The subject of the seminar can be quite diverse, depending on the speaker’s interests. The topic is unrestricted, however, it must be approved by the research preceptor and the professor in charge of the seminar program. Seminars on broad

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subjects, such as those described in textbooks, are not appropriate for presentation because it is difficult to assemble the large amount of material available and to avoid a “book chapter” presentation. Organization of the seminar is a more tractable task if the topic is defined carefully in advance, and a clear, single train of thought is chosen for the presentation. One type of seminar that is appropriate can be the presentation of a recent, forefront research topic, placed in the context of its importance to the field of chemistry. Another type of seminar is an in-depth critical examination of a relatively narrow topic or a key publication. In all cases the source materials should be drawn from the scientific literature (i.e. journals, monographs and recent review articles). Other types of seminars, not mentioned above, can be discussed with the professor in charge of the program. For example, it is possible, and even desirable, for several students to collaborate on developing a “short course” on a significant topic, with each student concentrating on one aspect of the topic.

c) Second (research) seminar The second seminar given by Ph.D. students will be a report on research progress and accomplishments. This seminar is to be given in the second (spring) semester of the fourth year. The purpose of this seminar is very different from that of the literature seminar. In the research seminar the speaker should provide background on the research project. Goals should be presented. The area of research should be defined in the context of the current scientific literature. The speaker should not only discuss how the project fits into the particular field of research, but its impact on the broadest area of science. Results should be presented and critiqued, and future directions outlined. The progress on the project achieved to date should be presented, including discussions of problems encountered and solved, as appropriate. This seminar is to be a progress report; it need not contain a complete set of final experimental or theoretical results and interpretations. However, the speaker’s ability to provide a perspective concerning his or her research project for the audience, and to present experimental results in a scientifically correct and insightful way, are critical components of this seminar opportunity. Students may choose to develop this seminar as a “chalk talk”. Obviously, there will be occasions when a figure of data such as a chromatogram or a spectrum should be shown, and slides or viewgraphs are appropriate for this purpose.

4. Abstract

a) Introduction All seminar speakers are requires to provide an abstract summarizing the material to be covered in the seminar. The abstract should be reviewed first and approved by the student’s advisor. It should then be presented to the professor in charge of the seminar program at least ten days in advance of the presentation, for final approval. Secretarial services will be provided for the final typing of the abstract, given sufficient advance notice. However, it is the responsibility of the speaker to reproduce and distribute copies to analytical students, faculty, postdoctoral associates, library, business office and others expected to be interested in the seminar topic. Abstracts must be distributed no later than the Monday of the week for which the seminar is scheduled. Extra copies should also be placed in the seminar room before the talk. Failure to meet any of these deadlines will likely result in a reduction in the final grade.

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b) Abstract for first (literature) seminar Attention to the following points in the preparation of the abstracts will minimize rewriting and revision. The scope of the seminar should be stated clearly near the beginning of the abstract, if not in the title. It should be made clear whether the coverage of the defined topic is comprehensive, or if not, how the material was selected. The abstract should be a critical, readable and brief review of the literature of the topic. The text should be concise in presenting only the important material in detail. It should avoid detailed exposition of repetitive examples. A literature reference should be given for every fact cited, so that the abstract will be useful as a reference source. It should not be a list of the topics to be discussed but rather should include statements of the most significant points of the presentation. The abstract should be of sufficient length and detail to make it be of lasting value to the reader. However, the maximum length of the abstract should be two typewritten pages (1.5 line spacing) plus the bibliography. The main value of the length limitation is that it gives the student practice in summarizing facts from different sources in a concise manner, and in using his or her critical sense to discard or minimize any unimportant, irrelevant or incorrect literature. A topic that cannot be covered well in two pages is too broad for a 50-minute seminar and should be reduced in scope. The list of references should be as complete as possible. It should include both the original literature references and review articles, if available. For the sake of uniformity, the references in the bibliography should be written in the form commonly used in research journals (ACS and APS). Particular attention should be given to the initials of the authors, order cited, abbreviations of journal names and punctuation.

c) Abstract for second (research) seminar Since the second seminar is a research seminar, the abstract to be written and distributed will use a research format, such as that typically required for a scientific meeting. The Analytical Faculty have chosen the abstract format used for the FACSS (Federation of Analytical Chemistry and Spectroscopy Societies) Meetings. How to prepare your abstract 1) Prepare abstract with a header that indicates the seminar time and date, as given on the example

at the end of this document. 2) Type the abstract title only in capital letters. 3) Follow the title with the author’s name, business address and zip code. 4) Leave one line blank between the heading and the abstract. 5) Print the entire abstract in one paragraph. 6) Keep the entire abstract within a 6.5 inch wide by 4.5 inch high area. This size limitation will be

enforced. 7) Figures or tables are not allowed. 8) The maximum length of the abstract is 250 words. A shorter abstract is fine if the pertinent

information can be conveyed in less than 250 words.

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5. Seminar length and level The seminar should be 45 to 50 minutes long, followed by a short “question and answer” period. Seminars that exceed or fall short of this time limit significantly will run the risk of receiving a lower grade. A major purpose of the seminar is to convey information to the audience in a clear and concise manner. The level of the talk should be such that the majority of the audience can understand it and also learn something. The audience consists of graduate students, postdoctoral associates and the faculty. The talk should contain only as much background material as is necessary to bring the audience to the level required by the subject and then should develop the subject with emphasis on the important fundamental aspects and evaluation of the state of the art techniques and applications. If the introduction and background material are well prepared and presented, the audience of scientists can learn what is necessary in a short time (no more than 10 - 15 minutes), and the bulk of the seminar can contain material that is new to the majority of the audience.

6. Presentation The effectiveness of an oral presentation is inversely proportional to the frequency with which the speaker refers to notes or cards. Most of us cannot recall extensive numerical data, and an outline of topics to be covered helps one to avoid leaving out something important. However, it makes a poor impression if the speaker must frequently look at notes to recall the interpretation of some particular point or to derive a simple equation. It is not acceptable, however, to recite a talk from memory. A memorized talk is not only uninspiring but also indicates to the audience a lack of fundamental familiarity with the principles under discussion. It is best to have the facts and ideas pertinent to the talk clearly in mind before the presentation, and to use wording that is appropriate for logical presentation as the talk progresses. Early in your presentation, you should make the audience aware of your approach. Make sure that the audience is carefully guided from point to point as you develop the theme of your talk. It is important to avoid discussing minor aspects of the topic in such detail that the essential objectives of the talk become obscured. For example, presentation of algebraic details of a mathematical derivation is guaranteed to lose audience interest and should be attempted only if the point of the derivation is central to the topic at hand. If a long and detailed mathematical derivation is an essential feature of the seminar, then only the important aspects of the derivation should be described, with the algebra included in an appendix to the abstract. Extensive tables of data are not usually of interest. They can be presented on slides, but the data should be pre-digested by the speaker and pertinent examples or a summary should be presented as needed to illustrate the important points. The interpretation of the data presented in the talk should be that of the speaker, which may or may not be the same as that of the experimenter. In the latter case, the reasons for disagreement should be made clear. It should be self-evident that the speaker cannot form valid opinions nor defend the opinions expressed unless the data presented are thoroughly familiar to him or her. A statement such as “the author didn’t say anything about that” is usually not an adequate answer to a question from the audience. The listeners are interested in learning the facts and also the speaker’s opinion of the facts, and not simply what any given author stated.

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An excellent article, entitled “The Graduate Student Seminar,” by Keith J. Laidler was published in J. Chem. Ed., 48, 671 (1971). Several important items not included in the above discussion are discussed, such as appropriate language, how to conclude a seminar, etc. It is recommended reading for all students. Likewise, “A Handbook of Public Speaking for Scientists and Engineers”, by Peter Kenney is a useful guide for seminar preparation.

7. Visual Aids When chalk is used, writing should be large and clear. The effectiveness of a scientific talk can be improved with the use of visual aids. In fact, for most experienced speakers, their set of slides serves as a carefully organized, running outline of the talk. Slide, overhead, and computer projectors are available for presentations. It is generally not advisable not to use both slides and transparencies, although some seminar speakers make effective use of the combination. The number of visual aids should not be excessive. For a 50 minute talk, 20-25 transparencies will usually be sufficient, depending on the style and content of the presentation. It is not advisable to exceed 45 slides in a talk under any circumstances. The visual aids should be easily readable from the back of the room. Care should be taken not to include so much information that the reader cannot digest it and see the important points. Diagrams of apparatus, equipment, or other supporting material can be placed on the chalk board or on slides before the seminar for ready reference during the presentation.

It is the responsibility of the speaker to arrange for the projector to be delivered to the designated place, on time. Further detailed information can be obtained from the professor in charge of the seminar.

8. Seminar Grade

The grade for the seminar will be determined at the end of the semester in which it was presented. The seminar grade will be based on the following criteria:

• Critical Insight • Choice and preparation of the topic • Level of the seminar • Oral presentation (clarity, diction, grammar, word choice, mannerisms, length) • Responses to questions • Suitability of the abstract • Organization • Quality and effective use of visual aids • Timeliness in meeting deadlines

For second (research) seminars, there are, in addition, two questions that must be considered in the evaluation of the presentation: Would this talk be a successful job interview presentation? What is the most appropriate publication venue for this research?

Evaluation forms are distributed to the analytical faculty and the graduate students, who provide written comments and criticisms of each criterion. The combined comments of the analytical faculty will be made available to the speaker by the professor in charge within approximately a week after the presentation of the seminar. Graduate student evaluations (anonymous) are given to each speaker for his or her own information. The evaluations are intended to help the student clearly recognize the strong points in the seminar as well as any aspects which can be improved. The final grade will be assigned by the professor in charge of the seminar program following consultation with the other analytical faculty members. The basis on which the final grades are assigned must be flexible in order to reflect the

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inevitable element of subjectivity in such matters. However, a grade of 4.0 will generally be given only when the above criteria are all met in an exemplary way. A grade below 3.0 will be assigned if the standard of the seminar is judged to be inadequate or when a student does not follow the seminar deadlines. In such cases, the student will be required to present another seminar within the next semester, excluding summer, in order to remove the deficiency from their record. A failing grade will be assigned to a student who cancels their scheduled seminar without a compelling justification. Insufficient consideration of date conflicts or lack of preparation are not compelling justifications.

9. Summary of Deadlines

Choice of Date (Fall and Spring Semesters)

August 4 - August 25, 2000

Submission and Approval of Fall Semester Topics

August 25 - August 29, 2000

Submission and Approval of Outline for First (Literature) Seminars

One month prior to presentation

Abstract 1. Ten days prior to the seminar, a polished draft of the abstract, approved (by signature of the advisor) must be presented to the professor in charge of the program.

2. Seven days prior to the seminar, the revised (if necessary) abstract, again signed by the advisor, must be presented to the professor in charge.

3. Four days prior to the seminar, the abstract must be distributed as described above.

10. Conclusion Seminars are among our most important endeavors. A high quality program is of great benefit to everyone involved. Let us strive collectively to make our program excellent in all respects. It is particularly important that you attend regularly and contribute to the audience feedback. Above all, the preparation and presentation of a research-level seminar on a topic of genuine interest to the speaker can be a rewarding experience. Such enthusiasm is easily communicated and will help to make our seminar program a positive educational experience for all concerned.

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Analytical Chemistry Seminar Program Research Seminar

Friday, xx October, 200y 12:40 P.M. Room 136 Chemistry

ADSORPTION KINETICS STUDY OF SELF-ASSEMBLED MONOLAYERS USING A QUARTZ CRYSTAL MICROBALANCE, D. S. Karpovich and G. J. Blanchard, Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322.

Alkanethiols self assemble spontaneously on crystalline gold surfaces to form highly ordered monolayers. These monolayers, in addition to being intriguing from a fundamental perspective, are potentially useful for surface-modification and sensor applications. Though much work has been done to understand the steady-state structure of these monolayers, there is only a very limited understanding of the details of how these monolayers form. We have examined the growth kinetics of alkyl thiol self-assembled monolayers on a quartz microbalance with vapor deposited gold electrodes. Our data show that the formation kinetics for these monolayers depend sensitively on the concentration and chain length of the alkanethiol and the solvent medium. At high thiol concentration, pseudo zero order adsorption kinetics are observed, while at low concentration, higher order processes contribute. We also find that the adsorption of thiols to gold is reversible. We report equilibrium constants for the adsorption of C8 and C18 thiols on gold. Our data show that the self assembly process is largely completed within minutes for these systems, while structural equilibration of the monolayer requires several hours.

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ANALYTICAL SEMINAR Faculty Evaluation Sheet

Speaker: Advisor:

Topic:

Date: Please comment on each of the following aspects of the presentation and assign a grade (0-100) based on: 90-100 Outstanding 80-90 very good 70-80 passable 60-70 marginal < 60 failure Abstract

Organization, thoroughness

Critical insight

Visual aids

Presentation (delivery)

Level and length

Response to questions

Other comments Evaluator: Grade (0-100):

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B. Inorganic Chemistry Seminar Guidelines

1. Who Attends Seminars and Why? Each graduate student in inorganic chemistry is expected to attend every inorganic chemistry seminar. The reasons for this should be apparent: the seminar speaker is entitled to an audience, the material presented should be of interest and importance, and knowing how to learn from a seminar is an important skill. The seminar is one of the most common means of transmitting information from one person to a group, and knowing how to listen is as important as being able to speak.

2. Who Gives Seminars and When? According to the current rules, each Ph.D. candidate in chemistry must give two seminars; each M.S. candidate must give one. Normally Ph.D. candidates give their first seminar during the second year of graduate study and the second in the fourth or fifth year. The first seminar should be based on research in the literature, with the exclusion of the candidate’s thesis research; the second is usually a report of completed original research with supporting references to published work. A student should register for one credit of CEM 918 during the semesters and a seminar scheduled for presentation.

Faculty members, research associates, and guests from other universities may give seminars in addition to those given by graduate students.

3. What is Expected of a Seminar Speaker?

a) Format The seminar should consist of a 45-50 minute talk, during which members of the audience can occasionally ask questions, and a question period at the end. The seminar topic should be selected by the speaker in consultation with his/her major professor. The title of the seminar must be advertised one week prior to the date of the talk.

b) Abstract A seminar abstract must be prepared by the speaker. The abstract should contain the title of the talk; the speaker’s name; the time, room and date of the seminar; a summary of the material to be covered during the talk; and a carefully selected bibliography. The summary should cover all significant aspects of the seminar, without exhaustively detailing its contents. References should include key papers or books to simplify literature searches by those with further interest in the subject. The abstract should be checked and approved by the major professor and submitted to the secretary of the professor in charge of CEM 918 at least one week prior to the seminar. The abstract will be typed and duplicated (services provided by the department). Distribution to all faculty, inorganic chemistry research associates and graduate students is the responsibility of the seminar speaker; this should be done no later than the Friday of the week preceding the talk.

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4. Topic The first seminar topic chosen by the student must not be related to work going on in his/her group or the subject of his/her dissertation. If unsure, proper consultation with the faculty member in charge of the seminar series and with own thesis advisor is recommended.

5. Presentation To give an effective seminar, the speaker must aim for the clear communication of ideas and results to the audience.

The introduction should specify the objectives of the research under discussion and explain its significance. Whenever possible, the work should be placed in a broad chemical context; in every case, it should be related to the research of other groups, including groups outside the immediate area of investigation. It is helpful for the audience if an outline of the reset of the talk is included in the introduction.

Ordinarily the presentation should be pitched at the level of a graduate student who has no special background in the area. Terms not widely used should be defined when introduced—this is often vital when important terms are from biology, other physical sciences, or mathematics, or are acronyms.

It is important to avoid treating minor aspects of the topic in such detail that essential features are obscured. The meaning of results should always be made clear.

All work (published or unpublished) done by others should receive appropriate attribution. In scientific seminars, work not attributed is presumed to be the speaker’s own, unless the results are commonly known by those outside the field.

Speakers are encouraged to use the overhead projector and/or slide projector. Facilities for making transparencies are available. Slides and transparencies should be checked for legibility from any seat in Room 136 and altered if necessary.

Finally, talks that are memorized or read usually do not come off well. For a well-prepared speaker who is familiar with the subject matter, a set of slides or overheads often suffices as a running outline for the presentation.

6. Grade Each seminar will be evaluated by all faculty members present, each of whom will submit a grade. However, the grade reported to the speaker and to the registrar will be determined by the professor in charge of the seminar. The evaluation form that the faculty uses is reproduced on the next page. After the seminar, the speaker will be informed of the grade and any pertinent comments from the faculty. If desired, the speaker can discuss their seminar with any of the faculty that were present.

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INORGANIC SEMINAR EVALUATION CHEMISTRY 918 (Literature Topics)

Speaker: Date:

Topic:

Comments: (Specific) Choice of Topic:

Definition of Problem:

Abstract:

Preparation:

Organization of Talk:

Delivery:

Discussion:

GRADE SUMMARY

4.0 3.5 3.0 2.5 2.0 Abstract Preparation Organization of Talk Delivery Discussion TOTALS (T)

Grade in Course (T/5)= Professor (Optional)

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INORGANIC SEMINAR EVALUATION CHEMISTRY 918 (Research Topics)

Speaker: Date:

Topic:

Comments: (Specific)

Abstract:

Definition of Problem:

Organization of Talk:

Delivery:

Discussion:

GRADE SUMMARY

4.0 3.5 3.0 2.5 2.0 Abstract Preparation Organization of Talk Delivery Discussion TOTALS (T)

Grade in Course (T/5)= Professor (Optional)

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C. Organic Chemistry Seminar Guidelines

1. Course Description/Purpose During the course of your graduate studies, there are a number of requirements that you must fulfill in order to successfully obtain a Ph.D. degree. Each of these requirements plays an important role in your scientific training. As part of this education, you must present two literature seminars to the faculty and students of this department. This requirement allows you to practice and develop a variety of important skills which are crucial to a successful career as a scientist. Among these skills is the ability to thoroughly explore the chemical literature in a subject area that is not directly related to your current area of research. This exercise allows you to become familiar with methods of searching the chemical literature, to broaden your knowledge to include a previously unfamiliar area of chemistry, and to understand, compile, and relate the work of a number of individual investigators. All of this work must then be organized into a compact packet of information and prepared for presentation. Your organizational skills are demonstrated in both an oral and a written manner, which provides an opportunity for public speaking experience as well as composing concise written expression. Overall, this effort requires a great deal of discipline in the coordination of several different projects and the meeting of required deadlines.

2. Requirements/Deadlines

a) Six weeks prior to seminar Cancellation of a scheduled seminar after this date (barring severe extenuating circumstances) will automatically result in a 0.5 grade point penalty when that student’s seminar is finally delivered. Get a seminar topic approved by the faculty member in charge of CEM 958 for the scheduled term. In order to get a topic approved, each student should bring to the faculty member a one page outline of the topic and the papers that will be cited. Because of the nature and purpose of this learning experience, the topic should contain work that requires a reasonable amount of coordination and interpretation by the student and should not be covered by a recent review.

b) One week prior to seminar Each student must supply a one paragraph abstract, including title and a short list of key references, to the course secretary no later than one week before the seminar. This abstract must be of a suitable quality for departmental distribution and posting. References should be cited in the standard journal style (S. T. Graul and R. R. Squires, J. Am. Chem. Soc., 112, 2517-2519 (1990) or Schore, N. E.; Croudace, M. C. J. Org. Chem. 1981, 46, 5436-5440).

c) Seminar day Give a 45-50 minute presentation on a topic of current interest in organic chemistry. The subject should not involve the research being conducted by anyone in your research group.

d) One week after seminar The final draft of the report is due to the faculty member in charge of CEM 958. The report is graded on accuracy, clarity, and writing skills (grammar, spelling, complete sentences, etc.). The report should be a 1500 word summary (not to exceed five typed pages, double-spaced, including figures, excluding references) of the talk. As a result of the limited space, this report should have only enough text to identify in which papers the various results and conclusions appear; it should have a comprehensive bibliography. The report is not meant to be an in depth review on a topic.

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3. Grading Criteria

a) Choice of Topic Because the selection of the topic is often accomplished with the help and advice of the faculty, the choice of topic receives a lower weighting factor in the overall grading. However, the topic is critical to the success of the presentation. The subject should be of current interest and importance in organic chemistry. If these criteria are met, chances are that you and your audience will be very interested in and enthusiastic about learning the science. Some of the most successful presentations have had a mix of structure, synthesis, stereochemistry, and mechanism (think about the talks that have been some of your favorites). In many cases, current subjects which are associated with controversy or contradicting views also stimulate a significant amount of interest. In selection of a topic, establishing and defining boundaries for your talk are important. Proper boundaries should allow for the proper mix of scientific breadth and depth.

b) Difficulty of Topic The amount of effort required to compile and understand the breadth of literature reports in the chosen area is taken into account. In addition, the conceptual difficulty in understanding the material in depth is considered.

c) Clarity of Presentation For practical purposes, this category can be divided into two main factors, Organization and Presentation skills. 1) Organization

Introduction: The Introduction section should be used to convince your audience that the topic is important. Get them excited and interested in your subject at the beginning, or it will be very difficult to gain their attention during the course of your talk. Give the audience a verbal abstract of the talk outlining what they will learn from the presentation and so that they will know what to look for. Start by providing the big picture of the chemistry involved and then more narrowly define your subject. Establish the necessary vocabulary needed for the language of the talk. Body: This section should be used to communicate your findings and to relate the many different results and reports you have uncovered. Conclusion: Summarize what you have just taught the audience by briefly repeating the important concepts and achievements of the work discussed. Briefly mention current areas under study and directions that this work can be taken in the future. Finally, bring your audience out into the big picture again and reestablish the importance of this subject. Thank your audience.

2) Presentation Transparencies: Your transparencies (slides) or visual presentation (models, chalkboard work) should be carefully planned out and neatly prepared. Don’t use the slide as a crutch upon which you put all information. Instead, use the slide as an outline and guide to facilitate a talk during which you present the information to the audience instead of reading the information from the slide. Clarity in the slide is important. Information should be visible and legible from the back of the room and should summarize concepts. In some cases, it may seem optimal to put several ideas on a single slide for comparison, but if the slide becomes too complex and crowded, it may in fact be better to separate the examples and relate the two different slides verbally. When appropriate, the important features of these two examples can be compared on a third slide to provide the full impact of the similarities/contrasts. Often it is best to use the chalkboard for work or structures that will be commonly referred to throughout the talk. In addition, the chalkboard is the perfect instructional medium for a well thought out mechanism. Delivery: Perhaps the most important nonintellectual aspect of your presentation is your ability to speak. This quality leaves a lasting impression with your audience. Think, for example, how

V-15


you judge other speakers in seminar, colloquia, and everyday conversation. The way in which you express yourself, and the enthusiasm and interest with which you present the material, can be as important as what you are discussing. In fact, the smoothness and continuity of your words and thoughts reflect upon your thoughtfulness, knowledge, and confidence in the subject area. Use complete sentences and avoid the common aaahhh’s and uuummm’s used to bridge thoughts; silence is far less distracting to the listener. Talk clearly and audibly while facing your audience, not the screen or the chalkboard. Be descriptive in your discussion of the slides and the chemistry that they contain. Do not remove your transparency until after you are done talking.

d) Thoroughness Present and teach a complete package of work to your audience; do not leave out important pieces of related information. In cases where there are deficiencies in areas of research, clearly state that this area has not been explored and needs further work or cannot be studied. This aspect of your talk is important to show an in depth knowledge of your subject. The nature of the questions asked and your ability to answer those questions also provides a means to judge the thoroughness with which you know the subject matter and organic chemistry in general.

e) Critical Insight Although preparing for your seminar entails collecting and reading many published articles, the purpose of your presentation is not to present a “book report”. Instead, you are required to relate the papers, discuss the evolution of the work, and critically evaluate the work. Tell what may be missing from each research finding and how the overall thinking or models have changed with time and experiments. Give the important contributions of each group of results, and discuss what improvements could be made in the studies. Point out differences of opinion between authors; don’t hesitate to express your own opinions on the subject, but be prepared to explain how you came to these views. Discuss the directions that can be taken for future research in this area. You are teaching your audience a subject of current interest in organic chemistry. Take intellectual control of the subject material.

f) Attitude toward audience Treat the audience with respect by coming prepared and being enthusiastic about your subject. Teach your audience the material and answer their questions in a way that is neither trivial nor condescending. Face your audience when you speak. Observe the 45-50 minute time limit for the presentation so that you can allow 10 minutes for questions. Dress as you would if you were going to a job interview because, in each case, you are showcasing your abilities. When a question is asked, either by students or faculty, you should approach it not as a test but as an opportunity to share your knowledge and enthusiasm for your topic. We all learn something new from each seminar, and when you are talking, you are the teacher, the expert on the chosen topic. Teach your audience - professors and students.

4. Common Problems The most common problem in any type of presentation is the lack of practice. In most cases, simply practicing the talk in front of others, well in advance of the presentation so that changes and alterations can be made, can reduce or eliminate the problems that occur so often. How many of these problems sound familiar: seminar too long, seminar too short, speaker doesn’t know published mechanisms, and experimental details, errors in slides, can’t read slides, too many aaahhh’s and uuummm’s, problems with communicating specific concepts, poor presentation of work on a slide, poor boardwork, uneasiness in front of audience, or lack of a conclusion to the talk? Practicing in front of others will help you to correct problems and weaknesses while building confidence.

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The Department of Chemistry Gradual

Organic Seminar

Asymmetric Alkylation by Diorganozinc Reagents: A Classic Reaction with Nonclassic Aspects

3:00-3:50 p.m., March 12, 1997 Room 136, Chem. Bldg.

Feng Geng

The asymmetric alkylation of aldehydes simultaneously achieves the construction of a carbon-carbon bond and the formation of a chiral secondary alcohol. Very high yields and high %ee can be obtained when such alkylations are carried out with organozinc reagents in the presence of chiral aminoalcohols. In recent years, such alkylation reactions have been the subject of intense study.1 During the course of these studies, examples of nonclassic characteristics such as chirality amplification and asymmetric autocatalysis have been discovered.1b, 2

Asymmetric autocatalysis has attracted great interest for many years. In addition to its great potential for organic synthesis, the study and development of asymmetric autocatalytic systems may provide insight into the origin of molecular chirality and even the origins of life.3 Early in 1953, Frank noted the significance of sasymmetric autocatalysis.4 However, in spite of great efforts tenantioselectivity was achieved only very recently (Scheme I).5 Tafter a full and deep understanding of “general” organozinc chemist

This seminar will cover the background of the general alkylatsearch and the discovery of asymmetric autocatalytic systems.

References:

1. (a) Noyori, R.; Suga, S.; Okata, S.; Kitamura, M.; Oguni, N.; 1990, 382, 19. (b) Kitamura, M.; Okada, S.; Suga, S.; NoyoFrechet, J.M.J.; J. Org. Chem. 1987, 52, 4140. (d) Li, S.JTrans. I 1993, 885. (e) Dosa, J.P.; Ruble, C.; Fu, G.C. J. Or

2. (a) Shibata, T.; Morioka, H.; Hayase, T.; Choji, K.; Soai, K. JHori, H. J. Chem. Soc. Chem. Commun. 1990, 982. (c) Ogu110, 7877. (d) Albert, A.H.; Wynberg, H. J. Am.Chem. Soc.

3. (a) Japp, F.R. Nature 1898, 58, 452. (b) Bonner, W.A. InExobiology, North Holland, Amsterdam, 1972, Chapter 6. (cMacromol. Sci. Chem. 1989, 8, 1033.

4. Frank, F.C. Biochim. Biophys. Acta 1953, 11, 459. 5. Soai, K.; Shibata, T.; Morioka, H.; Choji, K. Nature 1995, 378

I
Scheme
2002-2003

uch study and called for a “laboratory demonstration” of he first discovery of asymmetric autocatalysis with high he main progress leading to this discovery was made only ry had been realized.

ion reactions by organozinc reagents and will introduce the

Hayashi, N.; Kaneko, T.; Matsuda,Y. J. Organomet. Chem. ri, R. J. Am. Chem. Soc. 1989, 111, 4028. (c) Itsuno, S.;

.; Jiang, Y.Z.; Mi, A.Q.; Yang, G.S. J. Chem. Soc. Perkin g. Chem. 1997, 62, 444. . Am. Chem. Soc. 1996, 118, 471. (b) Soai, K.; Niwa, S.; ni, N.; Matasuda, Y.; Kaneko, T. J. Am. Chem. Soc. 1988,

1989, 111, 7265. “Origins of Molecular Chirality” Ponnamperuma, C. (Ed.) ) Wynberg, H. Chimia 1989, 43, 150. (d) Wynberg, H. J.

, 767.

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ORGANIC CHEMISTRY SEMINAR EVALUATION SHEET Wednesday, April 9, 1997

Please evaluate Spiros Kambourakis’ seminar entitled, “Polyhydroxyalkanoates: Physiological Role and and Biocatalytic Synthesis of New Biodegradable Polymers”, according to the following criteria. Please score on a scale ranging from 1-4.

CONTENT PRESENTATION Choice of Topic Clarity of Drawings Difficulty of Topic Clarity of Expression Thoroughness Clarity of Organization Critical Insight Enthusiasm Overall Response to Questions Overall How much did you learn? [nothing (1-2), a little (3), a lot (4)] Comments: Signed: (not required)

Please give comments to Dr. Frost.

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D. Physical Chemistry Seminar Guidelines

1. Who Attends Seminars and Why? Each graduate student in physical chemistry is expected to attend every physical chemistry seminar. The reasons for this should be apparent: the seminar speaker is entitled to an audience, the material presented should be of interest and importance, and knowing how to learn from a seminar is an important skill. The seminar is one of the most common means of transmitting information from one person to a group, and knowing how to listen is as important as being able to speak.

2. Who Gives Seminars and When ? According to the current rules, each Ph.D. candidate in chemistry must give two seminars; each M.S. candidate must give one. Normally Ph.D. candidates give their first seminar during the second year of graduate study and the second in the fourth or fifth year. The first seminar is usuallly based on research in the literature; the second is usually a report of completed original research with supporting references to published work. A student should register for one credit of CEM 998 during the semesters a seminar is scheduled for presentation.

Faculty members, research associates, and guests from other universities may give seminars in addition to those given by graduate students.

3. What is Expected of a Seminar Speaker?

a) Format The seminar should consist of a 45-50-minute talk, during which members of the audience can occasionally ask questions, and a question period at the end. The seminar topic should be selected by the speaker in consultation with his/her major professor. The title of the seminar must be advertised one week prior to the date of the talk.

b) Abstract A seminar abstract must be prepared by the speaker. The abstract should contain the title of the talk; the speaker’s name; the time, room and date of the seminar; a summary of the material to be covered during the talk; and a carefully selected bibliography. The summary should cover all significant aspects of the seminar, without exhaustively detailing its contents. References should include key papers or books to simplify literature searches by those with further interest in the subject. The abstract should be checked and approved by the major professor and submitted to the secretary of the professor in charge of CEM 998 at least one week prior to the seminar. The abstract will be posted on the bulletin boards at the elevators and distributed electronically to all faculty as well as research associates and graduate students in physical chemistry.

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4. Presentation To give an effective seminar, the speaker must aim for the clear communication of ideas and results to the audience.

The introduction should specify the objectives of the research under discussion and explain its significance. Whenever possible, the work should be placed in a broad chemical context; in every case, it should be related to the research of other groups, including groups outside the immediate area of investigation. It is helpful for the audience if an overview of the rest of the talk is included in the introduction.

Ordinarily, the presentation should be pitched at the level of a graduate student who has no special background in the area. Terms not widely used should be defined when introduced—this is often vital when important terms are from biology, other physical sciences, or mathematics, or are acronyms.

It is important to avoid treating minor aspects of the topic in such detail that essential features are obscured. When the derivation of an equation is an integral part of the seminar, the physical content of the assumptions or relations used should be explained, and limits of validity of the result should be indicated; however, all algebraic manipulations need not be given. The meaning of results and equations should always be made clear.

All work (published or unpublished) done by others should receive appropriate attribution. In scientific seminars, work not attributed is presumed to be the speaker’s own, unless the results are commonly known by those outside the field.

Speakers are encouraged to use the overhead projector, slide projector and/or computer projector. Facilities for making transparencies are available. Slides and transparencies should be checked for legibility from any seat in Room 136 and altered if necessary.

Finally, talks that are memorized or read usually do not come off well. For a well-prepared speaker who is familiar with the subject matter, a set of slides or overheads often suffices as a running outline for the presentation.

5. Grade Each seminar will be evaluated by all faculty members present, each of whom will submit a grade. However, the grade reported to the speaker and to the registrar will be determined by the professor in charge of the seminar. The evaluation form that the faculty use is reproduced on the next page. After the seminar, the speaker will be informed of the grade and any pertinent comments from the faculty. If desired, speakers can discuss their seminars with any of the faculty that were present.

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Chemistry 998 Faculty-Feedback Sheet

Speaker: Topic: I. Evaluate the seminar based upon the following criteria: A. Topic (for Literature Seminars) and Abstract B. Preparation and Critical Insight (including knowledge of subject and related literature) C. Organization and Effectiveness of Presentation (including placement of material in a broader

context, level of presentation, quality of and use of visual aids) D. Delivery (including pacing, volume, clarity, demeanor) E. Response to Questions II. Please comment on aspects of the seminar that were especially strong, and suggest ways in which

the seminar could be improved. Material written above this line will be shared with the speaker.

Seminar grade given to

Grade: Signature: Date

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Chemistry 998 Audience-Feedback Sheet

Speaker: Topic: I. Evaluate the seminar based upon the following criteria: A. Topic (for Literature Seminars) and Abstract B. Preparation and Critical Insight (including knowledge of subject and related literature) C. Organization and Effectiveness of Presentation (including placement of material in a broader

context, level of presentation, quality of and use of visual aids) D. Delivery (including pacing, volume, clarity, demeanor) E. Response to Questions II. Please comment on aspects of the seminar that were especially strong, and suggest ways in which

the seminar could be improved. Suggested Grade:

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VI. TEACHING

A. Code of Teaching Responsibility The teaching responsibilities of instructional staff members (herein referred to as instructors) are among those many areas of university life which have for generations been a part of the unwritten code of academicians. The provisions of such a code are so reasonable to learned and humane individuals that it may appear redundant or unnecessary to state them. However, the University conceives them to be so important that performance by instructors in meeting the provisions of this code shall be taken into consideration in determining salary increases, tenure, and promotion. 1. Instructors are responsible for ensuring that the content of the courses they teach is consistent with

the course descriptions approved by the University Committee on Curriculum and the Academic Council. Instructors are also responsible for stating clearly to students in their classes the instructional objectives of each course at the beginning of each semester. It is expected that the class activities will be directed toward the fulfillment of these objectives and that the bases upon which student performance is evaluated will be consistent with these objectives. The University prohibits students from commercializing their notes of lectures and University-provided class materials, without the written consent of the instructor. Instructors may allow commercialization by including express permission in the course syllabus or other written statement distributed to all students in the class.

2. Instructors are responsible for informing students in their classes of the methods to be used in determining final course grades and of any special requirements of attendance which differ from the attendance policy of the University. Course grades will be determined by the instructor’s assessment of each student’s individual performance, judged by standards of academic achievement.

3. Examinations and other assignments submitted for grading during the semester should be returned with sufficient promptness to enhance the learning experience. Unclaimed final examination answers will be retained by the instructor for at least one semester so that they may be reviewed by students who desire to do so. Examination questions are an integral part of course materials, and the decision whether to allow their retention by students is the responsibility of the instructor. Term papers and other comparable projects are the property of students who prepare them. They should be returned to students who ask for them and those which are not returned should be retained by the instructor for at least one semester. Instructors who desire to retain a copy for their own files should state their intention to do so in order that students may prepare additional copies for themselves.

4. Instructors are expected to meet their classes regularly and at scheduled times. Instructors will notify their units if they are to be absent and if appropriate arrangements have not been made so that suitable action may be taken by the unit if necessary.

5. Instructors of courses in which assistants are authorized to perform teaching or grading functions shall be responsible for acquainting such individuals with the provisions of this Code and for monitoring their compliance.

6. Instructors are expected to schedule and keep a reasonable number of office hours for student conferences. Office hours should be scheduled at times convenient to both students and instructors with the additional option of prearranged appointments for students when there are schedule conflicts. The minimum number of office hours is to be agreed upon by the teaching unit, and specific times should be a matter of common knowledge.

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7. Instructors who are responsible for academic advising are expected to be in their offices at appropriate hours during advising and enrollment periods. Arrangements shall also be made for advising during registration.

Hearing Procedures 1. Students may register complaints regarding an instructor’s failure to comply with the provisions

of the Code of Teaching Responsibility directly with that instructor. 2. Students may also take complaints directly to teaching units’ chief administrators or their

designates.* If those persons are unable to resolve matters to the student’s satisfaction, they are obligated to transmit written complaints to unit committees charged with hearing such complaints. A copy of any complaint transmitted shall be sent to the instructor. A written report of the action or recommendation of such groups will be forwarded to the student and to the instructor, normally within ten working days of the receipt of the complaint.

3. Complaints coming to the University Ombudsman* will be reported, in writing, to chief administrators of the teaching units involved when in the Ombudsman’s opinion a hearing appears necessary. It will be the responsibility of chief administrators or their designates to inform the instructor and to refer such unresolved complaints to the unit committees charged with hearing such complaints. A written report of the action or recommendation of such groups will be forwarded to the University Ombudsman, to the student, and to the instructor, normally within ten working days of the receipt of the complaint.

4. Students wishing to appeal a teaching unit action or recommendation may do so as outlined in Academic Freedom for Students at Michigan State University, Graduate Student Rights and Responsibilities, or Medical Student Rights and Responsibilities.

* Such complaints must normally be initiated no later than the middle of the semester following the one wherein alleged violations occurred. Exceptions shall be made in cases where the involved instructor or student is absent from the University during the semester following the one wherein alleged violations occurred.

--Academic Council Amended February 27, 1996

http://www.msu.edu/~ombud/

http://www.vps.msu.edu/SpLife/acfree.htm

http://www.vps.msu.edu/SpLife/gradrights.htm

http://www.vps.msu.edu/SpLife/gradrights.htm

http://www.msu.edu/unit/ombud/msrrnotes.html

VI-3


B. Teaching Assistant Training During the orientation process, the University and Chemistry Department Orientation Committee will provide information and advice regarding teaching. Attendance at these two orientation sessions is mandatory for new graduate students. The purpose of this important program is two-fold: first, we hope to familiarize the new graduate students with the policies and procedures of the Chemistry Department and University as a whole; secondly, we hope to give the new teaching assistants (TAs) a few essential tools that will enable them to handle their new responsibilities successfully. These include grading, instructing in a laboratory, planning and leading recitation sections and staffing “help rooms” where students ask questions on a one-to-one basis.

A typical freshman chemistry course at MSU will have an enrollment of over 1,000 students with lectures of as many as 500 students. Ninety percent of the freshman’s contact with the Chemistry Department will be through the TA It is obvious then, that the quality of teaching in this Department is, to a great extent, dependent upon the abilities and attitudes of the TAs; yet very few beginning graduate students have ever had any training or experience in teaching. For this reason the University and Department have designed these training sessions for new TAs.

In this program, new graduates are given detailed and specific instructions in planning and running recitation, laboratory, and help room sections. They are introduced to several principles of learning to help them create a motivating atmosphere for their students.

The Chemistry Department at MSU is quite concerned about good teaching and expects each assistant to do his/her part to insure that the quality of instruction remains at a high level. At the end of each term, students fill out evaluations of their recitation and/or laboratory sections. Faculty members also evaluate the teaching assistant’s performance. TAs who have received outstanding evaluations are eligible for a merit level appointment, which results in an increase in monthly salary. If for some reason a graduate student’s record is brought out for faculty review, a good series of teaching evaluations would definitely be in the student’s favor. A TA can also obtain letters of recommendation from faculty members with whom he/she has taught. Besides the many tangible rewards for good teaching, there is also the feeling of satisfaction one obtains from a job well done.

C. General Instructions for Recitation and Laboratory Instructors 1. Admitting Students to Class

Admit only those students whose names appear on your official class list or for whom you have received an official add slip.

If a student’s name is not on the list or if you don’t have an add slip, send her/him to Room 119.

If a student does not appear after three class meetings and you have not received a drop slip, report this fact to the General Chemistry Office in Room 119.

2. Drops and Adds

Changes in enrollment (drops, adds, and section changes) are processed by each student by means of the computer or the telephone. Changes in General Chemistry enrollment should be coordinated through the General Chemistry Office. The middle of the semester is the last day a student may drop a course with no grade reported (see the schedule book for exact date). You will receive two class lists which will show the students enrolled in your class. If a student tells you s/he is dropping your course and needs a grade on a drop card, refer her/him to the professor in charge of the course in

VI-4


which you are teaching. Never supply a grade without being instructed to do so by the professor in charge. In no case does a student need your permission to drop your course. During the first half-term, a student may drop a course with his academic advisor’s permission; only the dean can authorize a drop after mid-term.

3. Textbooks

Textbooks are issued from the course director to all instructors. These books must be returned promptly at the end of each term.

4. Record Keeping

Keep two sets of records—bring only one copy to the class. Grade books are available in the Stockroom. If the records are also being processed by a computer, special forms will be provided to enter the grades. However, keep your own records in a grade book. Sometimes things get lost. Details of computerized record keeping will be covered in the weekly staff meeting for the class.

At the end of the term one set of records (or computer printout) will be given to the professor in charge of the course. The other working copy is yours. Save it.

D. Teaching Recitations: Helpful Hints Your role as a recitation instructor is a very important part of your graduate career, and perhaps without prior teaching experience, it can be a rather intimidating prospect. Although it is not possible to make all of you expert TAs overnight, the graduate students from previous years felt that it would be beneficial to provide you with some ideas for getting through your first round of recitations.

One of the most important things to remember is that these students are in lectures with anywhere from 30 to 500 students, and often the TA is the only “real person” that will ever know them during their time in your course. Because of this, getting to know the names of your students is an invaluable tool in conducting meaningful, non-threatening recitations.

On the first day, you should introduce yourself to your students. It is often helpful to give them enough background about yourself that they can possibly realize that you are still a student and can relate to what they are facing at the start of a new course. Let the students know how, when, and where they can get in touch with you. It is okay to tell them where your lab is, but unless you have a separate office area, try to minimize traffic in and out of the labs because it is dangerous, and a good way to annoy your labmates. Phone calls to the labs can also become a problem, especially during finals, so use your best judgment.

As you get going, things get easier. The best way to ensure a successful recitation is to be prepared. If it is the first time that you have taught a certain course, or if the instructor is different, go to class at least long enough to find out how far the instructor is in relation to the syllabus. Also, be sure that you can do all of the homework problems that the students are responsible for. Taking these steps to be prepared is the best way to ensure your credibility.

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With these items in mind, it is now time to decide what your recitations will look like. This is where student expectations come in to play. Many of them will come to recitation wanting you to re-lecture, or work all of the homework problems. Remember, lecturing is the professor’s job, and doing the homework is the student’s job.

Much of the time, each section will be different, but you will establish an equilibrium with each group after the second week or so. A good way to start out is to ask the students if they have any questions. As a general rule, you will get little to no response to this question at first, but don’t let that bother you. Many of the students will be too intimidated to announce that they are confused about something. I think we have all been there. Your next step could be to generate questions. Remind them of the main topics covered in lecture, emphasizing those which you feel have the most potential for causing confusion. Ask them broad questions to get a feeling for how much they remember, and what they don’t understand.

Questioning is a very important part of teaching a recitation (see “Questioning Skills” in the Philosophy Section). Questions allow you to determine where the students are, and can be used to get the students to where they should be. It is far more valuable to help them solve their own problems by asking easier but related questions. Giving them the answers without making them think things through won’t help them when it comes time to take a test. Try to avoid putting students on the spot, and always make an effort to distribute your questions evenly. Remember, it is better to teach the students thought processes, rather than specific details.

If you have enough time, students usually appreciate extra practice problems and review sessions prior to exams. The amount of time you spend on these things is up to you and the specific instructor for the course. One last tip: do not hesitate to sit in on recitations conducted by other graduate students or ask around for other suggestions. It is not difficult to find someone willing to help!

E. Tutorial Assistance in Chemistry (Project TAC)

Today, increasing numbers of underprepared students are entering Michigan State University. Some are members of minority groups while others are from lower-income families who, until recently, have been unable to consider college education as a viable goal. As these students arrive on campus, it is essential to understand their special problems and develop appropriate academic assistance programs. Tutorial Assistance in Chemistry (TAC) is a program designed to cope with such problems.

It is apparent that if students successfully complete the first year courses in Chemistry and have been given the motivation to study, they often do reasonably well during the remaining years of study. It is the objective of TAC to provide the assistance needed to improve the student’s background and study habits so that he is able to work satisfactorily in the first-year courses. Personal relationships established throughout the program also motivate and encourage students.

Small groups of 4 to 12 students meet with a tutor three times a week for an hour of recitation; extra help sessions are scheduled by the TA when needed. The tutor attempts to identify specific academic difficulties, helping each student according to his or her particular needs. The student also participates in the regular lecture and recitation and ultimately receives his grade from his recitation instructor, not his TAC tutor. This helps to encourage a relaxed and productive learning situation during the help sessions.

Graduate assistants teaching any courses should try to identify students who have difficulty with the material, who are unwilling to participate or who lack self-confidence. If possible they should identify

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the student’s problems and report to the faculty member in charge. Between the faculty member and the graduate assistant, some method of helping the student can be determined. In many cases, TAC may be the answer. Student participants for TAC are selected using many different criteria:

1. little or no background in high school chemistry or math

2. poor college math grades

3. qualification for financial aid (including Work-Study)

4. eligibility through an established developmental program at MSU for black or low-income students

5. eligibility for a “Special programs” tutor from the Student Services Center

If any of these apply, or if, in your judgment, other circumstances necessitate action, contact the TAC coordinator. A cooperative effort may prove invaluable in helping a student. Very often a little personal attention, encouragement and understanding on the part of the graduate assistant provides much of the needed help. Trained TAC instructors use these qualities with great success. (Students often come to their TAC tutor for other counseling.) It is a demanding but very rewarding teaching experience.

The TAC program has been helping students since its inception, as is evidenced from the number of letters the department has received, the evaluations of TAC TAs, and the number of TAC students who progress to compete successfully in their major programs. All these students emphasize the personal contact aspects of the help program. Every teaching assistant should be aware of the underprepared student or the student with special problems and the opportunities available for helping him.

If you encounter a student who would benefit from TAC, contact the TAC Coordinator, or if you would be interested in teaching TAC for an undergraduate course, contact the Graduate Director.

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F. Tension Points in Teaching The following is a list of frequently encountered situations in teaching which can become quite uncomfortable. We have listed several possible solutions to each situation. It would be valuable to consider the consequences of each of them (how would you react if you were the student) – clearly, some of the consequences may be more desirable than others. You might brainstorm an additional list of alternative solutions.

1. What if you can’t answer a question? a. Say you don’t know. b. Bluff. c. Tell the student to look it up and bring a report to the next class session.

2. What if a student “bad mouths” the course, exam, professor, college, subject matter? a. If you agree, go along… “That’s been my impression too.” b. Defend the system… “There are good reasons why things are done this way.” c. Ignore them… “I really can’t do anything about it.”

3. What if students don’t pay attention? a. Admonish them to pay attention… “You’d better pay attention because this might be on the

next exam.” b. Be cool, ignore them and go on. c. Employ novelty, ask a provocative question… “Can any of you give some examples to

show how this relates to your world of experience.”

4. What if you ask a question and there are no volunteered answers? a. Make a joke out of it… “This looks like a 2-point class.” b. Ask, “What part of this question seems to be slowing you down?” c. Ask a simpler question.

5. What if nobody does the homework? a. Do it for them. b. Have them do it right there in class. c. Dismiss the class.

6. What if students come in late or leave early? a. Legitimate the behavior - acknowledge that some may have to come late or leave early. b. Keep the door closed so they have to open it. c. Complain or scold them.

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7. What if the board is not erased? a. Come there early and erase it. b. Erase only the part you use. c. Appoint someone to erase it.

8. What do you do first in any class? a. Check for questions on previous material. b. Tell a joke. c. Launch into a problem that you thought was difficult.

9. What if you ask ‘any questions’ and there are none? a. Dismiss the class. b. Think of a question to ask . . . “which was the most difficult homework problem” . . . “what

part of yesterday’s lecture was most incomprehensible.” c. Wait . . . you can outlast them.

G. Laboratory Instruction

1. Duties and Responsibilities a. Attend the staff meeting at the scheduled time each week.

b. Be at your office hour or in the Help Room during the entire assigned hour. Help the students there in an enthusiastic, sincere, and courteous manner.

c. Be on time for your laboratory classes. Check the lab thoroughly before unlocking the doors to students. The lab instructor must be present at ALL TIMES that students are in the laboratory.

d. Wear safety goggles at all times in the lab and ensure that students in your class do the same.

e. Clean up the lab at the end of the class period. Make sure that the students clean their own work areas, reagent shelves, and other work areas. Turn off and close all utilities: lights, water, gas, steam, hot plates and hoods. Lock and check all doors once all students have left. Report any equipment which is malfunctioning to the stockroom personnel.

f. Read the page for conducting a laboratory class (abstracted from the ACS Handbook for Chemistry Assistants). Adhere to the suggestions made. Remember that a chemistry laboratory should be an effective learning experience for students. It is your responsibility to teach them chemistry. If you have time to sit down, you are not doing your job properly.

g. Since you will be working one-on-one with students, you should get to know each student personally. If you don’t know all of them, you may be neglecting some of them. Don’t play favorites.

h. Reports should be graded promptly and returned at the start of the next lab.

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2. Safety a. Safety in the laboratory is your first concern.

b. Wear safety goggles provided by the department for the course at all times and ensure that your students do the same. Soft contacts are not allowed. Hard contacts are conditionally acceptable.

c. In case of an accident send another student to the nearest stockroom for help immediately. If the accident is serious use the red emergency phone in the corridor. The stockroom personnel can also telephone the Department of Police and Public Safety (DPPS).

d. Emergency actions should only be those that are essential to prevent further injury until professional help can be obtained. Four kinds of accidents call for immediate action:

1) For chemicals in the eye, hold the eye open and flush with water. Continue for at least five minutes or until professional help arrives.

2) For chemicals spilled on the skin, flush with large amounts of cold water. Do not use soap. Remember the location of the emergency showers.

3) For severe bleeding, apply pressure.

4) Extinguish a fire quickly with CO2, water, or a towel. Burns should be treated with cold water or ice only. Report any fire extinguishers with broken seals to the stockroom.

e. An accident report form must be completed for each personal injury, no matter how minor. Use a pencil or ball point pen and make sure that the bottom copy is legible. The departmental copy (green) is used to evaluate accidents and determine if procedural changes are needed. Give the white copy to the student and ADVISE her/him to go to Olin for professional attention. The student will be billed. If necessary, free transportation will be provided—ask the stockroom clerk.

3. Laboratory Operation

a) Laboratory Equipment Check-In and Check-Out; Breakage Fees Before you meet a laboratory section for the first time, obtain from the stockroom a folder with a locker (and perhaps combination) list, current class list, inventory sheets and safety sheets for your class. When students check out equipment, they should note shortages or defective equipment on the back of the inventory sheet, and after getting your signature of approval, they should take the sheet to the stockroom for equipment replacement. Chipped and broken equipment is not acceptable. On signing the inventory sheet, the student assumes responsibility for the inventoried equipment in his locker.

The safety sheet must be read and signed by each student. Discuss the key rules: goggles, contact lenses, spills, and fires.

At the end of the first laboratory period, all inventory and safety sheets are to be returned in the folder to the stockroom from which you obtained them. The locker list must have all students who check in listed beside their assigned lockers.

Return the locker pass key also.

Students will be billed for all losses and breakage. All students who fail to check out their equipment at the end of the term or when they drop the course during the term are charged a $25 fee in addition to breakage costs. Be sure each student knows what he is signing when he checks into lab and be

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sure he has his full name, student number, and legal home address on the sheet. Check students out very carefully. Be sure all equipment is there.

b) Daily Operation 1) Obtain a Chemistry Department key to unlock the laboratory doors from the curator

(Subbasement Stockroom). 2) Stop at the stockroom before each class to pick up the equipment drawer key and other

equipment necessary for the day’s experiment. Return all equipment and the key to the stockroom at the end of the lab. This key must be in your possession at all times that the lab is in session. Personally unlock and lock each student’s equipment drawer. Each student must see you before leaving the lab. Check his work area for cleanliness, etc., collect his yellow data sheet, and then lock his drawer. In laboratory classes where volatile reagents will be in use, all doors should be closed but unlocked and the hoods should be switched to the “high” setting.

3) In labs with combination locks, the students will be issued combinations during check-in. They will unlock and lock their own lockers.

4) Present an introduction to each experiment (no more than 10 minutes). Briefly discuss the procedure and the use of any new equipment. Be prepared. Mention any hazardous reagents, equipment, or procedures.

5) All labs must be completed within the designated time. Labs close at the precise times listed in the schedule of courses catalog.

6) Some courses have pre-lab quizzes. Details will be covered at the weekly staff meetings. 7) The data gathered in a particular experiment by the student must be entered directly in the

student’s manual and the yellow data sheet given to you, the instructor, at the end of each laboratory class. Data sheets handed in later must not be accepted.

8) All lab reports are returned to the students the following week. 9) If for any reason you are unable to attend your class, notify the course director immediately.

If possible, arrange for a substitute and inform the course director. 10) Never leave the lab. If additional reagent or equipment is needed, send a student to the

stockroom with an empty container or a note. If you need to consult with the course supervisor, send a student to the stockroom or the course director’s office.

11) Assign two students each week to be responsible for cleaning the lab. They should wipe down the side shelves and bench tops and return reagents and equipment to the proper location. You should check the balances and report any malfunction to the stockroom.

12) At the end of the lab, check that all materials are put away. Turn off the utilities—lights, gas, water, steam, hot plates, etc.

c) Absences 1) Always take attendance. Keep duplicate records.

2) Report any unusual absences to the course director.

3) You cannot assign make-up labs or excuse a student from an experiment. Only the course director can do that. If one of your students misses a lab or is sick and calls you on the

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telephone, tell the student he/she must contact the course director within 24 hours after his/her return to classes.

4) You may occasionally have students attending your class making up an experiment from another section. Such a student should always have a special arrangement from the course director.

H. Conducting a Laboratory Class 1. Introduction The laboratory is an essential phase in training the student in chemistry. It may be part of a course, the other parts being lecture and recitation, or it may be a course in itself. In either case your responsibilities as instructor are likely to be numerous and varied. The remarks following can be helpful as a check-list of these responsibilities.

2. Before the Bell Make it a habit to be present several minutes before the scheduled opening time. As instructor you are responsible for the adjustment of lighting, heating, and ventilation in the room. as, water, and air outlets should be checked on entering. The condition of the sinks and of balances and other instruments must also be checked. Report any mechanical difficulties such as leaking faucets or burned-out light bulbs, to the proper individuals.

If it is necessary to use special apparatus, e.g., burets or conductivity units, you should see that this special equipment is available to the students at the beginning of the period.

Check to see that reagents needed for assigned experiments are available. Special reagents such as standard solutions are usually furnished through the storeroom, but it may be necessary for you to see that your own section is supplied without delay.

Notations regarding the assignment may be written on the board, including any changes, omissions, or substitutions. Be prepared to answer questions on the assignment.

3. The Laboratory Period Begin class promptly. Make necessary announcements and demonstrations. Call attention to specific directions for the assignment but keep the time for such talks to a minimum. Then, encourage students to take up their own work quickly. Students should work at their assigned desks unless specifically told to work elsewhere or in groups. Try to be readily available so as to make sure that each student performs the experiments properly and to offer suggestions where needed to help him obtain satisfactory results.

Once class routines are well established you are likely to find your time fairly well taken up in answering questions. However, it is desirable whenever possible to observe the various students in their actual performance of laboratory work.

Try on occasion going from one to another to ask questions concerning the experiments: ask a student what he is doing, and expect him to answer without reading from the manual. If an apparatus has been set up, ask him to explain its function and perhaps the function of the different parts. Ask to see his record of data. Insist that records be kept dated and current with the work and that they truly record his own observations. Other questions will suggest themselves with practice.

Watch regularly for opportunities to give help in developing good laboratory techniques and courtesy—for example, the need to keep corrosive chemicals or reactions, etc., away from balances or other special apparatus, or from one’s neighbor’s notebook.

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While making the rounds, it may be well also to discuss the reports of the previous period, to make suggestions and to explain notations.

Effective teaching in the laboratory requires continuous contact with the students and their work. Make a definite effort to visit each student at least once during each laboratory period.

If the student is required to hand in a report before leaving, the report should be brought to you personally. If the time permits you may on occasion ask questions about the experiment or discuss with him the quality of the work. Such procedures can help to discourage hurrying through the performance of the experiments in order to leave the laboratory early. (These reports should be returned to the student, if possible, at the next laboratory period.)

The laboratory instructor, as well as the student, should be in the laboratory throughout the period. Lounging about a stockroom or corridor is not acceptable practice. The laboratory period is not a time to relax, to grade papers, or to study for your own courses.

4. Before the End of the Period Allow time for necessary clean-up operations. You expect to enter a clean laboratory ready for use by your section, so at the end of the period see that your own students clean up their individual working spaces and that reagent shelves and other community working areas are also clean for the next class.

Make any necessary announcements about future assignments, etc. Recheck once again, as you did before the period, special equipment and supplies; gas, water, and air outlets; lighting, etc.

5. Special Situations The first and last laboratory periods of the term are not typical. During the first period the desk and its equipment are usually assigned to the student. This is the time to give general instructions concerning such matters as arrangement of the laboratory, conduct of the laboratory period, location of different types of reagents and apparatus, care of equipment and responsibility for returning things to their proper places, procedures for obtaining supplies, location and use of fire protection devices, and procedures in event of injury.

For the last period of the term it is difficult to give general directions. Procedures in different courses vary. Usually the period is spent cleaning up and returning equipment. Make sure that you understand the requirements for your particular course.

6. Other Comments For laboratory dress, it is suggested that the instructor wear a jacket or smock or other protective garment. This may also help a student needing assistance to distinguish his instructor readily from the group.

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I. Graduate Assistant Level Designations In Chemistry

1. Teaching Assistant Please refer to Article 19 of the GEU Contract (dated May 16, 2002 through May 15, 2005) for Level 1 and Level 2 designations. Level 3 Teaching Assistants are also defined under Article 19 of the GEU Contract and Chemistry defines the term “equivalent” in that contract, as follows:

Level 3: Students who have an M.S. degree or equivalent, defined by Chemistry as having passed the Second Year Oral Examination and experience as a Teaching Assistant for four semesters, excluding summers. Students at this level who meet the following additional criteria may be eligible to receive a higher level of compensation:

1. A cumulative total of three “Outstanding” evaluations on a Departmental Teaching Assistant Evaluation form, from a faculty member or an instructor. Only one such evaluation can be applied toward this criterion per semester (i.e., this restriction applies in a course where there are multiple instructors).

2. At least three sets of student evaluations (SIRS forms) with an average response of 80% or greater. (One course = one set)

2. Research Assistant Research Assistants are not included in the GEU Contract. Every effort is made by Chemistry to ensure equivalency in the status of all Graduate Assistants. In accordance with University Guidelines regarding determination of Graduate Assistant Levels, the Chemistry Department uses the following additional criteria for setting Research Assistant levels.

Level 1: All students in the first year of the Chemistry Graduate Program. Students who fall into this category who have an M.S. degree, are coded as a Level 2 on their Graduate Assistant Appointment.

Level 2: All students in their second year and above in the Chemistry Graduate Program and who have at least two semesters of GA experience.

Level 3: Students who have an M.S. degree or equivalent, defined by Chemistry as having passed the Second Year Oral Examination and experience as a Teaching Assistant for four semesters, excluding summers. Students at this level who meet the following additional criteria may be eligible to receive a higher level of compensation:

1. A cumulative total of three “Outstanding” evaluations on a Departmental Teaching Assistant Evaluation form, from a faculty member or an instructor. Only one such evaluation can be applied toward this criterion per semester (i.e., this restriction applies in a course where there are multiple instructors).

2. At least three sets of student evaluations (SIRS forms) with an average response of 80% or greater. (One course = one set)

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TEACHING ASSISTANT EVALUATION

TA’s Name: Semester: Instructor(s): Chemistry:

Teaching

1. Competence O G S P No Eval.

2. Communication O G S P No Eval.

3. Attitude toward students O G S P No Eval.

4. Lab Safety O G S P No Eval.

5. Extra efforts with students O G S P No Eval.

Course Operations

6. Responsibility toward duties O G S P No Eval.

7. Contributions to teaching meetings O G S P No Eval.

8. Provides student feedback O G S P No Eval.

9. Extra contribution to the course O G S P No Eval. The categories above are obviously of unequal weight. Apply your own weighting factors in determining the overall evaluation. (Please return the completed evaluation to the Chemistry Graduate Office.)

Duties:

Was this TA responsible for recitations? YES NO

Did you attend any of these recitations? YES NO Circle One: Outstanding: Merit level performance of duties.

Good: Tries to do a superior job with extra effort if needed.

Satisfactory: Does neither more nor less than the minimum required.

Poor: Unacceptable performance of duties. Please give specific examples on back of form.

No Evaluation Comments: c: Advisor Student

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J. Principles of Learning and Motivation The following principles are basic to effective teaching:

1. Meaningfulness The subject matter must be meaningful for the student. For subject matter to be meaningful, the student should be able to relate to it personally. Consequently, the teacher should relate material to: a) the students’ past or present experiences; b) the students’ interests and values; c) the students’ future activities or aspirations; d) material to be covered later in the course.

2. Prerequisites The level of the students’ previous knowledge is one of the most important factors determining learning success or failure. Therefore, the teacher should: a) analyze each learning task to determine prerequisite concepts, principles, and skills; b) test student knowledge of prerequisites (do not assume knowledge). Testing may be accomplished by informal questioning in which the answer to the question demonstrates knowledge.

3. Modeling A student is more likely to learn if he is presented with a model of the behavior to be learned. This is especially true of complex behavior like problem solving. When presenting the model, the teacher should: a) present the strategy or plan of attack before-hand; b) point out and label all steps; c) explain why all decisions were made and point out consequences.

4. Active Appropriate Practice No learning occurs without practice. However, the practice must be relevant to what is to be learned. Therefore, the teacher should require students to state strategies for solving problems, answer questions about the application of principles or theorems, give examples. It is often better to space practice over a period of time.

5. Fade Prompts Gradually Complex learning often requires starting with hints (prompts). As learning progresses, the teacher should withdraw prompts gradually.

6. Novelty Stimulates Attention Teachers should: a) plan several ways of presenting the same material; b) should use several different procedures during lesson. For example, modulating tone of voice, using several different examples, lecture followed by discussion followed by question and answer.

7. Open Communication Learning is facilitated if the class is structured and instructor’s messages are open to students’ inspection. Therefore, the teacher should: a) tell the students the objectives in each instructional unit; b) tell students the reasons for all his actions; c) permit students to ask questions.

8. Pleasant Conditions & Consequences Learning is facilitated if instructional conditions are made pleasant, or at least not aversive. Therefore, the teacher should: a) avoid unpleasant physical conditions; b) set challenging tasks; c) give students feedback (to questions, answers, tests, homework) as soon as possible; d) reward (by recognition) students’ efforts; e) avoid ridiculing or degrading students in any way.

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K. Questioning Skills

1. Rationale As a chemistry teaching assistant, you will ask questions for a variety of specific reasons. You may want to find out what your students have learned in lecture about a certain subject. You may want to find out how well your students have prepared a lecture or laboratory assignment. You may want to use questions to guide a student in solving a problem in a classroom or laboratory setting. In general, as a chemistry teaching assistant, you will frequently encounter teaching situations in which asking effective oral questions is your most important teaching skill.

2. Level of Questions The kinds of intellectual skills your students will develop vary in complexity. Sometimes you will be satisfied that a student simply know (i.e., have memorized) a fact. At other times, you will expect more sophisticated reasoning. For example, you may expect them to use evaluative criteria in selecting from among two or more synthetic routes to a compound. A system of classifying educational goals according to a hierarchy of intellectual skills was developed in 1956 under the editorship of B.S. Bloom. In this hierarchy, six broad categories of educational goals are established. These are:

a. Knowledge simple recall of facts.

b. Comprehension ability to translate into one’s own words’ using a given equation to solve a problem; translating a literal statement into an equation.

c. Application being able to apply concepts to a specific situation; recognizing and solving a problem where the equations are not given.

d. Analysis involves all that application does, and also requires that students recognize component parts within material; distinguish relevant from extraneous material; distinguish fact from hypothesis.

e. Synthesis requires that students assemble components into a form which is new to them; design a research plan; devise a synthetic scheme.

f. Evaluation the ability to judge the value of materials in terms of internal and external criteria.

It is much easier to list these categories than to gain enough experience to use them effectively. As you question your students, you will want to keep in mind that there are different levels of questions. If most of your questions are at the knowledge level, many students quickly become bored and pay no attention. If most of your questions are at the synthesis or evaluation levels, many students will be unable to participate and will quickly become discouraged.

3. Examples a. Knowledge State the atomic number of oxygen. b. Comprehension Define the term exothermic. Cite two examples of exothermic reactions. c. Application A student took a pink carnation and bleached it by placing it in a water

solution of sulfur dioxide. Next, he took the bleached carnation and immersed it in hydrogen peroxide. The original color reappeared. Explain the sequence of observations.

d. Analysis In the absence of gasoline, identify the products one expects from the thermal decomposition of lead tetraethyl.

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e. Synthesis Outline a possible scheme for converting coal, sulfur, air, and water into the drug sulfanilamide.

f. Evaluation Assume that you are in a position to decide where limited financial resources should be spent in terms of developing the “breeder” reactor or basic research on the “fusion” reaction. Decide where you would spend the money, and justify your decision.

4. Formulating Questions The way in which you state your question will often determine its effectiveness. Here are a few points to think about:

a. Avoid ambiguous questions. Ambiguous questions frequently can be avoided by using the corresponding written question as a model. A written exam question is best stated as a direction: name…, write…, balance…., devise a synthetic scheme…, etc. In each case, a “measurable” verb is used in the question. When you ask a question, you will use words such as what, how, and why. When you formulate your oral question, think of the corresponding direction you would give for a written exam question.

b. Avoid “yes” and “no” questions. For example, the question “Is carbon monoxide considered a pollutant?” is almost certain to be followed by “Why is carbon monoxide considered a pollutant?”, so you might as well begin with the second question.

c. Avoid double-barreled questions. Questions which pose two problems simultaneously are confusing and are to be avoided. For example, the question “What is the difference between fission and fusion, and how is electrical power generated from these reactions?” is actually a three-in-one question.

5. Questioning and Responding Techniques The manner in which you ask questions and treat responses is as important as anything else involved in questioning. Thus far we have dealt with the levels of questions, the strategy of selecting questions, and the phrasing of questions. Even though these aspects of questioning are important, the efforts you expend on these tasks is lost without follow-through in managing the questions.

a. Wait-time. After you ask a question, other than a memory or recall question, wait about three seconds before selecting a respondent. Do this even if someone volunteers immediately. After a student responds, wait about three seconds before you respond to the answer. By waiting after your question, you give everyone in the class an opportunity to think about a response. If you pick a respondent immediately, then other students are under no pressure to think about a response. They may listen to the respondent, or they may pay little attention. By waiting after a response, you give the respondent an opportunity to expand upon his/her answer. Frequently, the student responder will self-initiate an extended response, and thus you won’t need to use a probing question to elicit the extended response.

b. Distribute Questions. Distribute questions among students so that many are brought into participation. You should choose from among volunteers, but you should also feel free to call upon students that are not volunteering.

c. Reinforce Responses. You may reinforce responses with verbal praise (good!, excellent!, etc.) and with non-verbal encouragement (smile, nod). You may also reinforce a student’s response by repeating the response. Never ridicule an answer. You may be tempted to do this when a student makes a foolish response, one indicating that the students has been inattentive or has not prepared. The problem with such ridicule is that the act of responding is punished along with the response. The student subjected to ridicule is less likely to respond foolishly in the future.

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However, the entire class feels that their safety in responding to questions is threatened, and the overall response frequency is lowered.

d. Use Your Students. Use your students to reinforce one another and to help you eliminate erroneous responses. For example, ask the class to comment on respondents’ answers both when they are correct and incorrect. This is a good way to allow a student’s peers to deal with his/her foolish response.

e. Encourage Student Debate. When you are using divergent questions, it is particularly helpful to get students debating with one another. For example, when two students have each devised synthetic routes to a compound, debate between the two as to which is a preferred route is going to be a valuable learning experience for both them and the class. Such debate may be conducted at the evaluation level of the goals hierarchy.

6. Some Additional Considerations a. Try to avoid embarrassing students in front of their peers. If a student seems embarrassed, try not

to force him to answer a question; recognize a partial correct answer; consider answering his questions in private.

b. When a student asks a question, find out how many other students have the same question.

1) If a large number of students have the same question, consider the following:

a) Review the material;

b) Assign an exercise to provide practice in answering the question.

2) If few students want the question answered, consider:

a) Speaking to the student (or group of students) after class;

b) Tutoring the student; or

c) Providing remedial exercises, help sessions.

c. In answering a student’s question, don’t tell him more than he wants to know (remember the story about Johnnie who asked his mother where he came from).

d. If the question asked by a student is important for future learning (e.g., a prerequisite), the instructor should answer the question immediately.

e. If a student’s question indicates that he has not learned material previously covered, consider working with him privately after class. This should be done only after determining that the majority of the students don’t also have the same question.

f. If a student asks a question the instructor cannot answer:

a) Avoid bluffing an answer.

b) Tell student you will research the answer. Evaluate whether you should arrange for a prompt response, or if an answer by the next recitation is acceptable.

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7. Some Practical Suggestions* The following checklist of techniques should help an instructor to decide on the best course of action to take when the class seems troubled by questions.

Make the decision to wait patiently when the class is silent—and thinking.

Use the time to interpret the reason for the silence.

Decide on two or three alternate questions that will help to prepare the class for the original question.

Rephrase the question to make it less confusing.

Relate the question to student experience.

Ask the class to pick out the word or words in the question that interfere with understanding.

Postpone the question in order to provide more background.

Delay the question in favor of a general review.

Use a problem-solving approach with the class to indicate that their difficulty is a mutual concern.

L. Reinforcement in Classroom and Laboratory Teaching

1. Rationale Teachers change students’ behaviors

This is probably so obvious it hardly needs to be stated. But, if you are aware of the way your interactions with students change their behavior, then you will become a more effective teacher. The premises and procedures to be presented here are based on findings by experimental psychologists, notably B. F. Skinner. When these procedures are systematically applied with the objective of encouraging or discouraging specific behaviors (e.g., encouraging wearing safety glasses or discouraging inattention in class), the technique is called behavior modification.

Problems arise in deciding which behaviors you want to encourage and how you should encourage them. In psychological jargon the term for the behavior you wish to encourage is the objective.

The term for encouraging student behavior is reinforcement. The purpose of this handout is to summarize the basic principles guiding the use of reinforcement and to give some practical suggestions about the use of reinforcement in chemistry instruction.

*Taken from CDC booklet, "Question, Questions, Questions."

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2. Techniques of Changing Behavior There are two basic techniques for altering behavior, reinforcement and discouragement.

a. Reinforcement is something you do immediately following a person’s behavior that increases the likelihood that this behavior will continue or be repeated in the future. Reinforcement is defined solely by its effect upon behavior. If a behavior continues, then it is being reinforced.

There are two reinforcement operations that increase and maintain behavior: positive reinforcement and negative reinforcement.

1) Positive reinforcement is the presentation of a stimulus that increases or maintains a behavior. The stimulus may be provided directly or indirectly. One of the most effective direct reinforcers you have at your disposal is praise. Students will usually work long and hard for your approval. An indirect reinforcer you can use to motivate students is to provide them with opportunities to complete tasks successfully in the classroom and laboratory. You can do this by initially providing a simple task which you are pretty sure everyone in your class can handle successfully, and build toward more complex ones so your students can feel a sense of accomplishment. The sense of accomplishment is often a powerful reinforcer for students who are motivated to learn.

2) Negative reinforcement is the removal or reduction of a stimulus after the desired behavior occurs. If the removal of a stimulus has the effect of increasing or maintaining a behavior, that stimulus is referred to as an aversive stimulus.

Consider: Have you ever nagged a teacher into changing your score on an exam? You were using negative reinforcement; you stopped the aversive stimulus (nagging) when the behavior you wanted to reinforce (teacher’s changing the score) appeared.

Of the two methods you can use to reinforce behavior, positive reinforcement is much more effective. Whenever you use an aversive stimulus you make people feel uncomfortable. They may respond by trying to escape or avoid the aversive environment. They may even respond with overt aggression.

b. Discouragement is something you do immediately following a person’s behavior that decreases the likelihood that this behavior will be repeated in the future. There are two ways to discourage unwanted behavior: extinction and punishment.

1) Extinction is a procedure in which behavior that has been reinforced previously is no longer reinforced. For example, if the teacher whom you nagged for extra points stopped giving you extra points when you asked for them, your nagging would eventually cease.

2) Punishment has many connotations. Some see it only as physical pain inflicted on individuals while others include, as well, “psychological hurt” cased by ridicule. Because of this ambiguity we will use a behavioral definition that is consistent with the previous ones. Punishment is a procedure in which the presentation of an aversive stimulus immediately after a behavior makes that behavior less likely to occur in the future.

Consider: What happens when an instructor shouts threateningly at students who are inattentive, talking among themselves, and disrupting class? Usually the aversive stimulus (shouting) results in silence, i.e., the undesired behavior is quelled.

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Of the two methods of discouraging behavior, extinction is much more effective. The aversive stimulus of punishment will make students feel uncomfortable. As with negative reinforcement, they may respond by escaping (leaving class, or not attending future classes), and may even respond with aggression.

3. Using Behavior Changing Techniques Timing. Positive reinforcement and extinction work best when they immediately follow the behavior of interest. Complimenting a student for recording data in a lab notebook is positive reinforcement. It is most effective when done immediately after the student is observed recording data. The longer the delay between the time you see a student record data and the time you offer your compliment, the less effective the reinforcement will be. Appropriate Reinforcers. Your decision as to which reinforcers are appropriate ones is difficulty. For example, you may regard a B+ as a high grade, but the student to whom you give this grade may perceive a B+ as a failure and, therefore, punishing. There is always a difficulty about how each student, as an individual, will perceive your reinforcers. To some outstanding students, the strongest positive reinforcer you might have available would be to excuse them from lab work after they have earned a high grade. To others, providing an opportunity for additional lab work would be the strongest positive reinforcer; excusing the student for lab work would be perceived as disappointing.

The reinforcers available for a student will also compete with one another.

Consider: You are a student in quantitative analysis who has just finished four tricky redox titrations, and your titers agree to better than one part per thousand. You look up to find your teaching assistant complimenting you for wearing safety glasses, and then moving on. How do you feel about the appropriateness of the TA’s reinforcers? How do you feel about the way (s)he chose to reinforce?

Verbal Reinforcers. Every time you speak to a student you have the opportunity to encourage or discourage that student’s behavior. Here are some statements you might make: “That was an excellent job, and cleverly done. Keep up the good work”. This is unqualified positive reinforcement, and excellent work is likely to occur again the future. “Your balanced equation is correct, but you had a problem in using the equation to compute the theoretical yield”. In this statement, you reinforce the satisfactory part of the behavior without reinforcing the unsatisfactory behavior. “It’s good to see you in lab this week.” This statement reinforces the behavior of attending lab regardless of the quality of the student’s effort.

Non-verbal Reinforcers. Your expressions, your smiles, nods, etc., are perceived by students as reinforcers. When the desired behavior takes place, you smile and the behavior is reinforced. Non-verbal reinforcers can be as effective as verbal reinforcers in many situations.

Favorable Environment. There are many ways in which the setting of the instruction creates an environment that influences the effectiveness of instruction. Chemicals and equipment must be prepared and waiting in lab for students that work quickly. Your outside-of-class hours should be clearly posted so that he students will be able to locate you easily. The classrooms and labs need to be well-lighted, kept at comfortable working temperatures, and free of foul smelling gases. All of these things contribute to the environment and affect the possibilities for learning.

The manner in which you conduct yourself as a teaching assistant plays a major role in establishing the environment. For example, if you expect your students to wear safety glasses, then you, too, must wear safety glasses. If you treat your students with respect for their individuality, then you can expect like treatment in return.

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Prompting. At this point, an experienced teaching assistant reading this module might be asking: “But I’ve had some students that never did anything well enough that I wanted to positively reinforce them. What should I do with them?” In these cases, the strategy is to find something the student does that you are willing to reinforce. In such cases, prompting may be in order. Questions, especially when used together with clues, are very good prompts.

4. Limits in Using Reinforcement You control only a small part of your students’ environment. Therefore, you do not control all of your student’s reinforcers. Those reinforcers over which you have no control may be the ones that play a dominant role in controlling student behavior. Thus, even if you are conversant with the use of the reinforcement tool, there is no assurance that you will be successful in achieving the behavior you desire. Nevertheless, your best alternative is to use positive reinforcement to encourage the behaviors you want, and use extinction to discourage the behaviors you don’t want. When you are conversant with your chemical facts, and when you use consistent reinforcement techniques, you are better able to accomplish effectively and efficiently the task at hand—teaching chemistry!

M. Testing and Evaluation in Chemistry

1. Rationale Chemistry departments, and courses within Chemistry Departments, vary considerably in their expectations for teaching assistants with respect to testing and evaluation. In some situations you will have no responsibility in this area. In others, you may be assigned a major role in preparation of tests and the evaluation of student progress. This module contains a discussion of philosophies of evaluation, suggested procedures for preparing tests and quizzes, and suggestions for evaluation. Detailed discussion of some aspects which may not be relevant to all teaching assistants are found in appendices.

Tests constructed by the beginning instructor often are not balanced. Sometimes they fail to test the ability of students to understand concepts, apply principles, analyze situations, or evaluate ideas. Sometimes they stress application, analyze situations, or evaluate ideas. Sometimes they stress application, analysis and synthesis at levels beyond the grasp of their students. This module will provide you with information to develop test items which will measure learning outcomes and to interpret these results fairly in evaluating student progress.

2. Philosophies of Evaluation and Testing

When a teaching assistant attempts to evaluate students, one question that immediately pops into mind is “Evaluation relative to what?”—An absolute percentage standard? The performance of other students? Individual student progress? The performance objectives for the course? The response to this question has some important ramifications in terms of the evaluation process. The simplest is the use of an absolute percentage standard. If the grade on an examination to earn an A is a 90%, everyone understands what is expected. If a student gets an 89%, no matter how hard or how easy the test, the student gets a B.

Obviously, not all tests are equally difficult or discriminating. Therefore, most instructors eventually resort to adjusting their standard (a process often referred to as “scaling”) in order to achieve a more desirable balance in grades.

The most commonly used grading standard evolves from the performance of the “norm” group. That is, students are compared to others within their own population.

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The strongest trend in evaluation today is toward the use of a “criterion” referenced evaluation system. That is, students are evaluated relative to whether or not they have achieved the objectives for the lesson, unit, or course.

3. Guidelines for Preparing Tests Preparing a quiz or test requires a great deal of time and effort. The following set of guidelines is suggested to provide for a more systematic and thorough process of test preparation.

a. Tests or quizzes should be based on the objectives of the topic or unit in question. Objectives ought to be stated in terms of behavioral outcomes that can be measured.

b. The test or quiz should adequately sample the content involved. You should be careful to insure that the major topics studied are also evaluated. Also, be careful not to make the test too long. Content should be tested in proportion to the degree to which it was emphasized in lectures, labs or recitations. Those topics which receive the most attention in class should get a proportional amount of attention on the test. For example, if you are designing a test with 25 items and you decide that topic A is twice as important as topic B, then twice as many items should be devoted to A as B. Construction of a test matrix, as described in step #3 of the section on test construction below, will help insure that this principle is followed.

c. The test or quiz should be balanced in terms of the cognitive level of response required by the student. In addition to knowledge or informational items, there should be questions which test for understanding and thinking. The Taxonomy of Educational Objectives includes a hierarchy of six major categories which may be used to classify test items as well as objectives. This classification scheme is presented in “Questioning Skills.” (An assumption inherent in the Taxonomy is that the higher levels include operations at lower levels.) Any test or quiz writer can use this scheme to classify test items so as to insure that the test achieves a balance in the thinking processes required.

d. The type of test item or question used should be a function of what is being measured. A wide variety of question types are available to the chemistry teacher including problems, essay, short answer, multiple choice, true-false, completion and matching. Problems, essay questions, and short answer items do a better job of measuring the student’s ability to analyze and apply, and should be considered when these kinds of goals are important. These types of questions are generally time consuming, and tend to limit the amount of content to be sampled in the test. Completion, true-false, and multiple choice items are useful for coverage of more content, albeit at the lower cognitive categories. Knowing the merits and limitations of each type of question in relation to the purpose of the test should enable the teacher to select the appropriate categories of test items.

e. Test results should be used to provide information on the strengths and weaknesses of the program by assessing the achievement of students. An item analysis of test results will help identify those areas of the program where large numbers of students are having difficulties.

f. A broad evaluation is likely to create a broader motivation for learning. Teachers tend to stress what they can evaluate and, conversely, de-emphasize those instructional outcomes that are difficult to evaluate. Students tend to spend their time and energy primarily on the instructional elements on which they are sure to be evaluated. Instructors should use these facts to their advantage. If you really are interested in students coming out of your course with laboratory skills, for example, then you should be assessing these skills and including this assessment in the overall course evaluation. Notifying students at the beginning of the semester that they are to be

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evaluated on laboratory skills will motivate them to do well in this area. However, if the instructor considers this to be unimportant, the students will also.

N. Tutoring

1. Rationale Chemistry teaching assistants typically spend a high proportion of time teaching students in one-to-one situations. Tutoring skills are not limited to out-of-class hours. Chemistry teaching assistants may tutor individuals prior to and immediately after recitation classes, and throughout each laboratory working period. The ability to deal effectively with these tutorial situations is essential to your success as a teaching assistant.

A prime role of any teaching assistant is to help insure that as many students as possible will attain the instructional objectives of the course. Stated differently, the TA must assume some of the responsibility for the success or failure of students. In order to know whether or not a given student is having difficulty in achieving instructional goals, a rapport must be established between student and teaching assistant whereby the student will feel comfortable about getting help. The quality of the help you can provide to your students will be a function of the care that you take in following a few steps designed to increase the likelihood of success of the tutoring experience.

2. Analysis of Tutoring Technique Your first step toward effective tutoring is to become acquainted with each individual student in your class—the student’s name, ability, and feelings toward chemistry. Then, when an actual tutoring situation arises, you will be able to identify with the student’s feelings about the difficulties encountered in mastering a particular problem or lab manipulation.

At the beginning of a tutoring session, you can best begin by determining what general educational objective the student needs to achieve. (In some cases this will be obvious, but in other cases, the general educational objective may be quite difficult to perceive.) This can be accomplished by requesting the student to identify the specific concepts/principles which must be identified and mastered to meet the general objective and what specific behavior/manipulations the student must exhibit for the instructor to be satisfied. You may have the student attempt to work out a problem to demonstrate what specific skills are already mastered. While the student responds to questions, you should listen carefully, identifying what the student knows and what gaps presently exist in his/her understanding.

After you have determined what specific skills or concepts the student needs to develop, you must assist the student in developing these. This is often done by having the student complete the original problem or beginning a new one. Ask questions or give directions to allow the student to complete the task—with minimal assistance provided only when needed to overcome obstacles.

Small steps taken one at a time will generally be more effective than a giant intellectual leap. You should not provide a prolonged lecture explaining the entire process followed by a statement like, “All right, now let me see you do it.” Consider tutoring a student who has a problem involving a concept. The student can be assisted in mastering the concept if you lead him/her through a series of small steps.

To accomplish this you will need to arrange a series of cues, questions, and hints which, hopefully, will all be happening in an order which encourages desired student responses. Throughout this process, keep in mind that positive reinforcement, in its many forms, is the desirable consequence for increasing response strength.

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Provide verbal and non-verbal reinforcement all along the way as the student masters the individual steps. Provide opportunities during an instructional sequence for the student to behave in a fashion consistent with the objectives. Let the student practice what he/she will be called upon to do in displaying mastery of the instructional objectives. Try to provide practice that is exactly like the terminal behavior identified as the objective. This means that the instructional stimuli will be identical to those used, for example, on the final examination. Alternatively, let the student have an opportunity to practice behavior that is similar, but not identical, to the terminal behavior. In this practice situation, there may be modifications in the nature of the instructional stimuli or in the nature of the learner’s response. The student may be required to perform the same intellectual operations, but respond in a somewhat different way. This practice is more appropriate for objectives at the higher cognitive levels.

Tutoring provides an effective opportunity to assist each student in the learning process. As you know, many students are unsure of themselves in their chemistry course work. When tutoring, we deal with people, and whether justifiably so or not, those people may lack confidence in their ability to “do chemistry;” that feeling of awe frequently does hamper their learning. Therefore, it is important to accept this feeling and to give each student who comes to you some feeling of mastery, however large or small. Tutoring is an open interaction. Students will reveal their sense of insecurity to you. When they do, help them overcome this anxiety. When a student does master a new concept or skill, call this to his/her attention. That is, provide positive reinforcement. Help each student to recognize his/her achievement when it occurs.

Usually, the final step in a tutoring session is to allow the student to demonstrate that he/she has mastered the objective by providing an evaluative problem. This evaluative problem should require the same skills as the student’s original problem.

3. Summary An effective tutoring model employs several steps. Although the steps are sometimes overlapping, they can be analyzed:

a. Personal identification. Build a personal relationship with each student. You really should help somebody, and not just anybody.

b. Student participation. Encourage student participation; get the student actively working on the problem or concept.

c. Asking questions. Stimulate student response through asking questions that lead to solving the problem or illuminating the concept.

d. Praise, or reinforcement. Employ generous amounts of praise (positive reinforcement) whenever warranted.

e. Seeking clues to difficulties. Analyze the student’s understanding in terms of principles, concepts, and skills.

f. Accepting and understanding feelings. Identify the student’s position—try to remember what it was like when you were a student.

g. Evaluation of learning. Encourage the student to demonstrate mastery of the material and provide opportunities for appropriate practice.

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O. Fact Sheet on Bias-Free Communication A bias-free environment allows each of us to learn, work and grow, free from limiting stereotypes and expectations. Such an environment helps ensure that the rights mandated by human decency and required by law are protected. Language and actions reflect attitudes and values. Responsible communicators make every effort to end the biases that so often invade written, visual and face-to-face exchanges.

There are many ways we can begin to eliminate bias in our communication with others. When in doubt, substitute your own name or the name of a friend in your sentences. Ask yourself if you are limiting, stereotyping, or belittling. Calling a woman over the age of 18 a “girl” or a mail carrier a “mailman,” or suggesting that all administrators are majority males, influences the thoughts of others. Before using labels, think about how you would feel if those labels were applied to you. The key to effective bias-free communication is treating all people with respect and consideration regardless of age, gender, race, religion, sexual orientation, ethnicity, physical characteristics or political preference.

Eliminating specific biases requires a knowledge of ourselves and how our communication patterns may affect other individuals. The following are some suggestions for bias-free communication:

Race and Ethnicity • Notice words, images, and situations that reinforce stereotypes. Avoid qualifiers that imply that all members of ethnic groups or

races are the same. • If you specify race or ethnic origin, be certain it is relevant. It rarely

is. • Avoid language that has questionable racial or ethnic connotations. • Avoid stereotyping or patronizing racial or ethnic groups with

tokenism in news stories, anecdotes, or hiring practices. • Review your publications and media to be sure all groups in your

organization are adequately and honestly represented and that all material is bias free.

Gender • Use gender-neutral words/phrases in your language, e.g., journalist,

firefighter, chairperson. Avoid the use of “man” or “woman” in job titles.

• Address both female and male perspectives with phrases like “employees and their spouses.” Use parallel words when specifying gender like “he/she” or “men/women.”

• Be sure your pronouns include both sexes instead of only male. Be respectful to both women and men - don’t stereotype by

gender. • Avoid describing men by profession and women by physical

attributes.

Age • Mention age only when it is relevant. • Ask individuals or groups what they prefer to be called. • Avoid clichés. Use words that actually describe rather than

stereotype. • Remember that children and older people are individuals. Let

them speak for themselves rather than assuming you know what they want.

• Remember that you may underestimate a child’s or older person’s capability or energy.

• To freely pat and touch children and older people simply because of their age is presumptuous and biased.

Disability • Recognize that a handicap is a disability only when it severely

precludes a specific task. A disability is a legal disqualification; an irrelevant or insubstantial handicap is not, e.g., people who use wheelchairs are not disabled unless their handicap is relevant to job performance and makes them noncompetitive.

• Concentrate on performance rather than a handicapper characteristic, e.g., the “blind operator” should be “the operator.” A first step in concentrating on ability is to recognize that handicappers are not disabled individuals.

• Ask individuals or groups what they prefer to be called.

Universities should set standards and teach people to live and work without discriminating or being subject to discrimination. To give all students and employees an equal opportunity, communications must be bias free - in the classroom, in meetings, in informal communications, in written and media communications. • Textbooks and other communications should be reviewed for bias.

Biased material should not b used; when it is unavoidable, it should be pointed out and discussed.

• Special attention should be paid not to limit or imply limitations to anyone in any occupation or area of study.

• All members of the University community should be judged only by ability.

• Assignment of tasks should be made on the basis of ability rather than gender, race, handicapping conditions or other irrelevant characteristics.

• Diversity of leaders and speakers is important in demonstrating bias-free communication.

• Meeting placed should be barrier-free and accommodating so handicappers are not at a disadvantage. Every person at a meeting should b given equal opportunity to participate.

Ending bias takes diligence and education. Many of our biased statements seem so natural we are not aware of the bias. Notice your communications at home, at work, and in social situations; become conscious of the words you use and what they imply. An end to discrimination and bias is every individual’s right and everyone’s responsibility.

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P. Wheelchairs Don’t Confine—It’s a Matter of Design Wheelchair Etiquette 1. Always ask the wheelchair user if he or she would like assistance before offering help. Your help

may not be needed or wanted. Ask the handicapper directly about how to provide assistance prior to initiating help.

2. Don’t hang or lean on a person’s wheelchair. It is part of the wheelchair user’s personal body space.

3. Speak directly to the person in the wheelchair, not to someone nearby as if the wheelchair user does not exist or is a mental defective.

4. If the conversation lasts more than a few minutes, consider sitting down or kneeling to get yourself on the same level as the wheelchair user.

5. Don’t demean or patronize the wheelchair user by patting him or her on the head or shoulder.

6. Give clear directions identifying barriers, including distance, weather conditions and physical obstacles that may hinder the wheelchair user’s travel.

7. Don’t discourage children from asking questions about the wheelchair. Open communication helps overcome fear and misleading attitudes.

8. When a wheelchair user transfers out of the wheelchair to a chair, toilet, car or bed, do not move the wheelchair out of reaching distance.

9. Don’t be self-conscious or embarrassed about using expressions like “running along” when speaking to a wheelchair user.

10. Be aware of the wheelchair user’s capabilities. Some users can walk with assistance. They use wheelchairs to conserve energy and move about more quickly.

11. Don’t classify people who use wheelchairs as sick. Wheelchairs are a mobility tool also used by healthy and able persons with disabilities, including wheelchair using athletes.

12. Don’t assume that using a wheelchair is in itself a tragedy. It provides freedom and allows the user to move about independently. Wheelchairs don’t confine, they liberate!

Adapted from “What Do I Do When I Meet a Person in a Wheelchair?” (National Easter Seal Society)

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Q. Academic Dishonesty The Academic Freedom Report, as revised in 1984, establishes basic ground rules for hearing cases of academic dishonesty. The following refers only to undergraduate students, where the AFR applies. a. An instructor has discretion to give a student a “penalty grade” for alleged academic dishonesty, up

to and including a 0.0. The penalty may be for the work at issue (exam, paper, etc.) or for the entire course.

b. A student receiving any penalty grade for alleged dishonesty is entitled to a hearing, which originates in the unit offering the course.

c. In such a hearing the instructor leveling the charge has to make the case. Thus he/she should have sufficient evidence of dishonesty to convince a hearing panel that the preponderance of evidence—that which is more convincing and credible—supports a conclusion of dishonesty.

Should the panel be evenly divided, a presumption of innocence has not been overcome and the student(s) should be cleared of the charge, with the responsible administrator taking the necessary action.

d. Despite the fact that the penalty grade may precede the hearing, the parties should be accorded equal status in the hearing; no panel members should have prejudged the issue, nor should they have any conflict of interest, whether real or apparent, including any immediate involvement with the course or the parties.

e. The panel may vary in size according to the unit’s own rules. There must, however, be some degree of undergraduate student representation on the panel. The panel must be chaired by a faculty member.

f. Each party and the panel should have access to any documents that will constitute “evidence.” Both parties have a right to present whatever they consider relevant, to have supporting witnesses if they wish, to cross-question the other party and any witnesses, to rebut any “evidence,” and to have counsel from within the university either for advisory purposes or to present the case on their behalf. However, a witness should be confined to his or her own recollection, not that of others.

g. The instructor, as the person bringing the case, should make the first statement, to be followed by the student(s). It is better not to have interruptions during these opening presentations. Then the chair directs questions, by the parties and by the panel. Both parties should also be asked for a brief closing statement if they wish to make one.

h. Time limits are at the discretion of the panel. The panel is not bound by rules of law. This is an informal hearing; the panel can listen to whatever may possibly be germane to judging the matter at hand, or request any additional material it wishes to have. (It is preferable to err on the side of a full opportunity to be heard. Much patience may be needed, but the panel, when it deliberates, can determine what was or was not relevant). Nonetheless, the chair needs to keep the discussion reasonably on track and civil.

i. The panel members should feel free to question the parties whenever they wish. If the panel is sizable, it is better for the chair to recognize panel members and others so questions remain orderly.

j. A record, either by notes or tape recorder, should be made in the event there is an appeal. An appeal, if made, is a review of the record for procedural and substantive due process, but in no way a fresh hearing or an introduction of new issues.

k. After all evidence has been presented, with full opportunity for explanation and rebuttal, it is helpful if the panel chair crystallizes the issue in dispute. Then parties, counsel, witnesses are excused, with

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the panel meeting in executive session to deliberate. At that time no record need be kept, but a written rationale for the panel’s decision should be prepared for distribution to the parties, plus information re appeal. (Either party may appeal, first to the college level, and, if considered justified, to the Academic Integrity Review Board.)

l. It is appropriate, in these deliberations, for the panel to consider both the dishonesty charge itself and whether, in the panel’s majority view, the penalty also fits the crime. (Is it reasonable, given the circumstances, or disproportionate to the offense, if any? This does not mean that the panel members themselves might not have chosen a different penalty—but is the one chosen by the instructor reasonable even if individual panel members might have followed another course of action?)

m. If more than one student is involved in a charge of dishonesty—as is often the case, a panel may assess different penalties for the same act if persuaded that the degree of guilt is clearly differential.

n. It is important that students not be barred from further work in the course pending completion of the hearing. This is to assure that a record of grades will exist in the event that the student is cleared of the dishonesty charge.

o. In the event that the dishonesty offense is considered so serious that disciplinary action is believed warranted (i.e., a penalty more severe than a failing grade, including possible suspension from the university) the matter will be heard initially at the college level, with appeal by either party to the Academic Integrity Review Board. Such matters usually involve violations of ethical and professional standards, falsification of academic records, or repeated dishonesty in the classroom. (While a previous finding of guilt cannot fairly support a second charge of dishonesty, it can support an increased penalty.)

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R. Academic Dishonesty Procedures

LEVEL OF ADMINISTRATIVE INTERVENTION

INCIDENT

TWO OPTIONS AVAILABLE TO INSTRUCTOR CHOICE IS BASED ON SERIOUSNESS OF INCIDENT

CHEATING, PLAGIARISM STAYS IN DEPARTMENT

INSTRUCTOR ASSIGNS PENALTY GRADE

VERY SERIOUS CHARGE

WARRANTS MORE THAN A 0.0 IN COURSE (E.G., FALSIFICATION

OF ACADEMIC RECORDS) GO TO COLLEGE LEVEL

STUDENT APPEAL

DEPARTMENTAL HEARING PANEL

APPEAL BY EITHER PARTY

COLLEGE LEVEL HEARING PANEL

APPEAL BY EITHER PARTY

ACADEMIC INTEGRITY REVIEW BOARD

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October 12, 1989

S. Dissent versus Disruption A Summary of MSU Policies and Regulations Fundamental to Michigan State University’s philosophy on campus dissent is a belief that the rights guaranteed in the First and Fourteenth amendments of the Constitution must be protected. The University has worked for decades to establish a community consensus on the scope of intellectually productive and constitutionally protected dissent, and to distinguish it from impermissible disruption. That consensus is now embodied in several documents which have received student, faculty, and administrative review and approval. Although some of the passages set forth below were developed to delineate student rights and responsibilities, the principles enunciated are generally applicable to members of the University community.

Michigan State University is a community of scholars whose members include its faculty, staff, students, and administrators. The basic purposes of the University are the advancement, dissemination, and applications of knowledge. The most basic condition for the achievement of these purposes is freedom of expression and communication. Without this freedom, effective sifting and testing of ideas cease, and research, teaching, and learning are stifled. [Academic Freedom for Student at Michigan State University, section 1.1]

The student is not only a member of the academic community, but a citizen of the larger society, who retains those rights, protections, and guarantees of fair treatment held by all citizens, and which the University may not deny. The enforcement of the student’s duties to the larger society is, however the responsibility of the legal and judicial authorities duly established for that purpose. [Academic Freedom for Students at Michigan State University, section 1.4]

Wherever rights conflict, regulations shall, to the maximum extent feasible, permit reasonable scope for each conflicting right by defining the circumstances of times, place, and means appropriate to its exercise. [Academic Freedom for Students at Michigan State University, section 1.5.6]

Regulations shall respect the free expression of ideas and shall encourage the competition of ideas from diverse perspectives. [Academic Freedom for Students at Michigan State University, section 1.5.7]

Through Academic Freedom for Students at Michigan State University and companion documents, MSU has been a pioneer in dealing with issues of broad concern within higher education. Recently, a Carnegie Commission Report recommended:

• That evaluation of and response to events on a campus be based on the distinction between the dissent and disruption.

• That dissent be protected as a democratic right and a major means of renewal for society and that repression be rejected.

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• That disruption be met by the full effort of the campus to end it and, where necessary, be the general law while guarding against excessive force by law enforcement personnel.

Academic Freedom for Students at Michigan State University reflects our institutional recognition of the distinction between disruption and dissent and our effort to protect dissent as a democratic right. Moreover, wide recognition of the central role of freedom of expression in the pursuit of the University’s mission must serve as a bulwark against internal and external intolerance of lawful dissent. That role is sufficiently vital to justify our acceptance of certain criticisms and inconveniences. Nevertheless, justifiable limits exist. Mechanisms for dealing with disruption are provided through policies and regulations established with the broad student input, and through MSU Ordinances established by the Board of Trustees. The following passages provide a key sampling of the rules by which permissible manners of dissent are distinguished from impermissible disruption:

General student regulations shall be those regulations established within the University community… to secure the safety of members of the University community and University facilities, maintain order, and ensure the successful operation of the institution. [General Student Regulations, Introduction]

… no student shall… cause or threaten physical harm to another, or endanger the physical safety of another. [General Student Regulations, section 2.01]

… no student shall… obstruct or disrupt the activities or functions of another individual as protected by law, ordinance, regulation, or policy. [General Student Regulations, section 2.04]

… no student shall… without proper authorization enter or remain in any University building or designated are which is officially closed according to hours posted or which is restricted for designated purposes or to designated individuals. [General Student Regulations, section 4.07]

… no student shall… interfere with the functions and services of the University (for example, including, but not limited to, classes, social, cultural, and athletic events, computing services, registration, housing and food services, governance meetings and judicial hearings) such that the function or service is obstructed or disrupted. [General Student Regulations, section 5.02]

Attention is drawn to related passages from the MSU Ordinances, which carry the force of law and are adjudicable through the courts:

…No person or persons shall, without authorization, assemble together anywhere on the campus for the purpose of creating any noise or disturbance, riot, raid, or other improper diversion, or assemble in a manner which obstructs the free movement of persons about the campus or the free and normal use of University buildings and facilities, or prevents or obstructs the normal operations of the University…

…No person or persons shall disrupt the normal operation of any properly authorized class, laboratory, seminar, examination, field trip, or other educational activity of the University…

…No person or persons shall disrupt the normal use of any campus building or area which has been assigned or scheduled through appropriate channels for educational or

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extracurricular activities. Included within, but not limited to the foregoing, is the use of appropriate buildings or areas for dramatic or musical presentations, lectures, athletic events, military exercises, orientation meetings, registration, commencement ceremonies, and placement activities…

…No person or persons shall disrupt the normal activity or molest the property of any person, firm or agency while that person, firm, or agency is carrying out the provisions of a contract or agreement with the University… [Disorderly Assemblages or Conduct, MSU Ordinance 16.00]

Other related activities are subject to regulation under “Michigan State University Ordinances, 1989”. For example, ordinances exist concerning parades and processions, public address equipment and signs.

Lawful and peaceable demonstration as an expression of advocacy or dissent is permitted and protected. Members of the academic community are free to organize, discuss, pass resolutions, distributed leaflets, circulate petitions, picket and take other actions which are lawful and consistent with University policy and procedures. However, these activities of an individual or group of individuals can not disrupt the University’s programs.

Collectively, civil and criminal laws and University policies, ordinances, and regulations prohibit disruptions of the University environment including such acts as those which deny the rights of students, the faculty, the staff or guest of the University; disrupt or obstruct activities of the University; deny the rights of those engaged in peaceable discourse or dissent; deny free movement of persons on any part of the University campus or any property owned or leased by the University; deny the proper use of offices or other facilities to the students, faculty, offices, staff, trustees or guests of the University; endanger the safety of any person on University property; or threaten or result in the destruction of property.

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VII. THE CHEMISTRY LIBRARY

A. Introduction The past year has been witness to many changes with the library that provides information for chemical research. In March 2002 the Chemistry Library closed its doors and the Biomedical and Physical Sciences Library (BPS Library) located on the first floor of the attached Biomedical and Physical Sciences Building (Room 1440) opened. James “Jim” Oliver the Chemistry Librarian is located here. He offers specific assistance for your research needs.

The new library is particularly strong for research in the sciences, as besides chemistry it supports the research needs for the departments of Physics/Astronomy, Biochemistry, Microbiology, and Physiology. There are 450 journals and 103,500 volumes in the BPS Library. Many journals also have an electronic edition. The library maintains a reserve reading collection, a reference collection (that does not circulate), and access to several databases.

There is a list of URLs where you might find additional assistance at the end of this section. Please remember that for any question about the libraries or chemistry research you may ask the librarian, Jim Oliver, [email protected], 432-4900 x1994.

B. Library Policies and Procedures 1. Circulation. Your student identification card is also your library card. Don’t forget to notify the

library if you lose it. Please don’t forget to bring the card whenever you use the library. We will need identification in order to check anything out to you. This includes the reserve readings.

2. Loan period. Check the University Lending Policies at the URL http://www.lib.msu.edu/pubs/info/info02.htm. There are some differences that the Biomedical and Physical Sciences Library has from the Lending Policies. For example, we do not ever lend journals, and we do not have theses or some other types of documents to lend. But otherwise our policies match the MSU Main Library polices.

3. To locate books or journals. Use MAGIC (the libraries’ catalog), which is located on all the computers in the room. Full web access computers (found all over campus, including the libraries) can connect quickly by using the word magic instead of your username. When searching for journals use the full title of the journal as a Magic title search, never use abbreviations.

4. Reserves Collection. Many professors chose to place books and/or folders on reserve for their courses. Most of these items circulate for two hours, with no over night use. You can locate the items that might be on reserve, from the course syllabus, or Magic. Reserves are fined if overdue. The charge is $0.01/minute calculated 24 hours per day.

mailto:[email protected]

http://www.lib.msu.edu/pubs/info/info02.htm

http://magic.lib.msu.edu/

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5. Additional Services.

Interlibrary loans, use the link at the URL http://www.lib.msu.edu/magicplus/. You can request books and photocopies using this form. For books you might to also consider InMich, which is a service found on the Magic site that allows you to borrow books from a number of smaller universities and public libraries in Michigan.

Recalling books, you may request that a book that is currently checked out to a patron be recalled for you. There is a two week delay before the book needs to be returned. You can find a web form for recalls at: http://www.lib.msu.edu/magicplus/Services/recall.html. Do not ask a library employee to tell you who currently has a book, we cannot. Not responding by returning a book that you have checked out and that has been recalled will result in a fine of $1.00 per day.

You may return books to any campus library and they will be returned to the proper holding library, you may also request that Interlibrary Loans be sent to you to any branch library on campus.

Photocopying, you may have access to a access code or PIN that belongs to your professor to make copies without coin in the Biomedical and Physical Sciences Library. There would be a six digit number, not related to any grant numbers to which you might have access. Grant account numbers may be used in most libraries by using a copy account form. Otherwise the copiers are coin at $0.10 per page.

6. Chemistry Library Committee, a committee of four faculty members, a graduate student, and an undergraduate student that advises and guides the Chemistry Librarian.

7. Other information, we appreciate proper use of the library. When we close the library at night, please leave promptly. You have permission to use the library after hours with an access card that you will receive from the department. If you wish to continue to use the library leave when we close and then reenter after the library employee leaves. This is necessary so that we can be certain that there are no unauthorized users of the library after closing. This is a privilege and can be removed if misused. Please use the overnight checkout procedure and do not remove anything from the library that has not been checked out.

C. Web Sources Here is a listing of some useful web sites.

http://www.lib.msu.edu/bps/ General information about the Biomedical and Physical Sciences Library, including hours, staff, and many useful bits of information. Including links to all other forms of library service.

http://www.lib.msu.edu The MSU Libraries web page. From here you can locate Magic, Service Request Forms, and general information about MSU Libraries. The library sponsors general lectures, and a Friday night film series.

http://magic.lib.msu.edu The MSU Libraries catalog.

http://www.lib.msu.edu/magicplus/

http://www.lib.msu.edu/magicplus/Services/recall.html

http://www.lib.msu.edu/bps/

http://www.lib.msu.edu/

http://magic.lib.msu.edu/

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http://citrix.lib.msu.edu/scifi.htm Access page for SciFinder Scholar. A program to search the data found in Chemical Abstracts, and Medline.

http://citrix.lib.msu.edu/beilstein.htm Access page for Beilstein and Gmelin. Two handbooks of chemistry that will give the general reactions and physical properties of organic (Beilstein) and inorganic (Gmelin) compounds.

http://www.chemfinder.com A commercial site that has pop-up advertising windows, however this is a good site to locate general properties on compounds.

http://citrix.lib.msu.edu/scifi.htm

http://citrix.lib.msu.edu/beilstein.htm

http://www.chemfinder.com/

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VIII. OPERATIONAL PROCEDURES AND REGULATIONS

A. Introduction The primary activities in the Chemistry building are learning, teaching and research. For these activities a fine building and extensive equipment have been provided and the satisfaction of further needs is anticipated. How effectively, efficiently and safely these facilities serve for their designed purposes depends entirely on their care and the commendable conduct of each occupant in this building.

B. Building Security Entrances to the building are unlocked Monday-Thursday from 7:45 a.m. to l0:30 p.m., Friday, 7:45 a.m. to 5:30 p.m. Saturday from 10:00 a.m. to 5:30 p.m. and Sunday from 12:30 p.m. to 5:30 p.m. Reduced hours will be in effect during holidays and vacation times. Only persons possessing issued keys may enter the building at other times and the holder of keys must not admit anyone NOT possessing a key.

Every individual working in the building must assume responsibility for locking doors to unoccupied areas, including teaching laboratories, to prevent tampering with or loss of personal or University property.

C. Building Keys

1. Statement of Policy The entering graduate students and postdoctoral associates are given a submaster key to the floor that includes the room that they are initially assigned to. This key opens the outer doors and library. After assignment to a specific research area, this key may be traded for a different submaster key.

If a graduate student is teaching in the undergraduate laboratories, all keys necessary to perform that function are also made available for the term.

Keys to areas which are usually not accessible to students or postdocs must be negotiated with the Chair or a representative designated by him/her.

2. Requirements

a. A fee of $25.00 is assessed for each building key which is lost and not recovered.

b. The holder of a key may not admit anyone else to the Building or any area within.

c. Normal good conduct and safety practices are expected to all who have access to the Building.

d. The key must never be loaned to another individual.

3. Remarks

Anyone issued a key to a laboratory assumes the responsibility of becoming familiar with safety equipment and procedures. Anyone involved in a research effort in the laboratories should have a copy of the Department’s Safety Manual, which outlines minimum safety standards.

Of greatest importance is that any student working in the laboratory should remain within voice range of another student in the same room in case assistance is required.

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4. Library The Library door must not be unlocked nor must anyone admit a person not possessing an issued key outside of the posted library hours. See regulations pertaining to the use of the library.

5. Maintenance and Repairs Malfunctioning electrical, plumbing and ventilating equipment should be reported in writing to the Building Manager’s Office. Location and nature of needed repair should be stated.

Thermostat adjustment should be requested through the Building Manager, in Room l4l (ext. 360).

6. Office Machine Rooms (Main Office & Room 128) Only authorized personnel, the clerical staff and full-time faculty are allowed to use the facilities of these rooms.

Photocopiers are located in the Departmental Library for use by faculty, staff and graduate students. They are to be used for reproduction of printed material not readily available in reprint form. they are not to be used for copying of reference or textbooks, theses, or personal correspondence. The copiers are available to graduate students, staff and faculty at all times for research. Routine and large quantity duplicating on these machines is discouraged.

7. Further Considerations Keys to the building, departmental library, offices, and laboratories for teaching are issued from and returned to the sub-basement stockroom, B-1. Keys to desks are also issued from this office when a desk is assigned to an individual. Unneeded keys (such as “teaching” keys after the term ends) should be returned promptly to B-1.

Recipients of keys assume responsibility for proper care and handling of keys. They are not to be loaned or duplicated. Violation will result in forfeiture of keys. The fine levied for each lost building key is $25.00.

Students leaving campus for the summer must turn in all keys.

All keys must be turned in when those in possession are no longer employed in the building. This includes staff, graduate and undergraduate students, and other Departmental personnel with temporary access to the building.

The loss of a key must be reported immediately to the Business Office.

Master keys are issued only to the faculty, secretaries and certain staff members.

No keys are issued to undergraduates without specific authorization from the Chair. Since undergraduates are supposed to be supervised at all times they are in the laboratory, normally only a front door - library key is issued with the Chair’s authorization. See key policy statements below.

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D. Smoking According to University Regulations, smoking is prohibited in all University buildings. Everyone must abide by these regulations, and furthermore, must enforce these regulations in areas under his/her supervision. There is no excuse for thoughtless stamping out of cigarettes on the floor. State law prohibits smoking in the elevators.

E. Shops Electronic components and assistance with instrument construction and repair are available at the Electronic Shop located in Room 28.

Supplies, assistance and instruction for machine shop work are available in Room 44. The student shop is located in Room 40, adjacent to the elevators. Tools may be signed out from the main stockroom (B-1).

Glass work is performed by the University Glass Shop located in Room 39.

F. Stockroom and Lecture Preparation Room Laboratory instructors may check out chemicals and supplies for teaching from the appropriate teaching stockrooms.

Chemicals, supplies and equipment for research are checked out by graduate students from appropriate stockrooms. The student must record the items checked out, returnable and non-returnable, on sheets kept in the stockrooms.

Items not available at the stockrooms or shops are ordered by faculty members through the Business Manager’s Office. No student is to order or purchase items without authorization from a faculty member and then only through the Business Manager’s Office. If items must be picked up at a local or campus source, a purchase request form must first be completed by the Business Manager’s Office.

Stockrooms serving teaching areas will only be open when laboratory sections are scheduled. Hours when the stockrooms will be open will be posted.

Everyone in the laboratory is urged to return all returnable supplies and equipment when no longer being used. These items will then be available to others who have need for them. Credit will be issued to the professor’s research allotment upon return of goods (excluding chemicals) to the stockroom.

G. Telephones Telephones have been installed for use by graduate students for local calls only. Long distance calls must be made from the pay phones located on first and third floors.

The “Red” phones located in the corridors are for emergency use only. These phones go directly to the Department of Public Safety. In case of serious injury or emergency, simply pick up the phone—no dialing is required. Be sure to relate to the safety officer who answers the phone the following information:

l. Your name.

2. The nature of the accident or emergency.

3. The location of the accident or emergency.

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H. Chemical Waste Disposal Normal liquid wastes will be picked up in your laboratory. To schedule a pick-up, call the Office of Radiation, Chemical and Biological Safety (ORCBS) at 3-6675. They will need the following information: name, room number, building, phone number, the amount and type of waste. ORCBS will then come by sometime on Friday to pick up the material and leave new containers. Be sure the tag is properly completed prior to pick up. Containers that are leaking, too full, or have a spill on the top around the opening will not be taken nor the contents transferred to another can. Please do not bring chemical wastes to the loading zone area. Wastes that cannot be combined into a five gallon container may also be scheduled for pick up so long as they are not classified as explosive by the DOT (e.g., organic peroxides and nitramines, azides, fulminates, etc.) and are properly labeled. Try, however, to minimize the number of containers. Reactive material, such as Na, K, P, CaH2, etc., can also be picked up by ORCBS if packed under an appropriate solvent and properly labeled.

Used pump oil, including flushing oil, is to be poured into the 55-gallon drum located outside room 138A.

For material classified as explosive, or for other reasons rejected by ORCBS, contact Dave Voss, who will make arrangements for its disposal.

The responsibility for protecting staff, students and the community from hazardous substances employed in teaching and research is shared by instructors, principal investigators and the departmental and University administrations. Fundamentally, however, all personnel must accept the responsibility for their own safety and for not imposing unwarranted risks on others.

I. MSU Tornado and Disaster Warning System Tornado Watch means conditions are favorable for tornadoes to develop.

Tornado Warning means a tornado has been seen - TAKE SHELTER NOW!

A tornado WATCH is announced over radio and television stations and by telephone to key locations on campus. Do not call the Weather Bureau EXCEPT to report the actual sighting of a tornado. Be prepared to move to shelter.

A tornado WARNING-TAKE SHELTER NOW condition is announced over local radio and television stations and by the sounding of a steady tone on campus and police vehicle sirens. (The campus siren on the top of the building is tested at 12:30 pm on the first workday of each month.)

Seek shelter in the basement. Do not use the end stairways. Windows in the stairways have broken in previous windstorms. STAY AWAY FROM ALL WINDOWS. All areas above ground must be evacuated when the siren on the roof sounds. You MUST leave any above ground portion of the building. You MAY, at your peril, leave the building and go outside, although this is not recommended.

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Do not seek shelter in large rooms with wide, free-span roofs, such as gymnasiums or auditoriums. (Basement areas of the M.S.U. Auditorium and Jenison Gymnasium are approved shelters.)

In homes, seek shelter in the basement or in closets or rooms in the center part of the house. AGAIN, STAY AWAY FROM WINDOWS.

In open country, move away from the tornado at a right angle to its path. If this is not possible, lie flat, face down, in the nearest depression or ditch. DON’T STAY IN VEHICLES.

Married Housing units have been issued instruction sheets which give the building to seek shelter in and directions for proceeding to the shelter.

Plan now the action you will take during severe weather. Monitor local radio and television stations during unsettled weather. At home, keep your family together, ready to move to the shelter. Prepare blankets, a flashlight, necessary medicines, a battery operated radio and a first aid kit to take to the shelter.

The ALL CLEAR signal is given over radio and television stations. There is NO siren signal for “all clear.”

Testing Program

The monthly tests of the MSU warning siren are held the first working day of each month at 12:30 p.m.

The siren is located on top of the Chemistry Building and is controlled from the headquarters of the Department of Public Safety.

The tests are intended to familiarize the University community with the signals so they may be recognized under different weather conditions.

J. University-Related Travel Information A Michigan State University Travel Authorization/Voucher Form must be completed whenever a University related trip will be taken (i.e., attendance at a conference, seminar, etc., which is located off-campus). The Travel Authorization/Voucher Form must be completed even if the travel does not involve reimbursement (this is for insurance purposes only). Described below is the procedure for completing an MSU Travel Authorization/Voucher Form.

1. A Michigan State University Travel Authorization/Voucher Form can be accessed on-line at the following URL: http://ctlr.msu.edu/download/scripts/form_search.asp?Department=Travel

2. Prior to the trip, the “Travel Authorization” portion of the form must be completed (an account number must be provided); initialed by the student’s research advisor and submitted to the Chemistry Business Office (Room 324 Chemistry) for approval.

http://ctlr.msu.edu/download/scripts/form_search.asp?Department=Travel

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3. After returning from the trip, submit your receipts and Travel Voucher to the area secretary for completion of the “Reimbursement” portion of the Travel Voucher. University Guidelines for reimbursement must be followed, and any arrangements that the student and research advisor have agreed upon must be taken into account. Special note should be taken of requirements for receipts. In most cases an original receipt is required — under certain circumstances, a charge card receipt is acceptable. The student’s research advisor needs to approve the expenses being claimed before the completed Travel Voucher is submitted to the Business Office (Room 324 Chemistry Building) for processing through the University.

4. Graduate Students are eligible to receive a travel fellowship through The Graduate School. Applications can be acquired in Room 118 Linton Hall.

For additional information regarding University travel, please refer to the following web site: http://www.ctlr.msu.edu.

http://www.ctlr.msu.edu/

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IX. SAFETY PRACTICE IN THE LABORATORY

A. Introduction Safety manuals are issued to each incoming graduate student. Each student is urged to read the manual to familiarize himself/herself with its content. The manual contains detailed advice and information but the following brief statements should serve as the beginning guide to safe work in the laboratories.

B. Elementary Safety Rules 1. Laboratory safety is the personal responsibility of each individual. 2. Be a good housekeeper. Establish safe working habits. Be aware of possible hazards and ways to

eliminate them. Order and neatness will minimize accidents. 3. Wear eye protection at all times in the laboratory. All laboratory work involves some eye hazards.

Safety goggles must be worn by everyone in the teaching labs. 4. Supplement safety glasses with a face shield when experimenting with hazardous chemicals.

Work in the hood behind a safety shield or barricade. 5. Wear safety goggles and/or a face shield when working with equipment that is either evacuated or

under greater than atmospheric pressure. 6. Familiarize yourself with the location and use of fire alarms, fire-fighting equipment, safety

showers, gas masks, fire blankets, and emergency exits in your work area. 7. Do not work in a laboratory alone. Be sure help is within voice range. There must be no exception

to this rule. 8. Keep approaches to all doors free. You may need to use one in a great hurry someday. 9. Reactions should not be left unless you know them to be safe. 10. Securely fasten all cylinders of compressed gases. 11. Keep storage of reactive materials in the laboratory to a minimum - if economically feasible, order

the smallest package available from the manufacturer. 12. Treat all chemicals as corrosive and toxic and all chemical reactions as hazardous unless you

know them to be otherwise. 13. All spills of hazardous chemicals of 500 ml or more should be reported immediately to the Safety

officer, Dr. Ardeshir Azadnia (Ext. 114) and the Building Manager, Mr. Robert Rasico (Ext. 360), and/or to the Office of Radiation, Chemical and Biological Safety (ORCBS) (Tel: 5-0153). Contact the Main Office (Ext. 339) if you are unable to reach Dr. Azadnia or Mr. Rasico. Should a release of hazardous chemicals occur after hours, call MSU Police at 5-2221 or 911 or by simply picking up the red telephone in the corridor. They will take it from there.

14. Use nichrome wire to secure all cooling water tubing connections. Wire is available from the stockrooms. Anchor tubing in drains.

15. Consult the Safety Committee, your major professor, the instructor in charge of the laboratory, or safety literature if in doubt about chemicals or reactions.

16. Know what to do in case of an accident, who to call, where to get help, when to run, how to contain the damage and what forms to fill out.

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17. Label prolifically. Remove all expired labels before re-using a bottle. State and federal Right-to-Know labels mandate that all chemical containers are clearly labeled.

18. Promptly neutralize or destroy any hazardous by-products such as excess sodium metal or cyanide solutions. Arrange for frequent pickup of wastes by calling ORCBS (5-0153).

19. Prior to starting a chemical reaction, obtain the Material Safety Data Sheets (MSDS) from the Chemistry Library or by calling ORCBS (5-0153).

20. Study the MSU-Chemical Hygiene Plan Manual before starting any laboratory work. Every research group has a copy of this plan and a copy is available in the Chemistry Library. For your convenience, the main body of the MSU-Chemical Hygiene Plan Manual with regards to prudent laboratory practices and operating procedures is included here.

C. Safety Equipment Availability 1. Safety equipment is provided for your protection and use.

2. It is your responsibility to know the location of the nearest shower, sink, fire alarm, fire extinguisher, fire blanket, and emergency telephone. NOTE: These pieces of equipment have been located so that they are accessible to each laboratory.

3. Notify the Safety Officer, Dr. Ardeshir Azadnia (Ext. 114), of any deficiency of safety equipment.

4. Special safety equipment may be obtained as follows:

a. Safety glasses. All occupants must wear splash proof safety goggles while wet chemistry is being done by anyone in the laboratory. Graduate students may obtain a pair of prescription safety glasses at the Department’s expense. See the secretary in the Business Manager’s office.

b. Goggles, face shields and ultraviolet-absorbing glasses may be checked out from the main stockroom (B-1).

D. Contact Lenses in the Chemistry Laboratory Contact lenses are not protective devices, and indeed, present an increased hazard to the wearer in a chemical laboratory. Hard lenses are constructed of polymethylmethacrylate, cellulose acetate-butyrate, and methyl methacrylate-silicone copolymers; all are soluble in or swollen by many organic solvents. Soft lenses are constructed of various water-swollen cross-linked polymers containing about 80-85% water, so in addition to absorption of organics, aqueous chemical solutions are readily soluble in the water phase of the soft lenses. Both types can trap vapors, but the probability of hazard is greater and more damaging with soft lenses.

Hard lenses are generally 7 to l0 mm in diameter covering only a part of the cornea. Foreign bodies such as small metal fragments, rust or powders can become entrapped beneath the lens. Since the lens floats on the cornea rather than being in a fixed position, there may be abrasion between the lens, foreign body and cornea. Likewise, recirculation of hazardous liquids, once trapped and solubilized in the tear fluid, is likely. Soft contact lenses are generally larger, between l2 and l5mm in diameter, and cover a larger area of the cornea and part of the sclera as well. They adhere more tightly to the cornea so do not have as much fluid motion as the hard lens, and therefore offer some protection against corneal foreign bodies. The major risk, however, is from chemicals. Because of the high water content of the soft lens, caustics or materials toxic to the cornea are quickly conducted through the lens and thus are held in place against the cornea by the proximity of the lens itself.

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If a chemical spill into the eyes occurs, neither the normal tearing mechanisms nor external irrigation is effective in removing chemicals under the contact lens. If the spill is acute, the contact lens may be difficult, if not impossible to remove without anesthesia because of the reflexive squeezing together of the eyes. Alkaline materials in the eye are more dangerous than strong acids; acids tend to coagulate protein and form a barrier to further penetration; alkaline materials continue to soak into the tissue.

The use of contact lenses while the wearer is working in a laminar flow air environment (i.e., fume hood) can be considered a hazard potential as it aggravates the dehydration of the tear layer upon which the lens rides, giving rise to subsequent corneal abrasions and other related phenomena.

Wearing contact lenses does not obviate the need of protection from ultraviolet and infrared radiation. Most contact lens materials transmit wavelengths greater than 245nm, offering no protection from “Welder’s flash” or “arc-eye” (UV-induced conjunctivitis). Both lens types absorb IR radiation, thus generating heat. This effect is potentially more harmful to the soft lens wearer as it could upset the aqueous balance, as well as causing cutaneous burns in extreme cases.

The Chemistry Department does not allow the wearing of soft contact lenses in the undergraduate laboratories and strongly discourages the use of hard lenses. You are strongly encouraged to adhere to the same standards in the research laboratory. Check with your research preceptor for details. Consider the possibilities and consequences before you put your lenses in. The Department provides free prescription safety glasses (see the secretary in the Business Office). These are not a substitute for safety goggles. They provide only minimal protection from chemical spills

E. Emergency Action Plan

There are situations which require that all or parts of the building be evacuated. Examples are major fires, power outages, and major chemical spills. All possible attempts shall be made to circulate information as to the type of emergency and the proper evacuation routes. During normal working hours (8:00 AM - 5:00 PM), there will be staff members assigned to each floor (wearing yellow hats) to assist and direct building occupants in the case of an emergency evacuation. After hours (5:00 PM - 8:00 AM), the researchers in the chemistry building must rely upon one another for safety. Should you hear the alarm sound, leave the building immediately because someone is warning you of a severe hazard. Go to the main rally site located near the Shaw Lane parking ramp. You will receive further instruction from police/fire personnel.

In any evacuation, steps should be taken, if possible, to secure equipment so damage will be minimized. All equipment such as fans, heaters, and computers should be turned off. All doors should be closed and locked. This is advised both from a security aspect as well as for the need to contain the spread of any hazard. All occupants should carry any personal items (e.g. coats, purses, paperwork) that might be required if the building were to be closed overnight. Once the building has been evacuated, you are not allowed to return to your office or workstation until notified by the appropriate officials.

Severe Weather (i.e., tornado warnings) is announced by DPS with a siren located on the Chemistry Building roof which can be heard throughout most of the building. (An actual severe weather alarm should not be confused with the testing of the severe weather alarm that takes place at 12:30 p.m. on the first working day of each month.) All areas above ground are to be evacuated immediately via the center stairwells to basement or subbasement. Occupants of lower level floors could move to rooms with no windows such as bathrooms. Extra care should be exercised while moving down through the

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unavoidable areas of the first floor front entrance, due to the large area of exposed glass. Elevators should not be and cannot be depended on for use during any evacuation procedure. The end stairwells are especially hazardous during weather alerts due to the large exposed glass area and therefore should not be used. In the past, windows located in the end stairwells have blown in and would likely be blown in during severe weather. All persons are to remain below ground level until “the all clear” is announced by the officials from the MSU Department of Police and Public Safety. The building occupants will not be allowed to congregate in the lobbies or stairwells due to the potential hazard of flying glass. It is extremely important that everyone moves well into the basement and/or sub-basement rapidly so as to allow shelter to those still arriving via the stairwells. This year, experts believe that the number of twisters may double in Michigan due to La Nina which is an unusual cooling of the eastern Pacific Ocean (opposite of El Nino). We should be prepared just in case they are right!

Major fires require rapid evacuation. If the fire alarms are sounded (loud buzzer noise in the hallways) evacuate immediately. Use the nearest stairwell not blocked by smoke or flames. Do not use the elevators. Close all doors—especially any fire doors. If you are the person discovering a fire, call 911 (or use the red phone) and then sound the alarm. The fire alarm boxes are located near the stairwells.

If you are trapped in a smoky corridor, remember that smoke tends to rise, leaving the cleanest air near the floor. Crawl on the floor to the nearest exit. Get outside as rapidly as possible. The firemen will probably be using the main entrance and center stairwell first. Try to avoid congestion in these areas.

Major chemical spills and gas leaks are similar with two likely exceptions: the fumes are usually invisible and heavier than air. They may accumulate in low points. If you are below ground level, leave the building as soon as possible. Many fumes are flammable or even explosive. Put out all potential sources of ignition immediately. Do not turn lights or any other electrical equipment on or off. Avoid any action that may create sparks.

Power failures or loss of ventilation also requires the evacuation of the building, although in this case it can be more orderly. Experience has shown that the air within the building becomes unhealthy surprisingly fast once the ventilation system stops. Though you have sufficient time to leave the building in an orderly fashion, you could easily become trapped by toxic gases if you delay your evacuation too long.

All employees not assisting in the evacuation of the building shall proceed to the front of Shaw Hall and wait there for instruction. Obviously all personnel should avoid obstructing emergency traffic areas. It is important that employees do not leave without their supervisor’s permission, or in the case of post working hours, their knowledge. All personnel need to be accounted for or be present to help account for others.

As many of you are aware, a command post for fire and hazardous material incidents is established at the Fire Department Command Vehicle. This is usually a Fire Department red “Suburban”. For police incidents such as bomb threats, man-with-a gun calls, etc., the command post will be a police vehicle. People with important/first hand information pertaining to the incident, should go to the command post and inform the officials.

1. After Hours Emergency Evacuation Procedures

Due to the nature of the research performed in a chemistry building, one should expect the unexpected. Should you be faced with a life-threatening incident such as fire, react as follows:

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1. Use the red phone in the corridor to inform the emergency response team.

2. Pull the “fire alarm”. It is best to call for help first and then pull the alarm, since the sound may interfere with your conversation on the phone.

3. Take the nearest exit away from the incident and leave the building.

4. Wait for the fire department outside of the building and look for the red “Suburban” where the Command Post is located.

Upon hearing the sound of the alarm system and/or when notified by others of an emergency situation, regardless of whether or not you can physically see evidence of a disaster, you must evacuate the building immediately. There are no exceptions to this rule. However, you should take precautions and stop any reaction or turn off any equipment that cannot be left unattended for a long period of time since you may not be allowed to return to your lab overnight. Also, make sure you take your personal belongings with you for the same reason. The following is an excerpt from the Department of Police and Public Safety in regard to the concept of “Command Post”.

Incident Command System: To insure the control of emergencies, the university utilizes the Unified Incident Command System for coordination of response agencies appropriate to the incident. Unified incident command takes place at, and through, a field command post. The command post staff consists of one key official from each functional unit or department (police, fire, safety, emergency coordination, physical plant, grounds, etc.) appropriate to the incident. The staff may also include key officials from neighboring jurisdictions affected by the incident (hazardous materials, border road, etc.). Other staff may be assigned to the command post as determined by the Incidental Commander. All officials contribute to the command process by:

1. Determining overall goals and objectives.

2. Jointly planning for tactical activities.

3. Conducting integrated tactical operations, and

4. Maximizing the use of the assigned resources.

The command post for fire and hazardous material incidents is established at the Fire Department vehicle. This is usually the Fire Department red “Suburban”. For police incidents such as bomb threats, barricaded gunmen, man-with-a-gun calls, etc., the command post will be a police vehicle. In any event, any police officer or other emergency responder will be able to direct you to the command post when you have vital information pertaining to a particular incident.”

F. Safety Publications Available in the Chemistry Library The Chemistry Library has available a number of books dealing with chemical hazards and toxicology. You may find it advisable at times to consult them.

All titles are on the Toxicology Shelf unless otherwise noted. (revised by J. Oliver 6/89)

Allergy to Chemicals and Organic Substances in the Workplace; G.W. Cambridge and B.F.J. Goodwin; RC 963.5 .A4 1984

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Analytical Techniques in Occupational Health Chemistry. (ACS Symposium Series; 120) D.D. Dollberg; RA 1229 .A5 1980

Analytical Toxicology of Industrial Inorganic Poisons. (Chemical Analysis; 22) M.B. Jacobs; QD 131 .J3 1967

Assessment and Management of Chemical Risks. (ACS Symposium Series; 239) J .V. Rodricks, R.G. Tardiff; RA 1199 .A77 1984 (This title circulates)

Cancer Causing Chemicals. N.I. Sax; RC 268.6 f.S29 1981

Care, Handling and Disposal of Dangerous Chemicals. c. 1964, P.J. Gaston; TP 149 .G3

Chemistry Hazard Communication Document. Michigan State University, Department of Chemistry; Not Cataloged - Located in Journals Room B.

Chemical Hazards in the Workplace; Measurement and Control. (ACS Symposium Series; 149) G. Choudhary; RA 1229 .C46 1981

Chemical Safety Supervision c. 1956, J. Guelich; TP 149 .G8

Chemistry of Industrial Toxicology. H.B. Elkins; RA 1221 .E4 1959

Chemistry of Organophosphorus Pesticides. 2nd ed., C. Fest and K.J. Schmidt; SB 952 .P5 F47 1982

CRC Handbook of Analytical Toxicology. c. 1969, I. Sunshine; RA 1215 .H3

CRC Handbook of Laboratory Safety. 2nd ed., N.V. Steere; QD 51 .S88 1971

Dangerous Properties of Industrial Materials. 6th ed., N.I. Sax; T 55.3 .H3 S3 1984

Detection and Measurement of Hazardous Gases. c. 1981, C.F. Cullis and J.G. Firth; TD 890 .D48

The Dose Makes the Poison. M Alice Ottoboni; RA 1213 .O88 1984

Environmental Sampling for Hazardous Wastes. Glenn E. Schweitzer ed. (ACS Symposium Series; 267); TD 193 .E58 1984 (This title circulates)

Guide for Handling Hazardous Materials. United Parcel Service; T 55.3 .H3 U48 1975

Guide for Safety in the Chemical Laboratory. 2nd ed. Manufacturing Chemists Association; QD 51 .M349 1972

Handbook of Reactive Chemical Hazards. 3rd ed. L. Bretherick; T 55.3 .H3 B73 1985

Handbook of Toxic and Hazardous Chemicals c. 1981, M. Sittig; RA 1193 .S58

Hazard Assessment of Chemicals. vols. 1-6, J. Saxena; QH 545 .A1 H38

Hazardous Chemicals Desk Reference. N.I. Sax and R.J. Lewis; T 55.3 .533 1987

Hazardous Chemicals; Information and Disposal Guide. M.A. Armour; T 55.3 .H3 A7

Hazards in the Chemical Laboratory. 4th ed., L. Bretherick; QD 51 .H35 1986

Material Safety Data Sheets. c. 1985, Not Cataloged - Located in Journals Room B.

Organic Chemicals Manufacturing Hazards. c. 1981, A.S. Goldfarb; TP 247 .O74

Patty’s Industrial Hygiene and Toxicology. 3rd ed., F.A. Patty; RC 967 .P37 1978

Prudent Practices for Handling Hazardous Chemicals in Laboratories. Natl. Res. Council Comm. on Hazardous Substances in the Laboratory; QD 51 .N32 1981

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Registry of Toxic Effects of Chemical Substances. c. 1980, Natl. Inst. for Occupational Safety and Health; RA 1215 .T6

Risk Assessment at Hazardous Waste Sites. Glenn E. Schweitzer, ed.

(ACS Symposium Series; 204); TD 811.5 .R57 1982 (This title circulates)

Safety and Accident Prevention in Chemical Operations. H.H. Fawcett and W.S. Wood; TP 149 .S197 1982

Toxicants and Drugs; Kinetics and Dynamics. E.J. O’Flaherty; RA 1216 .O35 1981

Toxicology of Drugs and Chemicals. 4th ed. W.B. Deichmann and H.W. Gerarde; RA 1211 .D42 1969

TSCA’s Impact on Society and Chemical Industry. George W. Ingle ed., (ACS Symposium Series; 213); HD 9651.5 .T8 1983 (This title circulates)

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G. What to do in Case of an Accident 1. Major Accident - involving serious damage to property or personnel

Immediate Action - as quickly as possible and in approximate order:

a. Yell “Help – Fire” or whatever fits the emergency.

b. Take action to minimize or eliminate the spread of damage or hazardous conditions.

c. Administer any necessary emergency first aid.

d. Notify a senior staff member if one is readily available. Let the senior staff member take responsibility for further action.

e. Call Emergency. Press “OUT3” and “911” on laboratory phones or use “Red” direct-line phone in corridors. Tell them you have an Emergency. (Let senior staff member do this unless none is available.) Be sure to tell the police the exact location of the accident, the nature of the accident, and the type of assistance required.

f. Post someone at a pre-designated point to direct the police when they arrive. Police will make necessary arrangements for ambulance, doctor, hospital service, etc.

g. Notify Departmental Office. After all immediate emergency actions have been carried out, inform the Departmental Office, Department Administrator, Operations Manager, Building Engineer, Building Manager, and Safety Officer. Call them at home if needed.

NOTE: THE DEPARTMENTAL CHAIRPERSON IS ADMINISTRATIVELY RESPONSIBLE FOR MAKING THE NECESSARY REPORTS ON ACCIDENTS. DO NOT ANSWER QUESTIONS FROM ANY NEWS MEDIA.

2. Minor Accidents Immediate Action - As quickly as possible and this in approximate order: a. Take action to minimize or eliminate the spread of damage or hazardous conditions. b. Administer any necessary emergency first aid. c. Notify a senior staff member if one is readily available. Let the senior staff member take

responsibility for further action. As a TA, you must report any accidental injury incurred by your students, no matter how minor it seems.

3. Accident Reports

In filling out a Student Accident Report (Form 140-2583, available from the 2nd floor stockroom): a. No cut or burn should be considered minor. All accidents must be reported. b. Use ball point pen or sharp pencil and bear down hard. c. Advise the student to seek professional treatment at Olin or elsewhere. Transportation can be

arranged by the stockroom attendant. d. Indicate

1) You recommended treatment at Olin.

2) If the injured declines medical treatment.

e. Include course and section number.

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4. A point of information Olin may charge for its services; MSU minor Emergency will charge for its services. The Chemistry Department does not pay or otherwise “take care of” medical bills resulting from an accident to a student in the laboratory.

5. Employees Any employee (i.e. any person who receives a pay check from MSU on a regular basis) who is injured in the course of their employment at MSU is required to report to the Center for Occupational Health Services, 1115 S. Pennsylvania (334-2300). Their hours are 8:00 a.m. to 5:00 p.m., seven days a week, including holidays. For injuries occurring when the Lansing Occupational Medical Center is closed and in situations involving life-threatening injuries/illnesses, care for on-campus employees should be obtained at the Ingham Medical Center Emergency Department, 401 West Greenlawn, Lansing (334-2286).

a. Report all occupational injuries to your supervisor and to the Business Office (Room 335).

b. An injured employee should, if feasible, take an Authorization to Invoice MSU (Form 140-2665) before he/she goes to the Emergency Clinic. (Forms are available from the Business Office.)

c. The Report of Claimed Injury or Illness (Form 140-2592) should be completed within 24 hours after the employee injury. Forms, and assistance, are available from the Business Office. An Injury Absence Report (Form 140-2513) may also be needed.

Failure to complete these forms may jeopardize insurance coverage, both for treatment and lost wages. It is to your advantage to complete them as promptly as possible.

6. Transportation Even if only a minor accident has occurred, the injured student should be advised to go to the Olin Health Center for professional treatment. The stockroom attendant can arrange for transportation to Olin (10 a.m. - 5 p.m., M-F; 353-4700). They also can call the paramedics for life threatening injuries. Employees may use the 140-2665 (Authorization to Invoice MSU) form to “pay” Spartan Cab Company for transportation to the appropriate health centers.

7. Follow-up Action On any accident involving personal injury or any use of gas masks, fire extinguishers, fire blankets, or extensive use of first aid materials:

l. Report accident as soon as possible on the appropriate forms to the Business Office (Room 335).

2. Refer requests for information, except by police or firefighters, to the Chairman of the Department.

8. Incidents An incident is basically an accident without personal injury. Incidents that cause property damage or that could have caused an accident should be reported by means of an Incident Report available from the Business Office, Room 335. The purpose for collecting this information is not castigation, but to determine possible action to prevent a reoccurrence.

http://www.hr.msu.edu/Docweb/forms.htm




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9. Informed Consent Statement State law mandates that all employees working in research and teaching laboratories or other facilities in which they may be exposed to chemical or other hazards be informed of the extent of risk (where known). To assure that this has been done and that each individual agrees to follow established safety procedures, an informed consent statement must be signed by the individual and his supervisor (usually the Principal investigator).

There are two different forms: one for a teaching assistant, (yellow color) one for a research assistant or fellow (white). New graduate students should sign the Informed Consent Statement for Teaching Assistants that will be made available to you at orientation. When you pick a research preceptor, the Graduate Secretary will ensure completion of the Informed Consent Statement for Research Staff.

Students enrolled in laboratory courses where they are exposed to chemical hazards shall be informed of these hazards and instructed in proper safety procedures. An informed consent statement is signed as part of their check-in procedure.

H. Right-to-Know Law The State of Michigan’s Right-to-Know Law became effective February 25, 1987. The intent of this law is to provide information to employees exposed to hazardous chemicals in the workplace. There are five major components of the law:

• Evaluation of Hazardous Chemicals

• Labeling of these Chemicals

• Maintaining Material Safety Data Sheets (MSDS)

• Training of Employees

• Written Hazard Communication Program developed by employer

The Chemistry Department is required to ensure that each employee is aware of the Right-To-Know Law and has received appropriate training. This will be accomplished at new graduate student orientation in the Fall or at other times during the year as appropriate.

Materials Safety Data Sheets (MSDS) are available in binders in the Journal Room of the Library, or can be generated from a data base through the University computer.

Perhaps a better name for this law is “Responsibility to Inform.” You do have a basic “right to know” about the hazards of the workplace. However, it is your legal responsibility to inform others of the hazards of the workplace, your research laboratory. The law states that all containers must be explicitly labeled unless the material is used by the same person who filled the container – and it is used entirely the same day. All containers of chemicals (even just water) and wastes must be clearly labeled and dated at all times. This is the most commonly violated component of the Right-To-Know law. Laboratories can be closed by the EPA/DNR for violations of this law. LABEL EVERYTHING.

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I. Safety Inspections Laboratory safety inspections are conducted monthly during the academic year. Each month one quadrant of the building is inspected, along with any areas that had special problems the previous inspection. The inspections, usually held on the first Tuesday of the month, will be announced in the Courier. The date is announced in advance with the expectation that the laboratory personnel will survey the area in advance and remedy any problems before the inspection team arrives.

We prefer that at least one member of a research group be present when the inspections are made. This way, we are able to discuss any reservations we may have and make a more accurate assessment. The primary purpose of these inspections is to make your work area as safe as possible for you. Your input is actively encouraged.

Following the inspections, reports are sent to the principal investigator (faculty member responsible for the lab). This report will list the problems, if any, and the suggested changes.

http://poohbah.cem.msu.edu/Chem_Main/Courier/Courier.html

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MICHIGAN STATE UNIVERSITY Informed Consent Statement

Department of Chemistry Teaching Assistants

Regulations and guidelines, however well conceived are not sufficient to achieve safe laboratory practice. It is the skill, knowledge and basic common sense of the individual laboratory worker that is crucial to a safety program. To this end each person working in a laboratory assumes the following responsibilities:

l. To attend safety seminars when asked, and to read all safety materials issued him/her (such as manuals, hazard alerts, etc.). If new hazards come to his/her attention, these should be communicated to the course instructor and the unit safety committee.

2. To comply fully with all established safety regulations and practices, and to consult the instructor and/or safety committee for advice in circumstances where safe practice is in doubt.

3. To be cognizant of the Michigan Right-To-Know Law through reading, training and experience.

4. To limit laboratory work to experiments authorized by the instructor.

5. To warn visitors to the laboratory of existing hazards, and when necessary (e.g., equipment use by visiting researchers) to inform them of Department and University safety regulations. Warning signs provided by the safety committee shall be properly displayed and maintained. Unoccupied laboratories must be locked.

I have read and understand the above responsibilities and agree to observe them. I recognize that I may be working with hazardous materials, and I consent to work with these materials.

Signing of this Informed Consent Statement is not a waiver of individual rights of redress in case of injury.

Signature Date

Permission is hereby granted to the above student to be a teaching assistant. The identified hazards of the proposed work, as well as a teaching assistant’s responsibilities toward safety, have been discussed.

Graduate Coordinator/Supervisor Date

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MICHIGAN STATE UNIVERSITY Informed Consent Statement

Department of Chemistry Research Staff

Regulations and guidelines, however well conceived are not sufficient to achieve safe laboratory practice. It is the skill, knowledge and basic common sense of the individual laboratory worker that is crucial to a safety program. To this end each person working in a laboratory assumes the following responsibilities.

l. To attend safety seminars when asked, and to read all safety materials issued him/her (such as manuals, hazard alerts, etc.). If new hazards come to his/her attention, these should be communicated to the course instructor and the unit safety committee.

2. To comply fully with all established safety regulations and practices, and to consult the instructor and/or safety committee for advice in circumstances where safe practice is in doubt.

3. To be cognizant of the Michigan Right-To-Know Law through reading, training and experience.

4. To limit laboratory work to experiments authorized by the principal investigator.

5. To warn visitors to the laboratory of existing hazards, and when necessary (e.g., equipment use by visiting researchers) to inform them of Department and University safety regulations. Warning signs provided by the safety committee shall be properly displayed and maintained. Unoccupied laboratories must be locked.

I have read and understand the above responsibilities and agree to observe them. I recognize that I may be working with hazardous materials, and I consent to work with these materials. Signing of this Informed Consent Statement is not a waiver of individual rights of redress in case of injury. Signature Date

Permission is hereby granted to the above research staff member to conduct experimental work under my supervision. I have discussed the identified hazards of the proposed work.

Principal Investigator/Supervisor Date

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J. Michigan State University Chemical Hygiene Plan 1. SCOPE

1.1 MICHIGAN STATE UNIVERSITY STATEMENT OF RESPONSIBILITY

It is the responsibility of Michigan State University, as an employer, to take every reasonable precaution to provide a work environment that is free from recognizable hazards for its employees in accordance with the “general duty” clause of the Michigan Occupational, Safety and Health Act, Section 11(a).

Furthermore, MSU is required by the Michigan Occupational Safety and Health Administration (MIOSHA) Hazardous Work in Laboratories standard (the Laboratory Standard - §408.1024 of the Michigan Compiled Laws) to ensure that the necessary work practices, procedures and policies are implemented to protect all employees working in University owned and operated laboratories from hazardous chemicals in the work area.

Michigan State University and its employees have the responsibility to be well informed regarding hazardous chemicals and risks associated with using hazardous chemicals in the laboratory environment. This document is intended for University-wide compliance with the MIOSHA Laboratory Standard and will serve as a broad-based Chemical Hygiene Plan for all University owned and operated laboratories.

1.2 THE MIOSHA LABORATORY STANDARD (adopted by MIOSHA January 1, 1992)

The Michigan Occupational Safety and Health Administration (MIOSHA) has determined that laboratories typically differ from industrial operations in the use and handling of hazardous chemicals. A different approach than that found in MIOSHA’s substance specific health standards is warranted to protect workers. The Laboratory Standard applies to all laboratories that use hazardous chemicals in accordance with the definitions of laboratory use and laboratory scale provided in this document. Generally, where this standard applies it supersedes the provisions of all other standards in the MIOSHA Right-to-Know Law and the federal Occupational Safety and Health Administration (OSHA) Hazard Communication Standard 29 CFR, part 1910.1200, except the obligation to maintain employee exposures at or below the permissible exposure limits (subpart Z of 1910.1200), prohibition of skin and eye contact where specified by any OSHA/MIOSHA standard and in other instances where the scope of hazards are not adequately addressed by this standard.

Effective Date: January 24, 1992

Compliance Date: Effective Immediately

Revision: October 25, 1996

Compliance Date: Effective Immediately

1.3 SCOPE AND APPLICATION

This document serves as the written guide for MSU compliance to the Laboratory Standard and the Chemical Hygiene Plan (CHP) requirements contained therein. All units at Michigan State University engaged in the laboratory use (as defined by this document) of hazardous chemicals are required to comply with this document.

The primary objective of this document is to provide a general guide for handling hazardous chemicals in laboratories. The Chemical Hygiene Plan establishes the basic safety principles for laboratory procedures,

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equipment and work practices that are capable of protecting employees from physical and health hazards of hazardous chemicals in laboratories.

This document is intended only to highlight those safety measures necessary for achieving a safe and healthy work environment. Where the scope of hazards are not adequately addressed by this general document, specific Standard Operating Procedures must be developed by the project director. This CHP does not, however, apply to:

1. Work involving chemicals that do not meet the conditions of the definition of laboratory use of hazardous chemicals. In such cases, the employer shall comply with all relevant specific substance standards even if such use occurs in a laboratory type setting.

2. Work involving the laboratory use of hazardous chemicals that does not have the potential for employee exposure.

This document will hereafter be known as the Michigan State University Chemical Hygiene Plan (MSU CHP).

1.4 HAZARDOUS CHEMICAL DEFINITIONS A hazardous chemical is defined by MIOSHA as any chemical, chemical compound, or mixture of compounds which is a physical and/or health hazard.

A chemical is a physical hazard by MIOSHA definition if there is scientifically valid evidence that it is:

• a flammable or combustible liquid • a compressed gas • an organic peroxide • an explosive • an oxidizer • a pyrophoric • an unstable material (reactive) • a water reactive material

A chemical is a health hazard by MIOSHA definition if there is statistically significant evidence based on at least one study conducted in accordance with established scientific principles that acute or chronic health effects may occur in exposed employees. Included are:

• allergens • embryotoxicants • carcinogens • toxic or highly toxic agents • reproductive toxicants • irritants • corrosives • sensitizers • hepatoxins (liver) • nephrotoxins (kidneys) • neurotoxins (nervous system) • hematopoietic systems agents (blood) • agents which damage the lungs,

skin, eyes or mucous membranes

Particularly hazardous substances, by MIOSHA definition, are select carcinogens, reproductive toxicants and chemicals with a high degree of acute and chronic toxicity.

Select carcinogens are chemicals listed by MIOSHA as carcinogens by the National Toxicology Program (NTP) as “known to be carcinogens” or “reasonably anticipated to be carcinogens” and by the International Agency for Research on Cancer (IARC) as Group 1, Group 2A or Group 2B carcinogens. Select carcinogens are listed in Appendix J.

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Reproductive toxicants are defined by MIOSHA as any chemical which affects the reproductive capabilities of males or females, including chromosomal damage (mutagenesis) and effects on fetuses (teratogenesis). Information on reproductive effects will be listed on the Material Safety Data Sheet.

Chemicals with a high degree of acute and chronic toxicity are not defined in the Laboratory Standard. Therefore, the MIOSHA Hazard Communication definition of a highly toxic chemical will be used. Chemicals with a high degree of acute toxicity are chemicals that have a median lethal dose (LD50) of 50 milligrams or less per kilogram of body weight when administered orally to albino rats weighing between 200 and 300 grams each. The LD50 is that dose at which a lethal response is observed in 50% of the test animals.

The following two sources have established lists of hazardous chemicals based on substantiated tests:

1. OSHA, 29 CFR 1910.1200 Subpart Z, Toxic and Hazardous Substances and Appendices A and B of OSHA 29 CFR 1910.1200 which are referenced in MIOSHA R325.70101(2)

2. American Conference of Governmental Industrial Hygienists (ACGIH), “Threshold Limit Values for Chemical Substances and Physical Agents in the Work Environment,” (latest edition)

The hazard(s) of a chemical may also be listed on its container label. Additionally, if the hazard of a chemical is not evident from the container label, the Material Safety Data Sheet (MSDS) will list the specific hazards. Use the MSDS to address chronic toxicity. For further help in determining the hazard of a chemical, contact your supervisor, instructor or the ORCBS.

1.5 RESPONSIBILITY The Office of Radiation, Chemical and Biological Safety. The Office of Radiation, Chemical and Biological Safety (ORCBS) shall be responsible for assuring University compliance with State and Federal standards and for preparing any reports, as established in the “Policies, Procedures and Guidelines for Radiation, Chemical and Biological Safety” document. In this vein, the ORCBS is responsible for oversight of University compliance with the MIOSHA Laboratory Standard and the Chemical Hygiene Plan required therein and will develop the provisions of the Michigan State University Chemical Hygiene Plan.

The Chemical Safety Officer of the ORCBS will serve as the Chemical Hygiene Officer (CHO). The CHO, along with the ORCBS, can assign areas of responsibility to units, project directors, laboratory supervisors and other individuals as necessary, to implement and carry out the provisions of the CHP. The CHO will serve on the Chemical Hygiene Subcommittee (CHS). The CHS will share in responsibility for oversight of the MSU CHP.

The ORCBS, the CHO and the CHS will serve as the on-campus authorities and sources of information for the MIOSHA Laboratory Standard and the MSU CHP.

Unit (departments, institutes, schools, outlying field stations, service groups, facilities, etc.). Unit chief administrative officers are responsible for maintaining a unit safety system, including identification of a safety officer. They have the responsibility to support and ensure the enforcement of the MSU CHP and to support the CHO and the CHS in implementing the provisions of this plan within their respective units.

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Project Directors. The legal responsibility for safety and well-being of all personnel in contact with any university-related activity utilizing radiation, chemical or biological hazards lies with the project director (P.D.) and the administrative officers responsible at the various university levels. Specifically, the P.D. is responsible for:

1. Ensuring all employees under his/her supervision have received general chemical training from the ORCBS.

2. Providing all employees under his/her supervision with site-specific training and documenting such training.

3. Following appropriate guidelines proscribed in this document.

Employee. Individual laboratory employees are responsible for their own safety. All individuals performing work with hazardous substances must accept a shared responsibility for operating in a safe manner once they have been informed about the extent of risk and safe procedures for their activities. They also have the responsibility to inform their supervisors of accidents and work practices or working conditions they believe hazardous to their health or to the health of others.

Student. While students are not covered under the provisions of the MIOSHA Laboratory Standard, students should be made aware of chemical health and safety hazards in classroom situations and should be provided with information and equipment to protect themselves from those hazards. Units should provide student training at the beginning of each course in which hazardous chemicals are used. Specific safety instructions should be provided at the beginning of each class period.

1.6 EMPLOYEE RIGHTS It is the employee’s right to receive information about the known physical and health hazards of the hazardous chemicals in their work areas and to receive adequate training to work safely with these substances.

Employees have the right to work in a safe environment and inform the P.D. or laboratory supervisor about potential risks in the laboratory.

1.7 AVAILABILITY The MSU Chemical Hygiene Plan must be readily available to employees and employee representatives through their P.D., supervisor or departmental office.

Additional copies of this document are available from the ORCBS office and the ORCBS web site: http://www.orcbs.msu.edu/.

1.8 ANNUAL REVIEW The MSU Chemical Hygiene Plan will be reviewed annually from its effective date by the Chemical Hygiene Officer and the Chemical Hygiene Subcommittee.

http://www.orcbs.msu.edu/

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1.9 EMPLOYEE INFORMATION AND TRAINING Employees must have access to information and training to ensure that they are apprised of the hazards of chemicals present in the work area. Such information must be provided at the time of an employee’s initial assignment to a work area where hazardous chemicals are present and prior to assignment involving new exposure situations. Employees should receive periodic refresher information and training to ensure that they are aware of the risks of exposure to hazardous chemicals.

Information. Information provided by the ORCBS/Units/P.D.s/Supervisors to employees must include:

1. The contents of the MIOSHA Hazardous Work in Laboratories standard.

2. The location and availability of the MSU CHP.

3. The permissible exposure limits for OSHA/MIOSHA regulated substances or published exposure limits for other hazardous chemicals where there is no applicable OSHA/MIOSHA standard.

4. Signs and symptoms associated with exposures to hazardous chemicals used in the laboratory (available on Material Safety Data Sheets).

5. The location and availability of known reference materials on the hazards, safe handling, storage and disposal of hazardous chemicals found in the laboratory, including, but not limited to, Material Safety Data Sheets received from the supplier.

All of the above information is available from the ORCBS web site: http://www.orcbs.msu.edu/.

Method of Training. General training will be provided by the ORCBS and may take the form of individual instruction, group seminars, audiovisual presentations, handout material, or any combination of the above. Site-specific training will be provided by P.D.s or an appropriate designee. Please call the ORCBS at 432-SAFE (432-7233) for information about the general chemical safety course or sign up for a safety course on our web site: http://www.orcbs.msu.edu/.

Training. General awareness training provided by the ORCBS to employees will include:

1. Methods and observations that may be used to detect the presence or release of a hazardous chemical (such as monitoring conducted by continuous monitoring devices, visual appearance or odor of hazardous chemicals when being released, etc.).

2. General physical and health hazards of chemicals in the work area. This must include an awareness that many factors influence whether a given chemical might constitute a hazard (e.g. dose, exposure time, genetic background, developmental state, mixtures of interactions of chemicals, etc.).

3. The measures employees can take to protect themselves from these hazards, including specific procedures the University or department has implemented to protect employees from exposure to hazardous chemicals, such as appropriate work practices, emergency procedures, and personal protective equipment to be used.

4. The applicable details of the MSU CHP.



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Site-specific training provided by Units/P.D.s/Supervisors to employees will include:

1. Site-specific standard operating procedures.

2. Specific physical and health hazards of chemicals in the work area (available on Material Safety Data Sheets).

Documentation. General awareness training required by the CHP will be documented by the ORCBS. The training certification form in Appendix A will be filled out by employees at the time of training. The ORCBS will maintain these training forms. Site-specific training must be documented and maintained by the unit/P.D./supervisor and be available to representatives of the ORCBS, the CHO, members of the CHS or other regulatory officials upon request.

1.10 RECORD KEEPING The ORCBS will retain records of all employees who attend the general chemical safety seminar and the Laboratory Standard/Chemical Hygiene Plan seminar given by the ORCBS.

It is required that records of specific laboratory training for individual laboratories be retained by the P.D. in the laboratory or the department.

Accident records for employees should be written and retained within the laboratory or unit.

The amount of time a unit chooses to retain training records is not specified in the Laboratory Standard. It is recommended by this document that such records be retained for at least one year after an employee leaves a position. Ideally, training records should be retained indefinitely.

2. STANDARD OPERATING PROCEDURES The ORCBS has developed generic standard operating procedures relevant to safety and health considerations when laboratory work involves the use of hazardous chemicals. Where the scope of hazards are not adequately addressed by this general document, units and/or P.D.s must develop written standard operating procedures for work area specific operations. Standard operating procedures must be provided to all affected laboratory employees. The Standard Operating Procedures in this document specify minimum regulations and recommendations. Note: “Prudent Practices for Handling Hazardous Chemicals in Laboratories” (National Research Council, 1981) was used as the basis for the standard operating procedure guidelines.

2.1 GENERAL SAFETY PRINCIPLES

The following guidelines have been established to minimize hazards and to maintain basic safety in the laboratory.

A. Examine the known hazards associated with the materials being used. Never assume all hazards have been identified. Carefully read the label before using an unfamiliar chemical. When appropriate, review the Material Safety Data Sheet (MSDS) for special handling information. Determine the potential hazards and use appropriate safety precautions before beginning any new operation.

B. Be familiar with the location of emergency equipment - fire alarms, fire extinguishers, emergency eyewash and shower stations and know the appropriate emergency response procedures.

C. Avoid distracting or startling other workers when they are handling hazardous chemicals. D. Use equipment and hazardous chemicals only for their intended purposes.

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E. Always be alert to unsafe conditions and actions and call attention to them so that corrective action can be taken as quickly as possible.

F. Wear eye and face protection when appropriate. G. Always inspect equipment for leaks, tears and other damage before handling a hazardous

chemical. This includes fume hoods, gloves, goggles, etc. H. Avoid tasting or smelling hazardous chemicals.

2.2 HEALTH AND HYGIENE The following practices have been established to protect laboratory employees from health risks associated with the use of hazardous chemicals:

A. Avoid direct contact with any hazardous chemical. Know the types of protective equipment available and use the proper type for each job.

B. Confine long hair and loose clothing and always wear footwear which fully covers the feet. C. Do not mouth pipette. D. Use appropriate safety equipment whenever exposure to gases, vapors or aerosols is suspected

and ensure exhaust facilities are working properly. E. Wash thoroughly with soap and water after handling chemicals, before leaving the laboratory

and before eating or drinking. F. Contact lenses are prohibited when using hazardous chemicals. G. Replace personal protective equipment as appropriate. H. Laboratory employees shall be familiar with the symptoms of exposure for the chemicals with

which they work and the precautions necessary to prevent exposure.

2.3 FOOD AND DRINK IN THE LABORATORY The following statement is the accepted practice on food and drink in laboratories and should be followed at all times:

“There shall be no food, drink, smoking or applying cosmetics in laboratories which have radioactive materials, biohazardous materials or hazardous chemicals present. There shall be no storage, use or disposal of these ‘consumable’ items in laboratories (including refrigerators within laboratories). Rooms which are adjacent, but separated by floor to ceiling walls, and do not have any chemical, radioactive or biohazardous agents, present, may be used for food consumption, preparation, or applying cosmetics at the discretion of the project director responsible for the areas.”

2.4 HOUSEKEEPING Safety follows from good housekeeping practices. Use the following guidelines to maintain an orderly laboratory:

A. Keep work areas clean and uncluttered with chemicals and equipment. Clean up work areas upon completion of an operation or at the end of each work day, including floors.

B. Dispose of waste as per the Michigan State University Hazardous Waste Disposal Guide. C. A separate waste receptacle must be designated for non-contaminated glass. Follow guidelines

established in the MSU Hazardous Waste Disposal Guide for disposal of contaminated glass. D. Clean spills immediately and thoroughly, as per the guidelines established in section 4.0 of this

document. Ensure a chemical spill kit is available and that employees know how to use it. E. Do not block exits, emergency equipment or controls or use hallways and stairways as storage

areas. F. Assure hazardous chemicals are properly segregated into compatible categories (see section 5.1.4

and Appendix C of this document).

http://www.orcbs.msu.edu/newhazard/hazardous.html

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2.5 CHEMICAL HANDLING AND STORAGE The decision to use a hazardous chemical should be a commitment to handle and use the chemical properly from initial receipt to disposal.

A. Information on proper handling, storage and disposal of hazardous chemicals and access to related Material Safety Data Sheets should be made available to all laboratory employees prior to the use of the chemical.

B. Always purchase the minimum amount necessary to maintain operations. C. Chemical containers with missing or defaced labels or that violate appropriate packaging

regulations should not be accepted. D. Chemicals utilized in the laboratory must be appropriate for the laboratory’s ventilation system. E. Chemicals should not be stored on high shelves and large bottles should be stored no more than

two feet from floor level. F. Chemicals shall be segregated by compatibility. G. Chemical storage areas must be labeled as to their contents (see section 5.1.4) H. Storage of chemicals at the lab bench or other work areas shall be kept to a minimum. I. Any chemical mixture shall be assumed to be as toxic as its most toxic component. J. Substances of unknown toxicity shall be assumed to be toxic.

2.6 TRANSFERRING OF CHEMICALS When transporting chemicals outside the laboratory, precautions should be taken to avoid dropping or spilling chemicals.

A. Carry glass containers in specially designed bottle carriers or a leak resistant, unbreakable secondary container.

B. When transporting chemicals on a cart, use a cart that is suitable for the load and one that has high edges to contain leaks or spills.

C. When possible, transport chemicals in freight elevators to avoid the possibility of exposing people on passenger elevators.

2.7 COMPRESSED GASSES Special systems are needed for handling materials under pressure. Cylinders pose mechanical, physical and/or health hazards, depending on the compressed gas in the cylinder.

A. Cylinders with regulators must be individually secured. Only cylinders with valve protection caps securely in place may be safely gang-chained (chained in groups).

B. When storing or moving a cylinder, have the valve protection cap securely in place to protect the stem.

C. Cylinders must be secured in an upright position at all times. Use suitable racks, straps, chains, or stands to support cylinders against an immovable object, such as a bench or a wall, during use and storage. Do not allow cylinders to fall or lean against one another.

D. Use an appropriate cart to move cylinders. E. Never bleed a cylinder completely empty. Leave a slight pressure to keep contaminants out. F. Oil or grease on the high pressure side of an oxygen cylinder can cause an explosion. Do not

lubricate an oxygen regulator or use a fuel gas regulator on an oxygen cylinder. Use an oxygen approved regulator.

G. Always wear goggles or safety glasses with side shields when handling compressed gases. H. Always use appropriate gauges, fittings, and materials compatible with the particular gas being

handled. I. When working with a toxic, corrosive, or reactive gas is planned, the ORCBS should be

contacted for information concerning specific handling requirements. Generally, these gases will need to be used and stored with local exhaust ventilation such as a lab hood or a gas cabinet designed for that purpose.

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2.8 UNATTENDED OPERATIONS At times, it may be necessary to leave a laboratory operation unattended. Follow these basic guidelines in the design of an experiment to be left unattended:

A. Always check with your laboratory supervisor to determine if it is necessary to leave a laboratory operation unattended. If necessary, develop a protocol with your laboratory supervisor for the unattended operation of potentially dangerous equipment or methods. Develop a protocol for potential interruptions in electric, water, inert gas and other services and provide containment for toxic substances as part of the protocol.

B. A warning notice must be posted in the vicinity of the experiment if hazardous conditions are present.

2.9 WORKING ALONE Avoid working alone whenever possible.

2.10 STORAGE AND DISPOSAL OF HAZARDOUS WASTE For guidelines on the storage and disposal of hazardous wastes from laboratory operations at Michigan State University, refer to the Michigan State University Hazardous Waste Disposal Guide. Copies of this document are available from the ORCBS.

3. STANDARD LABORATORY SAFE HANDLING / STORAGE REQUIREMENTS

3.1 HAZARD IDENTIFICATION Identifying the specific hazard associated with a chemical greatly reduces chances of misuse by regular laboratory employees, new users, or visitors to the laboratory. At the very minimum, hazardous chemical containers must have the chemical name(s) and hazard identification(s). With respect to identifying containers, storage areas and laboratory entranceways, the following conditions entail hazard identification:

1. P.D.s/supervisors must ensure that labels on incoming containers of hazardous chemicals for laboratory use are not removed or defaced. Labels contain information on the identity of the chemical(s) in the container and the hazard identification of the chemical(s). It is recommended that incoming containers be labeled with the P.D.’s name and date of receipt.

2. P.D.s/supervisors must ensure that laboratory containers (those containers filled from the original shipping container) of chemicals are labeled (see section 3.4.1).

3. P.D.s/supervisors must ensure that hazardous chemical storage areas are labeled per the guidelines established in section 5.1.4.

4. P.D.s/supervisors must ensure that entranceways to laboratory facilities are labeled with the appropriate warning signs per the guidelines established in section 5.1.2.

5. P.D.s/supervisors must ensure that employees have access to MSDS’s (see section 5.1.1).

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3.2 HAZARDS SUBJECT TO REVIEW OR PRIOR APPROVAL The Laboratory Standard requires that project directors identify those activities that the project director believes to be of a sufficiently hazardous nature to warrant prior approval before implementation by an employee. Prior approval for using Class A Carcinogens is required by the ORCBS (Appendix L). Appendix L also contains the list of chemicals for which MIOSHA has specific regulations for use.

3.3 CHEMICALS DEVELOPED IN THE LABORATORY The following requirements apply to chemical substances developed in the laboratory:

1. If the composition of the chemical substance which is produced exclusively for the laboratory’s use is known, the P.D. must determine if it is a hazardous chemical. This can be done by a literature search for similar substances. If the chemical is determined to be hazardous, the P.D. must provide appropriate training to protect employees.

2. If the chemical produced is a product or a by-product whose composition is not known, the P.D. must assume that the substance is hazardous and must comply with the requirements of the CHP.

3. If the chemical is produced for sale or use outside of the laboratory, the P.D. must prepare an appropriate MSDS in accordance to the Michigan Right-to-Know Law.

3.4 LABELING 3.4.1 Container Labels. All containers of hazardous chemicals must be labeled with the name of the chemical and the hazard(s), if not provided by the manufacturer. If a chemical has more than one hazard, it must be labeled with both hazards. For example, acetaldehyde is both a flammable and a carcinogen, and must be labeled appropriately. Additionally, the subsequent guidelines shall be followed:

1. All peroxide forming chemicals must be labeled with the date the container was opened. After the recommended disposal date, test the chemical for peroxides or dispose of properly (see Appendix H for a list of peroxide forming chemicals and peroxide testing protocols).

2. As per the MSU Hazard Communication Document,

A. .Anything available over the counter to the general public is exempt from labeling requirements if it has already been labeled by the manufacturer. This includes consumer products such as cans of spray paint or turpentine.

B. Stationary process containers such as tanks may be identified with signs, placards, process sheets, batch tickets or other written materials instead of actually affixing labels to process containers. The sign or placard must convey the same information that a label would and be visible to employees throughout the work shift.

C. Portable containers into which hazardous chemicals are transferred from labeled containers and which are intended to be under the use and control of the person who transferred it, within the work shift in which it was transferred, are exempt from labels. However, it is recommended that a temporary label identifying the chemical and its primary hazard be affixed to the container.

D. All sample containers or prepared solutions must be labeled. If there is a large quantity of containers with the same chemical, labeling of the container, tray, cupboard or refrigerator will suffice.

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3.4.2 Waste Containers. All hazardous chemical waste should be segregated and labeled according to the MSU Hazardous Waste Disposal Guide. Special attention should be given to the following areas:

1. Waste containers for non-contaminated glass must be labeled (label as “Broken Glass”) and kept separate from other non-contaminated waste.

2. Upon initial waste collection, attach a dated MSU Materials Pick Up tag and label containers with the words “Hazardous Waste.”

3. Once a chemical has been dated and labeled as a hazardous waste, it may not be accumulated for more than 90 days. Please request a hazardous waste pick-up from the ORCBS once the 90-day storage limit is approached.

For more specific information regarding hazardous wastes, reference the MSU Hazardous Waste Disposal Guide.

3.5 PROVISIONS FOR PARTICULARLY HAZARDOUS SUBSTANCES

3.5.1 Permissible Exposure Limits. The Laboratory Standard requires that employers, for laboratory uses of substances regulated by OSHA/MIOSHA occupational health standards, assure that employees’ exposures do not exceed the Permissible Exposure Limits (PELs). The PELs represent Time Weighted Averages (TWA’s) in parts per million (ppm) or milligrams of substance per cubic meter of air (mg/m3). The TWA represents the ratio between exposure and work shift. Appendix K lists the PELs established by OSHA, referenced by MIOSHA.

The American Conference of Governmental Industrial Hygienists (ACGIH) has established Threshold Limit Values (TLV’s), which are TWA values similar to PEL’s. The TLV’s are in some cases lower than the PELs. To keep employee exposures as low as reasonably achievable, employers will be expected to uphold the lowest exposure limit, be it a PEL or a TLV.

3.5.2 Employee Exposure Determination. Employers must contact the ORCBS to perform employee exposure monitoring under the following circumstances:

1. Initial monitoring must be performed if there is reason to believe employee exposure levels routinely exceed the action level, or Permissible Exposure Limit (PEL).

2. Periodic monitoring must be performed when initial monitoring reveals an exposure. The employer must comply with exposure monitoring provisions of the relevant standard.

Monitoring can be terminated in accordance with the relevant standard. Employers must notify the employee of the monitoring results within 15 working days after receipt of monitoring results. The results must be either individually distributed in writing or posted in a location accessible to all affected employees.



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3.5.3 Special Considerations. The MIOSHA Laboratory Standard requires that special precautions for additional employee protection be followed for the laboratory use of select carcinogens, reproductive toxicants and chemicals with a high degree of acute and chronic toxicity (defined in section 1.4).

Protection from these hazards is provided by assuring exposure to such hazards is minimized, i.e. kept under the PEL, TLV, or STEL, or eliminated. To minimize exposure, it is necessary to determine the route by which exposure may occur, whether by inhalation, absorption, injection, ingestion or a combination of exposure routes. To ensure employees do not receive exposures in excess of the PEL or TLV, hygienic standards have been established for many toxic materials. The following general hygiene standards should be observed when using select carcinogens, reproductive toxicants and chemicals with a high degree of acute and chronic toxicity.

Establish a designated area. A. Use and store materials only in designated areas: a restricted access hood, glove box, or portion

of a lab, designated for use of highly toxic substances. Assure that all personnel with access are aware of necessary safety precautions.

B. Label all containers, storage and use areas appropriately. Follow the guidelines established in sections 3.4.1, 5.1.3 and 5.1.4 of this document.

Use proper containment devices for the protocol and chemical(s) being used. A. Use a hood or other containment device for procedures which may result in the generation of

aerosols or vapors; trap released vapors to prevent their discharge with fume hood exhaust. B. It is recommended that breakable containers be stored in chemical-resistant trays. Work and

mount apparatus above such trays or cover work and storage surfaces with removable, absorbent, plastic backed paper.

Removal of contaminated waste. A. Follow the guidelines established in the MSU Hazardous Waste Disposal Guide.

Follow decontamination procedures prior to leaving the designated area. A. On leaving the designated area, remove protective apparel (place it in an appropriate, labeled

container) and thoroughly wash hands, forearms, face, and neck. B. Thoroughly decontaminate or dispose of contaminated clothing or shoes. If possible, chemically

decontaminate by chemical conversion to a less toxic product. C. Decontaminate vacuum pumps or other contaminated equipment, including glassware, before

removing them from the designated area. Decontaminate the designated area before normal work is resumed.

D. Use a wet mop or a vacuum cleaner equipped with a HEPA filter to decontaminate surfaces. DO NOT DRY SWEEP SPILLED POWDERS.

E. Protect vacuum pumps against contamination with scrubbers or HEPA filters and vent effluent into the hood.

Always take extra precautions when working with particularly hazardous chemicals. A. Consult the MSDS for toxic properties and follow the specific precautions and procedures. B. Guard against spills and splashes. Appropriate safety apparel, especially gloves, should be

worn. All hoods, glove boxes, or other essential engineering controls should be operating properly before work is started.

C. Notify the P.D. of all incidents of exposure or spills.

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3.6 PHYSICAL HAZARDS Materials which present a physical hazard (see section 1.4) can be safely used if the specific hazard(s) are understood. If appropriate precautions are not taken, personal injury or property damage may occur. Additionally, certain chemicals cannot be safely mixed or stored with other chemicals because of the danger of a severe or extremely toxic reaction. See Appendix C for a table of incompatible chemicals.

Hazardous chemicals require that employees follow special procedures for handling and storage. The P.D. or laboratory supervisor must create specific SOP’s for unit safety.

3.6.1 Flammable/Combustible Material: The National Fire Protection Agency (NFPA) places flammable and combustible liquids in the following classes:

Flash Point Boiling Point Flammable

Class IA < 73 °F (22.8˚C) < 100 °F (37.8˚C) Class IB < 73 °F (22.8˚C) ≥ 100 °F (37.8˚C) Class IC ≥ 73 °F (22.8˚C)

Combustible Class II ≥ 100 °F (37.8 °C) & < 140 °F (60 °C) Class IIA ≥ 140 °F (60 °C) & < 200˚F (93 °C) Class IIIB ≥ 200 °F (93 °C)

These classes give a measure of the fire risk. Appendix D lists some common flammable and combustible chemicals.

Note: the flash point is defined as the minimum temperature at which a liquid gives off vapor in sufficient concentration to form an ignitable mixture with air near the surface of the liquid. For handling Flammable/Combustible materials, observe the following guidelines:

A. Eliminate ignition sources such as open flames, hot surfaces, sparks from welding or cutting, operation of electrical equipment, and static electricity.

B. Store in NFPA approved flammable liquid containers or storage cabinets, in an area isolated from ignition sources or in a special storage room designed for flammable materials.

C. Ensure there is proper bonding and grounding when it is required, such as when transferring or dispensing a flammable liquid from a large container or drum. Assure bonding and grounding is checked periodically.

D. Assure appropriate fire extinguishers and/or sprinkler systems are in the area.

3.6.2 Corrosives: materials which can react with the skin causing burns similar to thermal burns, and/or which can react with metal causing deterioration of the metal surface. See Appendix F.

A. Containers and equipment used for storage and processing of corrosive materials should be corrosion resistant.

B. Eye protection and rubber gloves should always be used when handling corrosive materials. A face shield, rubber apron, and rubber boots may also be appropriate, depending on the work performed.

C. Never add water to acid. When mixing concentrated acids with water, add the acid slowly to water.

D. An eyewash and safety shower must be readily accessible to areas where corrosives are used and stored. In the event of skin or eye contact with corrosives, immediately flush the area of contact with cool water for 15 minutes. Remove all affected clothing. Obtain medical help. See section 5.3 “Personal Protective and Safety Equipment” for eyewash and safety shower specifications.

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3.6.3 Oxidizers: materials which react with other substances by giving off electrons and undergoing reduction. This reaction may result in fire or explosion. The intensity of the reaction depends on the oxidizing-reducing potential of the materials involved. See Appendix G.

A. Know the reactivity of the materials involved in the experiment or process. Ensure there are no extraneous materials in the area which could become involved in a reaction.

B. If the reaction is anticipated to be violent or explosive, use shields or other methods for isolating the materials or the process.

3.6.4 Water Reactive Materials: materials which react with water to produce a flammable or toxic gas or other hazardous condition. Often a fire or explosion results. Safe handling of water reactive materials will depend on the specific material and the conditions of use and storage. Examples of water reactive chemicals include alkali metals such as lithium, sodium, and potassium; acid anhydrides, and acid chlorides.

3.6.5 Pyrophoric Materials: materials which ignite spontaneously upon contact with air. Often the flame is invisible. Examples of pyrophoric materials are silane, silicon tetrachloride, and white or yellow phosphorous. Pyrophoric chemicals should be used and stored in inert environments.

3.6.6 Peroxidizable Chemicals (Organic Peroxides): materials which undergo auto-oxidation (a reaction with oxygen in the air) to form peroxides (an O2 group) which can explode with impact, heat, or friction. Since these chemicals may be packaged in an air atmosphere, peroxides can form even though the container has not been opened, necessitating careful handling. See Appendix H for a list of materials which may form peroxides.

A. Date all peroxidizables upon receipt and upon opening. Dispose of or check for peroxide formation after the recommended time; 3 months or one year depending on the chemical. See Appendix H.

B. Do not open any container which has obvious solid formation around the lid. C. Addition of an inhibitor to quench the formation of peroxides is recommended. D. It is recommended to chemically test for peroxides periodically. E. Follow the same basic handling procedures as for flammable materials.

3.6.7 Light-Sensitive Materials: materials which degrade in the presence of light, forming new compounds that can be hazardous, or resulting in conditions such as pressure build-up inside a container which may be hazardous. Examples of light sensitive materials include chloroform, tetrahydrofuran, ketones and anhydrides.

A. Store light-sensitive materials in a cool, dark place in amber colored bottles or other containers which reduce or eliminate penetration of light.

3.6.8 Unstable Materials: compounds which can spontaneously release large amounts of energy under normal conditions, or when struck, vibrated, or otherwise agitated. Some chemicals become increasingly shock-sensitive with age. Of great concern in the laboratory is the inadvertent formation of explosive or shock-sensitive materials such as peroxides, perchlorates (from perchloric acid), picric acid and azides. A list of shock sensitive and explosive materials is provided in Appendix I.

A. Contact the ORCBS when it is suspected that the inadvertent formation of shock-sensitive materials in ductwork, piping, or chemicals being stored has occurred.

B. Date all containers of explosive or shock-sensitive materials upon receipt and when opened. C. If there is a chance of explosion, use barriers or other methods for isolating the materials or the process.

3.6.9 Cryogens: liquefied gases that can condense oxygen from the air, create an oxygen rich atmosphere and increase potential for fire if flammable or combustible materials and a source of ignition are present. Pressure is also a hazard due to the large expansion ratio from liquid to gas, causing pressure build up in containers. Many materials become brittle at extremely low temperatures. Brief contact with materials at extremely low

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temperatures can cause burns similar to thermal burns. Some of the hazards associated with cryogens are fire, pressure, weakening of materials, and skin or eye burns upon contact with the liquid.

A. Equipment should be kept clean, especially when working with liquid or gaseous oxygen.

B. Mixtures of gases or fluids should be strictly controlled to prevent formation of flammable or explosive mixtures.

C. Always wear safety glasses with side shields or goggles when handling. If there is a chance of a splash or spray, a full face protection shield, an impervious apron or coat, cuffless trousers, and high-topped shoes should be worn. Watches, rings, and other jewelry should not be worn. Gloves should be impervious and sufficiently large to be readily thrown off should a cryogen spill. Pot holders could also be used.

D. Containers and systems containing cryogens should have pressure relief mechanisms.

E. Containers and systems should be capable of withstanding extreme cold without becoming brittle.

F. Since glass ampoules can explode when removed from cryogenic storage if not sealed properly, storage of radioactive, toxic or infectious agents should be placed in plastic cryogenic storage ampoules.

3.7 RADIOACTIVE MATERIAL HAZARDS

Use of radioactive materials at MSU is strictly controlled. Contact the ORCBS if you plan to use radioactive materials.

3.8 BIOLOGICAL MATERIAL HAZARDS

Use of biological materials at or above Biosafety Level 2 at MSU is strictly controlled. Contact the ORCBS if you plan to use biological materials at or above Biosafety Level 2.

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4. EMERGENCY / MEDICAL PROCEDURES

4.1 BASIC STEPS FOR EMERGENCY AND SPILL RESPONSE

Releases of hazardous substances that pose a significant threat to health and safety or that, by their very nature, require an emergency response regardless of the circumstances surrounding the release or the mitigating factors are emergency situations. The following definitions designate an emergency situation:

1. The situation is unclear to the person causing or discovering the spill.

2. The release requires evacuation of persons.

3. The release involves or poses a threat of

A. fire, suspected fire, explosion or other imminent danger;

B. conditions that are Immediately Dangerous to Life and Health (IDLH);

C. high levels of exposure to toxic substances.

4. The person(s) in the work area is uncertain they can handle the severity of the hazard with the personal protective equipment (PPE) and response equipment that has been provided and/or the exposure limit could easily be exceeded.

Conversely, releases that do not pose significant safety or health hazards to person(s) in the immediate vicinity or to the person(s) cleaning releases, do not have the potential to become emergencies within a short time frame are not emergency situations. The following situations ARE NOT emergency situations:

1. The person causing or discovering the release understands the properties and can make an informed decision as to the exposure level.

2. The release can be appropriately cleaned up by the lab personnel using authorized (certified) spill kits.

3. The materials are limited in quantity, exposure potential, or toxicity and present minor safety or health hazards to persons in the immediate work area or those assigned to clean up the activity.

4. Incidental releases of hazardous substances that are routinely cleaned up by ORCBS or trained custodians from outside the immediate release area need not be considered an emergency.

4.1.1 Emergency Situation – Fire. The following steps are basic protocol for handling a fire or fire-related emergency situation in the laboratory:

1. Pull the fire alarm.

2. Call 9-1-1 from a safe location.

3. Notify the unit emergency coordinator.

4. Evacuate.

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4.1.2 Emergency Situation - Spill. If the spill is of high toxicity or flammability or you are unsure of how to proceed or is more than one liter, execute the following:

1. Call 9-1-1.

2. Evacuate personnel from the spill area and alert neighbors to the spill.

3. Isolate the spill area and close doors to the room where the spill occurred.

4. Remove ignition sources and shut down equipment.

5. Establish exhaust ventilation to the outside of the building only. Turn on exhaust equipment. Open windows.

Evacuation of the building is mandatory if chemicals or contaminants could enter the air circulation system of a building.

Attend to victims of a body splash: 1. Remove person(s) from spill area to fresh air only if attempts to rescue victim(s) do not present a

danger to the rescuers. 2. Remove contaminated clothing while under an emergency shower. 3. Flood affected area with cold water for at least 15 minutes or longer if pain persists. 4. Wash skin with mild soap and water—do not use neutralizing chemicals, unguents, creams,

lotions or salves. 5. Contact emergency response personnel and assure they know the chemical(s) involved.

Attend to victims of an eye splash: 1. Remove victim(s) from spill area to fresh air only if attempts to rescue victim(s) do not present a

danger to the rescuers. 2. Lead the victim(s) immediately to an emergency eye wash facility. 3. Hold eye lids open. 4. Flush eyes for at least 15 minutes, or longer if pain persists. 5. Contact emergency response personnel and assure they know the chemical(s) involved.

4.1.3 Mercury Spills. For very small spills, less than 1 cc, such as a broken thermometer, use a trapped vacuum line attached to a tapered glass tube, similar to a medicine dropper, to pick up mercury droplets.

1. Do not use a domestic or commercial vacuum cleaner.

2. Cover small droplets in accessible areas with one of the following:

• sodium polysulfide solution • powdered sulfur • silver metal compounds • dry ice to freeze the mercury droplets

3. Place residue in container for hazardous waste collection.

For large spills, i.e. greater than 1 cc, contact the ORCBS for spill cleanup, instructions or assistance.

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4.1.4 Spill Kits. Ready access to a chemical spill kit is required in laboratories that work with hazardous chemicals. Minimally, such a kit should contain:

• splash resistant goggles • chemical resistant gloves • plastic bags • multi-chemical sorbent (enough for 2 gallon spill) • scooper

Most spills greater than 1 liter in volume require assistance from trained personnel from the ORCBS. Some sorbents are chemically specific. The best sorbents are those which can be used to clean up all types of chemical spills. Check absorbents in spill kits for their absorbency range.

Each laboratory’s spill kit should be kept in a readily accessible location and each employee should be trained on how to use the spill kit.

4.1.5 Non-Emergency Situation - Spill. If the spill is less than one liter and the chemical involved is of low toxicity and a low flammable hazard, handle it in the following manner:

If there are questions about proper spill response techniques, call the ORCBS at 355-0153. 1. Locate the spill kit.

2. Choose the proper protective equipment:

• Always wear gloves and protective eye wear • Use additional protective equipment such as an apron, coveralls, or boots • Use a fitted respirator if there is an inhalation hazard above the permissible exposure limit.

3. Confine or contain the spill.

For non-reactive spills:

A. Cover liquid spills with spill kit absorbent and scoop into a plastic disposal bag. B. Sweep solid materials into a dust pan and place in a sealed container. C. Dispose of waste as normal trash as long as substance is non-volatile, non-hazardous.

For reactive or potentially reactive spills:

A. Cover liquid spill with spill kit absorbent and scoop into an appropriate disposal container. B. Wet mop dry substances to avoid spreading hazardous dust, provided it is non-water reactive. C. If spilled chemical is a volatile solvent, transfer disposal bag to a hood for evaporation of

solvent. D. Follow the MSU Hazardous Waste Disposal Guide for disposal.

4.1.6 Power Outages. If emergency lighting and fire alarms ARE NOT operable, evacuate the building after the following steps have been taken:

• Place lids on all open containers of volatile chemicals • Lower the sash on chemical fume hoods • Shut down all equipment (leave cooling water and purge gases on as necessary) • Turn off ignition sources

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• Secure or isolate reactions that are underway (boiling liquid on a hot plate, distillations) • Close fire doors • Take your books, coats, purse/wallet, keys, etc. • Lock outside door to lab

In anticipation of possible power outages, do the following:

• Have a flashlight conveniently located or other emergency lighting

• Make sure that all emergency contact numbers on the door are accurate and updated

4.2 INJURY AND ILLNESS

For medical treatment, under current MSU policies and procedures, affected employees must seek care from one of the following facilities:

Primary Facility: Center for Occupational Health Services, 1115 S. Pennsylvania, 334-2300, Monday-Friday, 8:00 AM to 5:00 PM.

Secondary Facility Redi-Care East, 1623 Haslett Road, 339-2100. Weekdays, 8:00 AM to 10:00 PM, Weekends, 10:00 AM to 10:00 PM.

Critical Emergencies Ingham Medical Center Emergency Department, (or when first two are closed) 401 West Greenlawn, 334-2286, 24 hours a day.

The supervisor or instructor must ensure the appropriate injury report forms are completed. See Appendix M for copies of the appropriate forms.

If you have any questions regarding injury and illness procedures, contact your supervisor, instructor or the MSU Department of Police and Public Safety.

Minor First Aid First Aid Kits. First aid kits are not recommended except for remote operations where emergency care is not readily available. If a unit desires a first aid kit, it must be maintained with essential supplies at all times. See the General Stores Catalog for a list of essential supplies.

Do not dispense or administer any medications, including aspirin.

Do not put any ointments or creams on wounds or burns. Use cool water.

The MSDS contains specific first aid information for a given chemical.

For specific first aid information, contact your supervisor, Olin Health Center or MSU Police and Public Safety.

4.3 MEDICAL CONSULTATIONS AND EXAMINATIONS

1. Health assessments prior to work assignment for new employees will be performed under the following conditions:

A. When conditions specified by the Exposure to Health Risks form (available from department) are met, the employee must send the completed form to the MSU Occupational Health Service and then

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contact the MSU Olin Health Services to schedule an appointment for a medical examination prior to work assignment. Note that there are separate forms for full-time employees and student employees.

2. Units must provide all employees who work with hazardous chemicals an opportunity to receive medical attention, including any follow-up examinations which the examining physician determines to be necessary, under the following circumstances:

A. When an employee develops signs or symptoms associated with a hazardous chemical to which the employee may have been exposed in the laboratory, the employee must be provided an opportunity to receive an appropriate examination.

B. Where exposure monitoring reveals an exposure level routinely above the action level (or in the absence of an action level, the Permissible Exposure Limit) for an OSHA regulated substance for which there are exposure monitoring and medical surveillance requirements, medical surveillance shall be established for the affected employee as prescribed by the particular standard.

C. Whenever an event takes place in the work area, such as a spill, leak, explosion or other occurrence resulting in the likelihood of a hazardous exposure, the affected employee shall be provided an opportunity for a medical consultation. Such consultations shall be for the purpose of determining the need for a medical examination.

All medical consultations and examinations must be performed by or under the direct supervision of a licensed physician and must be provided without cost to the employee, without loss of pay and at a reasonable time and place.

3. The unit shall provide the following information to the physician:

A. The identity of the hazardous chemical(s) to which the employee may have been exposed.

B. A description of the conditions surrounding the exposure, including available quantitative exposure data.

C. A description of the signs and symptoms of exposure that the employee is experiencing, if any.

4. The unit shall obtain a written opinion from the examining physician which shall include the following:

A. Any recommendation for further medical follow-up.

B. The results of the medical examination and any associated tests.

C. Any medical condition which may be revealed in the course of the examination which may place the employee at increased risk as a result of exposure to a hazardous chemical found in the workplace.

D. A statement that the employee has been informed by the physician of the results of the consultation or medical examination and any medical condition that may require further examination or treatment.

i. The written opinion of the physician shall not reveal specific finding of diagnoses unrelated to occupational exposure.

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5. STANDARD LABORATORY FACILITY REQUIREMENTS

5.1 SIGNS AND INFORMATION

Labels and warning signs should alert employees to potentially hazardous materials and allow those unfamiliar with the laboratory surroundings to identify hazardous chemical use and storage areas, safety facilities, emergency equipment and exits and aid emergency response personnel. Signs and labels are generally available from the ORCBS.

5.1.1 Material Safety Data Sheets (MSDS’s). A Material Safety Data Sheet (MSDS) is a document containing chemical hazard identification and safe handling information and is prepared in accordance with the OSHA Hazard Communication Standard and the Michigan Right-to-Know law.

Chemical manufacturers and distributors must provide the purchasers of hazardous chemicals an appropriate MSDS for each hazardous chemical/product purchased.

The Michigan Right-to-Know law requires that units and/or P.D.s keep MSDS’s in a systematic and consistent manner. The system a unit uses to store MSDS’s can vary from keeping them in a notebook or file cabinet to using the ORCBS request system. The system adopted must provide easy access to MSDS’s for hazardous chemicals used in the lab. Each unit must post a Michigan Right-to-Know Law poster, which indicates the location of all MSDS’s for hazardous chemicals used in the lab.

The ORCBS is a central repository for MSDS’s. If you wish to review a MSDS, contact your P.D., supervisor, instructor or the ORCBS. If you need MSDS’s for your work area file, send a MSDS request form (located in Appendix B) to the ORCBS, between the hours of 8:00 am and 5:00 pm by

FAX: 353-4871 OR MAIL: ORCBS, C-124 Research Complex—Engineering, Campus OR INTERNET: http://www.orcbs.msu.edu A representative from the ORCBS will fax, mail or hand deliver the MSDS’s. If information from an MSDS is needed in case of an emergency, call the ORCBS at 355-0153 or dial 911.

Between the hours of 5:00 pm and 8:00 am, please contact MSU Police and Public Safety at 355-2221. The MSU Police will contact a representative from the ORCBS, who will provide you with a MSDS as soon as you need it.

5.1.2 Generic Signs. Every laboratory shall have the following signs visibly posted:

1. The Michigan Right-to-Know law poster, listing the location of MSDS’s for all hazardous chemicals used in the laboratory.

2. Emergency contact numbers (two names, preferably the P.D., head technician or a graduate student) shall be posted on the external doorway to the lab. These names and numbers shall be updated when personnel change. In case of an emergency, responders need this information to contact knowledgeable personnel about specific laboratory hazards.

3. If a laboratory has 10 gallons or more of a flammable liquid, the main doorway to the lab shall have a flammable liquid sticker visibly posted on it. This is an aid to fire response personnel.


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5.1.3 Restricted Access and Designated Areas. Facilities containing certain hazards must have warning signs posted at the designated area of the laboratory where the hazard exists, and at the entranceway to the laboratory. Any areas placarded as such are restricted access, designated areas and have certain standards regarding training and use by employees. Such hazards include:

• MIOSHA Class A carcinogens • HIV and HBV research laboratories and production facilities* • Biological agents that require Biosafety Level 2 or higher* • Radioisotopes*

Other chemical hazards will be dealt with on a case-by-case basis, with consultation from the ORCBS.

*Please contact the Biological Safety Officer or the Radiation Safety Officer at the ORCBS for requirements on these items.

5.1.4 Storage Areas. Chemicals should be stored according to compatibility (see Appendix C), as designated by hazard classes. Particularly hazardous chemicals should be stored and handled with extreme care. When ordering chemicals that are unfamiliar, review the MSDS before purchase so that use and storage guidelines are understood. Assure that the following areas are labeled and chemicals are stored appropriately:

1. Carcinogens 2. Corrosives 3. Flammable Liquids 4. Flammable Solids 5. Oxidizers 6. Perchloric Acid 7. Biosafety Level 2 or higher

Additionally, storage areas for biohazardous agents and radioisotopes should be appropriately labeled. Please contact the Biological Safety Officer or the Radiation Safety Officer at the ORCBS for information.

5.2 CONTROL MEASURES

1. The P.D. or lab supervisor must implement control measures to reduce employee exposure to hazardous chemicals. The three types of control measures are:

A. Administrative Controls: methods of controlling employee exposures to contaminants by job rotation, work assignment or time periods away from contaminant. Examples include Standard Operating Procedures, Chemical Hygiene Plans and Safety Manuals.

B. Engineering Controls: methods of controlling employee exposures by modifying the source or reducing the quantity of contaminants released into the work environment. Examples include fume hoods and biosafety cabinets.

C. Personal Protective Equipment: personal safety equipment designed for secondary employee protection from hazardous chemicals. Examples include gloves and lab coats.

Note: MIOSHA R 325.51105 regarding air contaminants, states that engineering controls and administrative controls shall first be determined and implemented when feasible. When such controls are not feasible to achieve full compliance, protective equipment or any other protective measures shall be used to keep the exposure of employees to air contaminants within the limits prescribed in the rule.

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2. MIOSHA requires control measures when the following circumstances are met:

A. Whenever employees use hazardous chemicals.

B. Whenever employee exposures exceed the action level (or, in the absence of an action level, the Permissible Exposure Limit, the published exposure limit or the Threshold Limit Value).

C. Upon addition of new chemicals or changes in procedures.

Other situations should be dealt with on a case-by-case basis. Please consult the ORCBS for assistance in establishing control measures.

3. The following general control measures are recommended for use in most situations requiring the use of hazardous chemicals:

A. Use the following primary methods for detecting exposures: i. Determine the source of exposure. ii. Determine the path the contaminant follows to reach the employee. iii. Determine the employee’s work pattern and use of personal protective equipment. iv. Change one or more of the above pathways to reduce or eliminate exposure.

B. Substitute less harmful chemicals for more harmful chemicals whenever possible. C. Change or alter processes to minimize exposure. D. Isolate or enclose a process or work operation to reduce the number of employees exposed (for

example, use a fume hood). E. Use wet methods to reduce the generation of dust. F. Use local exhaust ventilation (hoods) at point of generation or dispersion of contaminants and

use dilution (general) ventilation to reduce air contaminants. G. Practice good housekeeping procedures to reduce unnecessary exposures. H. Use training and education as primary administrative controls for reducing exposures. I. Use special control methods such as shielding and continuous monitoring devices to control

exposures in special situations.

5.3 PERSONAL PROTECTIVE AND SAFETY EQUIPMENT

Maintaining a safe laboratory environment is the responsibility of the P.D., but all employees play a role in observing safety guidelines. Personal protective devices and safety equipment must be provided to all employees under the appropriate circumstances and employees have the responsibility of properly using such equipment.

The MSDS will provide some information on the personal protective equipment and safety procedures recommended for a given chemical, though the MSDS may not provide sufficient information concerning the specific type of safety equipment required (for example, it may say “use gloves” but not list the best glove to use).

MIOSHA has adopted the American National Standards Institute (ANSI) consensus standards for eye protection and emergency shower and eyewash facilities.

5.3.1 Personal Protective Equipment Eye Protection. Eye protection must be made available to all employees or visitors to laboratories where chemicals are used and stored. Protective eye and face equipment must be used where there is a reasonable probability of injury from hazardous chemicals that can be prevented from such equipment. The minimum acceptable requirements are for hardened glass or plastic safety spectacles. The P.D. or laboratory supervisor should establish the level of eye protection needed per laboratory activity. Specialized types of eye

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protection, such as ultraviolet light restricting safety glasses, are available. The following types of eye protection are recommended for use in the laboratory by ANSI:

All eye protective devices must be stamped with “Z87” by the manufacturer if they meet ANSI standards. If the eye protection is not marked, it may not be the most effective protection available.

1. Safety glasses with side shields offer minimal protection against flying fragments, chips, particles, sand and dirt. When a splash hazard exists, other protective eye equipment should be worn.

2. Safety goggles (impact goggles) offer adequate protection against flying particles. These should be worn when working with glassware under reduced or elevated pressure or with drill presses or other similar conditions.

3. Chemical splash goggles (acid goggles) have indirect venting for splash proof sides, which provide adequate protection against splashes. Chemical splash goggles offer the best eye protection from chemical splashes. Impact goggles should not be worn when danger of a splash exists.

4. Face shields protect the face and neck from flying particles and splashes. Always wear additional eye protection under face shields. Ultra-violet light face shields should be worn when working over UV light sources.

Protection of Skin and Body. Skin and body protection involves the use of protective clothing to protect individuals from chemical exposure. Determine clothing needed for the chemical being used, as protective garments are not equally effective for every hazardous chemical. Some chemicals will permeate a garment in a very short time, whereas others will not.

The basic and most effective forms of protection are gloves and lab coats.

Protect exposed skin surfaces when there is a reasonable anticipation of a splash. Avoid wearing open-toed shoes, sandals, shorts, etc. when working with injurious or corrosive chemicals.

Even when there is minimal danger of skin contact with an extremely hazardous substance, lab coats, coveralls, aprons, or protective suits should be utilized. These garments should not leave the work site. Exposures to strong acids and acid gases, organic chemicals and strong oxidizing agents, carcinogens, and mutagens require the use of specialized protective equipment that prevents skin contamination. Impervious protective equipment must be utilized. Examples include: rubber gloves, aprons, boots and protective suits.

Respirators. Michigan State University currently follows a respiratory protection program developed by the ORCBS in accordance with MIOSHA R3501 and 3502. Use of respirators in laboratories is strongly discouraged. Respiratory use is only allowed where engineering controls are not feasible or where they are being installed.

Prior to using a respirator for the first time or for a new activity, employees must receive a medical exam from Olin Health Center, attend an ORCBS respiratory training session, undergo a fit test and complete an ORCBS respirator wearer questionnaire. Please contact the ORCBS for a copy of the MSU Respiratory Protection Program.

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5.3.2 Safety Equipment Safety Showers. Safety showers provide an immediate water drench of an affected person. MIOSHA has adopted the following ANSI standards for location, design and maintenance of safety showers:

1. Showers shall be located within 25 feet of areas where chemicals with a pH of ≤ 2.0 or ≥ 12.5 are used.

2. Showers shall be located within 100 feet of areas where chemicals with a pH of > 2 and < 4 or ≥ 9 and < 12.5 are used.

3. The location of the shower should be clearly marked, well lighted and free from obstacles, closed doorways or turns.

Safety showers should be checked and flushed periodically.

Eye Wash Facilities. Eye wash facilities are required in all laboratories where injurious or corrosive chemicals are used or stored and are subject to the same proximity requirements as safety showers. MIOSHA has adopted the following ANSI standards for location, design and maintenance of emergency eyewash facilities:

1. Optimally, those affected must have both hands free to hold open the eye to ensure an effective wash behind the lids. This means providing eye wash facilities that are operated by a quick release system and simultaneously drench both eyes.

2. Eye wash facilities must provide the minimum of a 15-minute water supply at no less than 0.4 gallons per minute.

3. Eye wash facilities should be flushed out for five minutes at a time, once per week. A log documenting flushes is recommended.

Please call the ORCBS regarding specific designs for eye wash facilities.

5.4 VENTILATION CONTROLS Ventilation controls are those controls intended to minimize employee exposure to hazardous chemicals by removing air contaminants from the work site. There are two main types of ventilation controls:

1. General (Dilution) Exhaust: a room or building-wide system which brings in air from outside and ventilates within. Laboratory air must be continually replaced, preventing the increase of air concentration of toxic substances during the work day. General exhaust systems are not recommended for the use of most hazardous chemicals.

2. Local Exhaust: a ventilated, enclosed work space intended to capture, contain and exhaust harmful or dangerous fumes, vapors and particulate matter generated by procedures conducted with hazardous chemicals.

To determine ventilation requirements, assess the MSDS. Some MSDS terminology, as listed below, may indicate a need for special ventilation considerations beyond general exhaust ventilation:

• use with adequate ventilation • avoid vapor inhalation • use in a fume hood • provide local exhaust ventilation

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Proper Use of Local Ventilation Systems: Once a local ventilation system is installed in a work area, it must be used properly to be effective. For use of hazardous chemicals warranting local ventilation controls, the following guidelines should be observed:

1. Conduct all operations which may generate air contaminants at or above the appropriate PEL or TLV inside a fume hood.

2. Keep all apparatus at least 6 inches back from the face of the hood and keep the slots in the hood baffle free of obstruction by apparatus or containers. Large equipment should be elevated at least two inches off the base of the fume hood, to allow for the passage of air underneath the apparatus.

3. Do not use the hood as a waste disposal mechanism except for very small quantities of volatile materials.

4. Minimize storage of chemicals or apparatus in the hood.

5. Keep the hood sash closed at all times except when the hood is in use.

6. Minimize foot traffic and other forms of potential air disturbances past the face of the hood.

7. Do not have sources of ignition inside the hood when flammable liquids or gases are present.

8. Use sash as a safety shield when boiling liquids or conducting an experiment with reactive chemicals.

9. Periodically check the air flow in the hood using a continuous monitoring device or another source of visible air flow indicator. If air flow has changed, contact the ORCBS for an inspection or Physical Plant for repair.

The system must be checked prior to each use to assure it is operating. Never work with hazardous chemicals if the required ventilation system is not working.

The ORCBS performs hood inspections annually. After an inspection, hoods are passed or failed for use based on the following criteria:

1. The face velocity of air being drawn into the hood at maximum sash height is measured quantitatively in feet per minute (fpm) by a thermoanemometer (a hot wire). One measurement is taken per square foot of face space and averaged. Hoods must have an average face velocity of 60-150 fpm, depending on their design, with 100 fpm being the ideal average face velocity.

2. The turbulence of the air is measured qualitatively by releasing smoke from a smoke tube. The smoke must be captured by the hood, with a minimum of turbulence.

If the exhaust system does not pass the face velocity test and/or has excessive turbulence, it will be posted as “failed” by the inspector. The P.D. must contact Physical Plant to have the system repaired before hazardous chemicals can be used in the hood.

If the exhaust system does pass, the inspector will post the date of inspection and will mark the hood to indicate proper sash position for optimum hood performance. The hood sash should be set at this point for procedures which could generate toxic aerosols, gases or vapors. In general, the sash height should be set at a level where the operator is shielded to some degree from any explosions or violent reactions which could occur and where optimum air flow dynamics are achieved. If a fume hood has no markings regarding sash height or inspection dates, please contact the ORCBS to arrange for an inspection.

Certain types of local exhaust systems are not designed for the use of hazardous chemicals. If a local exhaust system’s capabilities are not fully understood, check the manufacturer’s specifications or call the ORCBS before using hazardous chemicals in the system.

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Proper use of Ductless Ventilation Systems: Ductless, or portable fume hoods, which employ filtration media, may be an option to conventional local exhaust hoods. Contact the ORCBS for consultation before acquiring any ductless fume hood.

5.5 SPILL KITS

Refer to Section 4.1.4.

6. STANDARD REPAIR / CLOSE-OUT / DECOMMISSIONING PROCEDURES

6.1 DECONTAMINATION OF EQUIPMENT

When a request for equipment repair or transfer to another location is initiated, the following steps must be undertaken to ensure the safety of the employees responsible for repair or transfer if the equipment has been contaminated by hazardous chemicals:

A. Remove chemical contaminants with an appropriate solvent or cleaning solution.

B. Once contaminants have been eliminated, fill out an “Equipment Release Form” (located in Appendix P) and place in a prominent position on the equipment to be repaired or transferred. The equipment must have the Equipment Release Form affixed for initiation of repair or transfer.

The policy for laboratory close-out procedures is located in Appendix O.

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X. ADVICE FROM THE GRADUATE OFFICE A. Your First Year in the Graduate Program in Chemistry at MSU Things to Remember We hope that you have a productive experience in our graduate program, and that you achieve your personal, educational and career goals. There are many facets to the graduate program that you must keep track of, and attend to, throughout the year to be recognized as a student in good standing. Below is some “friendly advice” from the Graduate Office that you should keep in mind during your first year.

1. Preceptor Selection This process should be completed in the first semester. The process isn’t complete until you submit the preceptor selection form to the Graduate Office. Depending on the number of incoming students in an area, and the needs of the faculty, various areas and faculty may decide on a “signing date.” This means that no student will be formally accepted by a research preceptor before a certain date. This allows students to interview faculty without being under pressure to choose an advisor quickly. Remember, you have been admitted into the Department, and you are free to interview faculty in any and all areas. With more than 100 separate research projects being pursued in the Department at anytime, we believe that all students should be able to find a number of projects that are interesting to them. In your search for an advisor, consider talking to graduate students in the various groups as well. They can be a good source of information. After you formally choose an advisor, you will be assigned a four-digit internal account number for copying and stockroom purchases in the Department.

2. Cumulative Exams Ph.D. candidates should start taking Cumulative Exams immediately. You will be required to have accumulated at least four points by the time of your Second Year Oral Exam. Exam grades are submitted by area faculty to the Graduate Office. The results are posted and exams are typically returned to the students. The Graduate Office has a goal of receiving Cumulative Exam grades two weeks after they are given, although this time period is grader-dependent. Many students do not have much experience in these kinds of exams, in which they are frequently asked to discuss topics to which they have not been previously exposed, building on things that they already (should) know. One common point of frustration among the faculty is the writing abilities of the graduate students. If an exam has a substantial writing component, you should consider taking time to create an outline – organize what you are going to say and how you are going to say it. You might even work on a draft before writing the final answer. When words are misspelled, sentence fragments are used, and handwriting is illegible, frustration for the grader increases. Avoid the use of any shorthand or abbreviations that you might use in other situations when you are writing quickly (such as when taking notes). A well written scientific discourse is always well received. Take the time to make a good written presentation.

3. Course Work Most of the courses that you take will probably be in your first year. All students must find a balance between course work and research. Keep in mind that graduate courses on your transcript can make your resume unique. The Department does not require that you take 6 graduate courses; this is the minimum. Your Guidance Committee and Advisor may require that you take additional courses that would allow you to be more effective in your research. In graduate school, students move from a classroom-based degree program to a laboratory-based program, and it is important to go through this change. However, don’t be too quick to try and “finish classes.” Consider in particular special topics courses as they are offered throughout your program in the Department. You should also be aware that the University requires that you enroll for a total of at least 24 credits of CEM 999 (Ph.D. Research) by the time you graduate.

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4. Guidance Committee You need to select a Guidance Committee (four or more faculty, one from outside of your area) by the end of your second semester. Again, talk to your Advisor and other graduate students to find good committee members. You can try to populate your committee with faculty who have a reputation for not asking questions, but this is not a very productive goal. If you find faculty who are skilled in topics related to your research topic, they can be important people who you can talk to throughout your project. Pick people who can help and they will! Ask for their involvement and you will get it!

5. Teaching It is important to realize that teaching is not “work for pay.” We could hire permanent instructors who could do this job if it was just a job. Assistantships are awarded to students, as a means to support them while they are pursuing a degree program. We are fortunate that we have enough TA and RA positions to support all of our graduate students. If you do a good job as a TA, treating undergraduate students as you would like to be treated, and the students and instructors report that you have done your job well, you may eventually be designated as a Merit Level TA in the Department. This is a good thing to put in your CV, and it is accompanied by a slight pay increase as well. After your first semester, when you are familiar with the organization of the Department’s undergraduate program, you may request a particular teaching assignment. Some students prefer laboratory interactions with undergraduates, while others prefer recitations. Each semester, the Associate Chair for the Graduate Program makes all TA assignments, based on requests of the faculty and graduate students. Most requests can be granted if they are made before assignments are posted.

6. Participation in the Department We know that first year graduate students are very busy, however we encourage you to become full participating members of the Department. You should attend the weekly Departmental Colloquia. Plan on attending at least one of the area seminar series. All areas should schedule faculty presentations in area seminars in the Fall. These are designed to assist graduate students in selecting research preceptors. Take advantage of these when you can. Also, consider attending special seminars, usually scheduled at unusual times. These seminars give you an opportunity to see what the best new chemists are doing in various fields, and one of them may be a new faculty member here in the near future.

7. Summer Support Graduate students are usually supported as TAs or RAs, or through fellowships, for Fall and Spring semesters. However, support is handled very differently in the summer. The Graduate Office will post information on various options, and what you must do. Keep in close contact with your advisor on how you are to be paid in the summer. If you are going to be put on an hourly payroll, for example, you will be receiving the same amount per month, but the pay dates change. Be aware of these and plan ahead. Also, you need to understand how you are being supported, because this determines if you should enroll, and for how many credits. All faculty decide how their students will be paid, so ask them!

8. Welcome Week As you are probably aware, many of the activities during the Chemistry Department’s New Graduate Student Orientation were organized by a Committee of graduate students in the Department, and the Graduate Office. They did this to help you. Please consider participating on the Committee to continue what is a very important part of our graduate program.

9. Gradual Don’t lose track of your Gradual. While rules may change in the Department over time, your Gradual is a record of the program which applies to you. Your Gradual contains information on courses, seminar guidelines, sample forms and many other things. These guidelines may not all be important to you now, but they will be at some point in your program.

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10. Some aspects of departmental etiquette. a) Is it your lab or your office? Graduate students “wear many hats.” You are always thinking about

research, but at times are performing TA responsibilities. Encourage your students to take advantage of your office hours, and give them your lab phone number if they need to make an appointment, but don’t give them your lab room number. If you do, they tend to look for you when they have the time. This can lead to long lines through your lab, which could be distracting to your advisor and colleagues.

b) Most of the space in the building is teaching and research space, which leaves too little for office space for faculty and staff. A typical faculty member or secretary has a small office and one phone. If you need to talk to someone and they are on the phone or with another student, either come back or wait outside their office and give them some space. There is nothing more irritating than trying to have a conversation with one person (who had an appointment) and have another person barge in, or just walk in and stand there. Most faculty and staff try and keep an open door policy, because they are willing to help people who need it. If they feel that students are too rude, they are more likely to just close and lock their door when they are in their office. No one likes to be interrupted when they are in the middle of something, but we are willing to assist students who need help, or a question answered. If you can be patient and polite, even when you are pressed for time as well, you will find that faculty and staff are more than willing to help.

B. Your Second Year in the Graduate Program in Chemistry at MSU Things to Remember We hope that you are having a productive experience in our graduate program, and that you achieve your personal, educational and career goals. There are many facets to the graduate program that you must keep track of, and attend to, throughout the year to be recognized as a student in good standing. Below is some “friendly advice” from the Graduate Office that you should keep in mind during your second year.

1. First Committee Meeting In your third semester, you are required to hold a First Committee Meeting. You don’t have to wait; we encourage you to do this as soon as possible. The following frequently happens in our department: You select an advisor and get a new desk. You may start synthesizing a compound that he or she wants you to start with, you may be taking over a project that a graduating student is transferring to you, etc. However, the “big picture” and long term goals may have never been specifically defined to you by your advisor. That’s one reason why the First Committee Meeting exists. Your advisor presides (although some faculty do not clearly understand this). This means that he/she does the talking. They lay out, for the Committee, what they want you to do, and what goals are set for the near future. This way, you will clearly know what needs to be done before your Second Year Oral Exam. This meeting is not supposed to be work for you. Also, it is a time when you can discuss your courses with your committee. Again, the earlier you can have this conversation the better, so you can get your required courses out of the way. If you have the meeting early enough, they may even help you select a seminar topic. A good First Committee Meeting helps the student to understand the vision that their advisor has, the role that the other committee members may serve in assisting you, and what you should focus on during your second year. They were first suggested by graduate students who served on the Educational Policies Committee. The Graduate Office must be notified of the date, time and location of this meeting so that the accompanying paperwork can be prepared. Several days notice is recommended.

2. First Seminar Each area has rules and guidelines for their seminar programs. The Graduate Office is not involved in the seminar programs; all questions regarding area seminars should be addressed by the instructors. Area seminar guidelines are available in your Gradual (with which you should now be familiar), but make sure you get the latest version from the faculty member who is serving as the instructor. If you

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attended area seminars last year, you should have a good idea of what a good graduate student seminar is, and what a bad one is. If you haven’t been attending, you may be at a disadvantage. Seminars are a great time for students to work with their advisors and colleagues to master some topic in their area, and share what they have learned. The Department serves our students well by requiring two seminars in the Ph.D. program, since the experience becomes very important when you are looking for a job. Seminars are 1 credit courses. Make sure that you enroll for seminar for the term in which you are presenting.

3. Second Year Oral Exam Don’t wait until the last week of Spring semester to schedule your Second Year Oral Exam. This is a requirement that you must complete by the end of your second year. Make contact with your committee early and make certain you understand their schedules – when will they be out of town and for how long? If a faculty member on your committee is on sabbatical, contact the Graduate Office to discuss options (delaying the exam is not an option). There are many steps involved in getting to the Exam. A description of your proposed work must be written. This should be done in consultation with your advisor. The document must be distributed at least one week before the exam date. If any member of the committee has serious concerns about the document, they may contact the second reader and request revisions. Please notify the Graduate Office of the date, place and time of your oral exam – at least one week in advance. This time is required to complete forms which your committee must sign. Room reservations should be made with the staff in the Main Office. You are responsible for notifying or reminding your Guidance Committee about your Oral exam. You do not have to complete any forms for this meeting except your Guidance Committee Report. In preparing for your Oral Exam, review relevant portions of the Gradual, and review what took place at your First Committee Meeting. Your Committee made recommendations on where you should be in your research at that time, by your Second Year Oral Exam. Hopefully, your First Committee Meeting was used effectively to make this clear. Also, don’t forget that you must bring a completed Guidance Committee Report to the meeting to be signed by the Committee, if they have not already done so. There are two common problems which students encounter related to Oral Exams. The first is timing – creating a time pinch for themselves by waiting until the last minute to make arrangements. The second is not understanding the purpose of the Second Year Oral Exam. The Exam is designed to test preparedness. You should understand what you will be doing and why, and what problems you may encounter. You may not have mastered all of the prior literature, but you understand what you need to know, and what you need to do. If you consider the Second Year Oral Exam as a continuation of the discussion that began at your First Committee Meeting, the process may make more sense.

4. Cumulative Exams

Each area has written a description of their goals in writing cumulative exams. These are contained in your Gradual. Take these seriously, and prepare for them. For example, if you are taking mostly Physical Chemistry exams, you should review basic concepts and equations of kinetics, thermodynamics and quantum mechanics before each exam. Certainly, graduate students find “patterns” in exam topics. Some faculty write exams in areas close to their research areas, while others write more general exams or exams on topics covered by a recent colloquium speaker. While certain areas announce topics prior to an exam date, the names of the faculty preparing the exams are not disclosed. Students who do well in exams do the following: a) prepare; b) attend seminars and colloquia, and c) take at least one exam each time they are given. All Ph.D. candidates are required to have at least 4 points by the time of their Second Year Oral Exam. Students who do not obtain four points prior to the end of the second semester of their second year in the program, will be transferred to the M.S. Degree Program and will not be required to complete the Second Year Oral Exam requirement at this time. If you are concerned with

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your performance on Cumulative Exams, we encourage you to schedule some time with your advisor. Show him/her the exam, and your answers, and discuss approaches that you could take to improve in the future. All faculty write Cumulative Exams, so they can all help you to prepare. Talk to faculty when you need assistance!

5. Guidance Committee Report One of the best features of the Graduate Programs at MSU is that they can offer flexibility. While we require a minimum of 6 graduate courses, 2 seminars, etc. we do not have required “core” courses in Chemistry. From the course work standpoint, the Guidance Committee Report is a contract between you and the University on the courses you must take related to your degree program. Information is available in your Gradual on how to complete this report. All courses that you have taken or are required to take by your Committee should be listed on the Report. Since it is a contract, signed by you and your Committee, the course listed on it must be completed. To graduate, both the Department and the College check to ascertain that the courses were completed, before a degree can be conferred. Keep a copy of your Guidance Committee Report and review it when you get close to graduation to make sure that you have met the course work agreement.

6. Research Probably in your second year, you will learn if a career in chemical research is really a good choice for you. Many years, someone in good standing will realize that, once they started doing research, they just were not THAT interested in Chemistry. This is a good thing to learn about oneself. In this situation, a student may decide to stop with a M.S. degree. (If you make this choice, a “Request of Change of Program Status” form must be completed). Hopefully, you will learn what research is really about, and become excited about the process. This is how people become productive – by making the research project their own and moving an area of science forward. Eventually you will become the world’s expert in some (perhaps very small) area of Chemistry. Also, all involved should keep in mind that students come to Graduate School to learn how to do research. It is not something that you necessarily come to school already knowing how to do. It is a process that you learn and develop through interactions with your advisor, research group, and Guidance Committee. Too often we forget that graduate students are not technicians but students, and we all need to be reminded of that.

7. Don’t ask us to “bail you out” if… When you settle into a research routine, it is easy to forget that you’re in school. Deadlines and rules are still operative, and there are some things that the Graduate Office can’t help you with. Common problems in this category include parking tickets (because you didn’t realize that your parking sticker expired) and enrollment problems (such as forgetting to enroll for the correct number of credits, enrolling for the wrong course, not enrolling for CEM 890 for the semester in which you hold your Second Year Oral Exam, etc.). Keep track of when you need to enroll, and be certain you understand the number of credits. For example, if you have a graduate appointment in the Spring semester, but you only enroll for 2 credits, you may not get a paycheck. If you are paid on hourly payroll in the summer, and you enroll for 4 credits, you will have to pay for them yourself (not realizing that you didn’t need to enroll at all).

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C. Your Middle Years in the Graduate Program in Chemistry at MSU Things to Remember We hope that you have a productive experience in our graduate program, and that you achieve your personal, educational and career goals. There are many facets to the graduate program that you must keep track of, and attend to, throughout the year to be recognized as a student in good standing. Below is some “friendly advice” from the Graduate Office that you should keep in mind during your middle years (third year and beyond).

1. Prospective Graduate Student Visits For many graduate students, their decision to come to MSU was based in part on their visit. The faculty, staff and graduate students work very hard to give each visiting student a good experience during their visit. Some schools try and get all perspective students to visit on one or two weekends. Here, we treat each as we would a visiting faculty member. We believe that an important part of the visit is time spent with students currently in the program, and we encourage you to express your interest in participating. Typically, our graduate students take visiting students out to lunch and/or dinner. In some cases, if a faculty member isn’t here at the time of a visit, a student in that group may be asked to represent the research interests of the group. This is an important activity, to keep the MSU graduate program vital. Also, we realize that not everyone is necessarily a great ambassador. But there are always ways in which you can help in the graduate recruiting process if you are interested. Keep this in mind. Every student you meet could be an important future contact.

2. Cumulative Exams If you are not making good progress in Cumulative Exams, we encourage you to meet with your advisor, and go over the last exam. Let him/her read the exam and read your answers and make suggestions. Don’t hesitate to talk to other faculty in the area as well. As a professional, you need to be able to identify problems, and then define creative possible solutions. If “cumes” are a problem for you, don’t let the situation continue.

3. Second Seminar Second seminars are handled very differently in the four areas. In Analytical, the second seminar is a research progress report. These are scheduled earlier than seminars in other areas, which are more complete reports on a student’s research program. Consider giving your seminar early. This is a good requirement to get out of the way, especially if you have just given a presentation at a national meeting on your work. Second seminars may not be in any way “connected” to a final defense. They must be separate entities, even though students make a presentation on their research at their defense. Frequently encountered problems include students who give seminars, but forget to enroll, and students who enroll but never give a seminar. Both can cause headaches in the future. If you don’t enroll, we can’t report a grade. You need to complete two credits of seminar to graduate. In some cases, graduation may be delayed by a semester and may lead to additional costs if a student has to enroll for a second credit of seminar after they have finished all other requirements, just to get the grade reported. If you enroll, but never “get around” to giving a seminar, or cancel your scheduled seminar, you will get a deferred grade. If the number of courses in which you receive a deferred or grades less than 3.0 exceeds a certain number, the college may move you to a non-degree program! Take this requirement seriously, remember to enroll, and complete the seminar in the term you enroll. Keep in mind that the seminar courses are not offered in the summer. If you receive a deferred grade for your seminar, it is your responsibility to make sure that the instructor assigns a grade when the seminar has been completed.

4. Graduate Courses While the number of courses that graduate students take in a year decreases each year they are in the program, we encourage you to consider taking one course per year. Even though the research that you do and your publications are the most important items when you are looking for a job, you can create a unique transcript by taking a course or two in another area or department. Also, the Department

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continually offers new Special Topics courses. We encourage you to be aware of the new courses offered each Fall. Periodically review your Guidance Committee Report to be certain that you have completed your required courses.

5. When Can I Graduate? At some point all students must ask when it is time for them to graduate. When a research program is ongoing, there is always something to do next, and frequently neither students nor faculty are on the constant lookout for a stopping point. If you feel that you have completed a substantial body of work, not only from the standpoint of making compounds or measurements, but in the interpretation of the results as well, and if you feel that you are the expert in some area of science, then you are at a point where you should discuss the question with your advisor.

D. Your Final Year in the Graduate Program in Chemistry at MSU Things to Remember We hope that you have a productive experience in our graduate program, and that you achieve your personal, educational and career goals. There are many facets to the graduate program that you must keep track of, and attend to, throughout the year to be recognized as a student in good standing. Below is some “friendly advice” from the Graduate Office that you should keep in mind during your last year.

1. What year is this? The Department has made a commitment to support all Ph.D. students who are in good standing, and who continually are making progress toward their degree, for a period of 5 years. This is not a time requirement, nor a goal. Students who came to the department very focused on what they wanted to do, and who worked extremely hard each day, have been able to finish in 3 years. This is unusual, but it has been done. Some students have chosen not to leave as early as they could, deciding to stay and do additional work and write additional papers. So, your final year could be your third, fourth or fifth year.

2. Guidance Committee Report If you are close to finishing your program, this is a good time to review the contents of your Guidance Committee Report. Are all of your Guidance Committee members still at MSU? If not, you should complete a Change of Guidance Committee form. Have you taken all of the courses listed? If not, you need to complete your course requirement.

3. Planning to write a Dissertation It may not be until this point in your career that you learn about The Graduate School at MSU. The Graduate School offers workshops on dissertation writing and formatting. You should plan to attend one of these. Go to the Graduate School (or call 5-0301) and get a dissertation “packet.” This gives you all of the rules for formatting, and the University forms that need to be completed. To graduate, you eventually need to have your dissertation accepted by The Graduate School, and you will need to give them an unbound copy which they will bind and place in the MSU library. When you have a rough draft, staff at The Graduate School are willing to review your dissertation and evaluate it. Many students wait until the last day, take their dissertation to The Graduate School, and find that the document is formatted incorrectly, or figures are not in an acceptable form. They are leaving town the next day, and are unable to fix the problems, delaying their official term of graduation by one semester. Don’t let this happen to you. Keep in mind that your research advisor has not been through the process at MSU. He/she probably does not know how to correctly format a dissertation according to MSU guidelines. This is your responsibility. Don’t assume that, if your advisor, second reader and Guidance Committee approve your dissertation, that it is in an acceptable form for MSU. The Dissertation format required by MSU is not a useless hurdle. All University theses and dissertations are processed by UMI, an organization that makes them available to others. Did you know that you could buy a copy of your advisor’s dissertation through UMI? In some cases, this is very important – if a student somewhere did

http://grad.msu.edu/

http://grad.msu.edu/

http://grad.msu.edu/format.htm

X–8


an important experiment, cited their dissertation, but never published the results. To participate in the program with UMI, certain formatting and quality standards must be maintained, so that if someone purchases a copy of your dissertation, they will be able to read it. When you get THE PACKET from The Graduate School, you will learn many things. Did you know that all graduate students must fill out a human and animal subjects form, even if they didn’t use human and animal subjects? Everyone involved in any University research must complete this form.

4. Writing a Dissertation Unlike a manuscript for publication, a dissertation can contain information on experiments that didn’t work (very useful information for those who will follow in your footsteps), experimental details and spectra that you did not publish, preliminary results, etc. You are now an expert in a small field, both in terms of your data and your knowledge of the literature. Now is an important time to put all of this in writing. You may find it useful, even to you, at some time in the future. Ask your advisor for guidance concerning content, and to identify good dissertations that were written in the past which may be a model for you. Depending on how many papers you have in print or submitted, construction of a dissertation may take up to 6 months. It is useful to develop a simple outline, and a detailed chapter-by-chapter outline for discussion with your advisor. Be certain that you understand how your advisor wants you to handle data which may be relevant to your project(s) that were collected by someone else. There are no set rules concerning published work. Some advisors believe that published work should not appear in a dissertation. Others allow students to make chapters out of submitted manuscripts. Some students put published work in the dissertation as appendices. There is no minimum page number. There is a maximum page number, above which a dissertation should be published in multiple volumes.

5. Review and distribution of the dissertation This is a very important part of the process, and many students encounter substantial frustration because they get themselves into a “time bind” at this point in the process. You need to identify a realistic schedule to complete your requirements. You will probably go through multiple drafts of your dissertation with your advisor, before he/she is prepared to declare that it is acceptable according to them. You then (and only then) need to give this version to your second reader. Your second reader needs time to read the document. It may be more than two weeks. Discuss the situation well in advance with your second reader so that you know their schedule, other commitments, and what they can do for you. You need to schedule time in the process to make all of the second reader’s changes. At this point, you can distribute a “final” copy of your dissertation to all members of your committee. This must be done one week before the defense. It is the responsibility of the student to meet all of the deadlines, and to adjust to the time constraints of the faculty. Don’t assume that all review, corrections, distribution and defense can be done in one month. This is usually not the case.

6. Publications While experience is important, quality publications in refereed journals get the attention of future employers. Certainly, it is easier to have many publications in some areas than others. However, it is a requirement that all graduate students have at least one manuscript submitted. This must be completed before the dissertation is distributed. If there are no manuscripts in print, the submitted manuscript(s) must be distributed with the dissertation, one week before the defense. Occasionally, this requirement places students in an awkward position, because the bottleneck in the process may be the advisor. Faculty will not send manuscripts out to be reviewed until they are comfortable with the contents. However, it is in everyone’s best interest to have at least one manuscript submitted at this time. If you cannot defend because of this requirement, it may not be your “fault”; you will have to rely on your best, professional negotiating skills to work with your advisor to achieve this goal. The requirement cannot be waived.

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7. Final Defense Final defenses are open to the public, and announcements must be posted one week in advance. Contact the Graduate Office at least one week before your defense to notify them of the date/time/location and dissertation title. This can be done electronically via a form on the Chemistry Department’s WWW site (under Information for Current Graduate Students). In the history of the Department, most defenses go well. After 4–5 years, and extensive work with your advisor and second reader on your dissertation, you should be at a good point in being able to defend it. Most defenses are not attended by people outside of the Guidance Committee, but some research groups make a point of attending each other’s defenses. Completion of a degree is something to be celebrated! If your Committee alone attends, you can plan on interruptions and questions throughout your presentation. If there is an audience, they frequently let you make a presentation, then ask the audience to leave before they move into a question-and-answer phase. Remember: you must be enrolled for one credit during the semester in which you defend your dissertation.

8. Final Certification After the experience of defending a dissertation, you will certainly feel as though enough hurdles have been overcome. However, part of the process that remains is final certification from the department. When you believe you are going to defend in a given semester, you should “apply for graduation”; this may be done electronically through Chemistry’s WWW site. When you do this, they will ask the Department if you have satisfied all of the requirements. The Department and the College of Natural Science compare your Guidance Committee Report with your transcript to ensure that all required courses have been completed. Final requirements in the Department are submission of a bound copy of your dissertation to your advisor, and one to the Graduate Office (which we will place in the Chemistry Library). Finally, there is a check-out form which needs to be completed, indicating that you have returned your keys, library books, etc. When all of this has been attended to, the Department will approve your final certification. If The Graduate School has received an acceptable unbound copy of your dissertation before the semester deadline, and you have no outstanding bills of other issues, a diploma will be prepared for you.

9. Graduation With such a large University, and since graduate students can defend at any time during the year, you may decide to attend graduation before you have completed all of your requirements. It is certainly interesting to watch the President shake the hand of a student and hand them a “diploma” before they are finished! But with only two graduation ceremonies per year, you will have to decide whether you want to go to one early, come back for one later, or not go at all. The University has recently begun a very nice process, in which a student’s advisor, or some other representative of the department, can place their “hood” on them just before they receive their diploma. The process is known as “hooding”, and is a very nice way to celebrate the work that you have done with your advisor.

10. Job hunting Discuss options with your advisor, and the extent to which he/she would like to participate in the process. Corporate representatives come to campus each year and interview undergraduates and graduate students, so you should register with the Placement Services Office if you would like to participate. The Graduate Office collects CV’s of Graduate Students and Post-Doctoral Fellows, and distributes these to corporate representatives upon request. Many of the scientists who visit MSU each year are MSU alumni. Depending on your research area and its own “culture”, jobs may be most often found through advertising in a particular journal or web site, or most often through company-faculty contacts. Don’t assume that you are alone in the process of finding a job. Some students look for positions, and never involve their advisors. They may believe that this is something that they need to do themselves, but faculty usually have contacts, and are pleased to be part of the process. Ask for advice


https://www.reg.msu.edu/StuForms/GradApp/GradApp.asp

X–10


concerning the timing of your job search. In the “old days”, a company may hold an offer to you for up to a year, while you complete the dissertation writing process. Now, companies frequently need someone NOW, and with a degree. Because of this, it may be unwise to begin your search too early. You may get a perfect job offer, but are unable to take it because you are still not close to completion. Your advisor is the best resource to understand how to time your job search with your writing.

E. Your Sixth Year and Beyond in the Graduate Program in Chemistry at MSU Things to Remember We hope that you have a productive experience in our graduate program, and that you achieve your personal, educational and career goals. There are many facets to the graduate program that you must keep track of, and attend to, throughout the year to be recognized as a student in good standing. Below is some “friendly advice” from the Graduate Office that you should keep in mind, if you are still in the program after a period of 5 years.

1. Evaluate your situation Certainly there are many reasons why a student may still be in the program after 5 years. They may be almost done, and will complete all requirements in 5.1 years. They may have changed advisors, or encountered a major instrumental or chemical setback that introduced a delay in their program. You need to clearly understand the situation, and be able to identify any problems that exist at this point. Was there a time in your career where you just didn’t get much done? This is not necessarily to find someone to blame, but just to have for yourself a realistic evaluation of your situation. If it takes 7-8 years to complete a Ph.D. program, employers will want to know why. There are diminishing returns as your program extends after 5 years. We have had situations where, after 5 years, both a student and their advisor realized that a Ph.D. was probably not the best thing for the student to complete. Perhaps, if they were hired as a Ph.D. they would be unable to work at that level of expectation, and may be better off completing an M.S. degree. These are hard decisions that have to be made. Hopefully, if you have exceeded the 5 year limit, the end is near, and all will be fine.

2. Hold a Guidance Committee Meeting as soon as possible All graduate students who are beginning their 6th year or beyond are required to hold a guidance committee meeting in the fall of each year, to discuss their current situation and to develop a plan for a timely completion of their program. A form detailing the recommendations of your Guidance Committee is completed at this meeting. The Graduate Office should receive sufficient notification of this meeting in order to prepare your file for the Committee. Don’t avoid this. Planning is good. Some students benefit from having a discussion with a group of faculty, in which their advisor agrees to a specific completion plan and time-table. It is important for your Committee to understand your situation as well. Finally, the “paper trail” is very important. The University has time limits associated with graduate programs. Exceed the time limit, and they may require that you retake Cumulative Exams, or you may be removed from the program. (Obviously, the University is uncomfortable in conferring a Year 2001 degree in Chemistry to someone whose transcripts include courses taken in 1990!) If you have delays, and they have been discussed by a committee, with plans for completion outlined and put in writing, these may be useful if additional delays take you close to University time limits. Trust the Department to help you to define a completion plan.

Appendix A–1


Appendix A: Graduate Student Forms The forms in this Appendix are for information only. They should not be copied for use or detached from The Gradual. The original forms are available on the shelves in the Main Office and/or an electronic version is available on the Chemistry Department web site. Ph.D. Degree Forms Research Advisor Selection A - 2 Selection of Guidance Committee (Ph.D.) A - 3 Change in Guidance Committee (Ph.D.) A - 4 First Committee Meeting Report (Ph.D.) A - 5 How and When to Submit the Ph.D. Guidance Committee Report A - 6 Guidance Committee Report A - 7 Change in Guidance Committee Report (Ph.D.) A - 8 Second Year Oral Examination (Ph.D.) A - 9 Record of Comprehensive Examinations A - 10 Recommendations of Guidance Committee for Students in the Sixth Year and Beyond A - 11 Distribution of Unbound Copy of Dissertation (Ph.D.) A - 12 Final Oral Examination (Ph.D.) A - 13 Cancellation of Final Oral Examination (Ph.D.) A - 14 Record of Dissertation and Oral Examination Requirements for Doctoral Degree Candidate A - 15

B. M.S. Degree Forms Request of Change of Program Status A - 16 Selection of M.S. Oral Committee A - 18 Change in M.S. Oral Committee A - 19 Distribution of Unbound Copy of Thesis (M.S.) A - 20 Announcement of Oral Examination (M.S.) A - 21 Cancellation of Final Oral Examination (M.S.) A - 22 Oral Examination Report, M.S., Plan A A - 23 Oral Examination Report, M.S., Plan B A - 24

C. Evaluation and Status Report Forms Student Research Evaluation A - 25 Teaching Assistant Evaluation A - 26 Graduate Student Status Report A - 27

D. Application for Graduation and Check Out Form Application for Graduation A - 28 Check Out Form A - 29

http://www.reg.msu.edu/StuForms/GradApp/GradApp.asp

http://www.cem.msu.edu/pdfs/Gradual_Research_Advisor_Selection.pdf

http://www.cem.msu.edu/pdfs/Gradual_Selection_of_Guidance_Committee_PhD.pdf

http://www.cem.msu.edu/pdfs/Gradual_Change_in_Guidance_Committee_Report_PhD.pdf

http://www.cem.msu.edu/pdfs/Gradual_Change_in_Guidance_Committee_Report_PhD.pdf

http://www.cem.msu.edu/pdfs/Gradual_Recommendations_for_6th_year_students.pdf

http://www.cem.msu.edu/pdfs/Gradual_Distribution_of_unbound_copy_of_Dissertation_PhD.pdf

http://www.cem.msu.edu/pdfs/Gradual_Cancellation_of_Final_Oral_Exam_PhD.pdf

http://www.cem.msu.edu/pdfs/Gradual_Request_for_Change_in_Degree_Program_PhD_to_MS.pdf

http://www.cem.msu.edu/pdfs/Gradual_Selection_of_MS_Oral_Committee.pdf

http://www.cem.msu.edu/pdfs/Gradual_Change_in_MS_Oral_Committee.pdf

http://www.cem.msu.edu/pdfs/Gradual_Distribution_of_unbound_copy_of_Dissertation_MS.pdf

http://www.cem.msu.edu/pdfs/Gradual_Cancellation_of_Final_Oral_Exam_MS.pdf

http://www.cem.msu.edu/pdfs/Gradual_Checkout_Form.pdf

Appendix A–2


RESEARCH ADVISOR SELECTION Department of Chemistry

My choice of a Preceptor for my research project for the M.S. Ph.D. degree is: Professor Student Name My major area will be My desk will be located in room My telephone extension will be Date Advisor's Signature Student's Signature I have also interviewed and consulted with the following faculty with respect to their research interests: Signed Date 1. 2. 3. 4. 5. 6. 7. Approved: Associate Chair for the Graduate Program Date cc: Chemistry Business Office Chemistry Main Office Initial Advisor Major Advisor Student

Appendix A–3


SELECTION OF GUIDANCE COMMITTEE (Ph.D.) Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: Student’s Name (First/Last) I am recommending for your approval the following as members of my Guidance Committee. Advisor: Printed Name Second Reader: Printed Name Signature Printed Name Signature Printed Name Signature Printed Name Signature Advisor’s Signature Date APPROVED: Associate Chair for the Graduate Program Date cc: Advisor Dean Student

Appendix A–4


CHANGE IN GUIDANCE COMMITTEE (Ph.D.) Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: Student’s Name (First/Last) I am recommending for your approval the following changes in membership of my Guidance Committee:

(The signatures of all faculty involved are required.)

ORIGINAL COMMITTEE: Chairperson Second Reader Printed Name Signature NEW COMMITTEE: Chairperson Second Reader Printed Name Signature Guidance Committee Chairperson Date APPROVED: Associate Chair for the Graduate Program Date cc: Advisor Dean Guidance Committee Student

Appendix A–5


FIRST COMMITTEE MEETING REPORT (Ph.D.) Department of Chemistry

Student Name: Date: Research Advisor: Signature of Committee Members:

The following is to be completed by the Research Preceptor:

Checklist for topics to be covered:

Courses to be completed were discussed. A rough draft of the Guidance Committee Report was completed and is enclosed. First seminar was discussed. The student's research project was discussed. The student's research progress to date was discussed. Goals to be achieved by the Second Year Oral Exam, and longer-term goals, were discussed.

The expectations for progress prior to the Second Year Oral Exam are as follows:

Tentative date for Second Year Oral Exam:

Research Advisor's Signature Date

c: Advisor Student

Appendix A–6


HOW AND WHEN TO SUBMIT THE PH.D. GUIDANCE COMMITTEE REPORT

(THIS FORM IS A PREREQUISITE TO GRADUATION.)

1. A rough draft of the Guidance Committee Report should be completed at the First

Committee Meeting and placed in the student’s file with the First Committee Meeting Report. A typed final version of the Report should be signed and submitted to the Chemistry Graduate Office at the time of the Second Year Oral Exam.

2. Do not list CEM 999 credits. List only those courses that will be required for your Ph.D. degree in

Chemistry (courses that have been taken and also need to be taken). These courses are selected by you and your Guidance Committee Members.

3. Do not include 200 and 300 level courses or language courses taken. 4. One credit hour of CEM 890 is required for the Second Year Oral. 5. You must list two credits of seminar. If you received your M.S. from Michigan State, you only

need to list one credit of seminar. The seminar credits should be typed separately on the Guidance Committee Report.

At Second Year Oral Exam: 1. Verify that all courses listed are correct. 2. Be sure to sign the Guidance Committee Report in both (two) places (top and bottom of the form). 3. ALL of your Guidance Committee Members, must sign the report before delivering it to the

Chemistry Graduate Office for the Associate Chair’s signature. 4. The Guidance Committee Report will be forwarded to the Dean of the College of Natural Science

for his signature. A copy of the signed Report will be put in your student file in the Department of Chemistry, and given to you as well.

The above information is included in The Gradual and further information may be found in the Academic Programs catalog. An example of a completed Guidance Committee Report is attached. IMPORTANT: The Guidance Committee Report can be located and completed online at The Graduate School web site (http://grad.msu.edu/forms.htm). Please abbreviate the information that you type on the form in order to have the form print on one page (not two pages).

http://grad.msu.edu/forms.htm

Appendix A–7


Appendix A–8


CHANGE IN GUIDANCE COMMITTEE REPORT (Ph.D.) Department of Chemistry

TO: The Associate Chair for the Graduate Program FROM: Student Number: Student’s Name (First/Last) The following change(s) are recommended to the student’s Guidance Committee Report.

A. Recommended Change:

B. Reason for Recommended Change:

(NOTE: The change(s) will be recorded on the Final Certification Form for the student’s Ph.D. Degree.)

Guidance Committee:

1. Advisor Date Student Date 2. Second Reader Date Department Associate Chair Date 3. Date College Dean Date 4. Date 5. Date c: Advisor Dean Student

Appendix A–9


SECOND YEAR ORAL EXAM (Ph.D.) Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: (Second Reader) RE: (Student) A research oral examination was held on by the Guidance Committee members listed below. (date) The student has points in cumulative exams to date. This progress is considered to be: Satisfactory Unsatisfactory, and the Guidance Committee recommends: ORAL EXAM REPORT: The Committee judges the performance as satisfactory and recommends a

grade of for CEM 890 for Semester . The Committee judges the performance to be unsatisfactory and

recommends a re-examination, which will be tentatively held on the following date:

Reason for Re-examination: The Committee recommends transfer of the student to the M.S. program,

and assigns a grade of for CEM 890. The Committee judges the student's performance to be unsatisfactory, and

recommends termination at the end of Semester. Signed, Members of Examining Committee:

cc: Advisor Second Reader Student

Appendix A–10


Appendix A–11


MICHIGAN STATE UNIVERSITY - DEPARTMENT OF CHEMISTRY

RECOMMENDATIONS OF GUIDANCE COMMITTEE FOR

STUDENTS IN THE SIXTH YEAR OF STUDY OR BEYOND Student: Advisor: Guidance Committee: Year and Semester Entered: Meeting Date: Recommendations: ____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Guidance Committee Signatures: Date:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

c: Research Advisor Second Reader Student

Appendix A–12


DISTRIBUTION OF UNBOUND COPY OF DISSERTATION (Ph.D.) Department of Chemistry

Student Scheduled Oral Date Dissertation Distribution Date This form must be signed by each member of the student’s Guidance Committee when she/he delivers the unbound copy of their dissertation and a copy of their preprint(s) or reprint(s) of published work based on their dissertation research. The dissertation should be in final form, except for changes that may be suggested at your oral exam by your Guidance Committee. All chapters, references and appendices should be in final, typed form. All figures should be clearly drawn, with complete labels and figure captions. This form must be returned to the Chemistry Graduate Office with all signatures five (5) working days before the scheduled oral date. Failure to return this form may result in cancellation of your oral examination.

Research Advisor: I have read this dissertation, scientifically critiqued its contents, recommended corrections, and the changes that I have suggested have been made. Thus, I approve its distribution to the committee. Date

Second Reader: I have read this dissertation, scientifically critiqued its contents, recommended corrections, and the changes that I have suggested have been made. Thus, I approve its distribution to the committee.

Other Committee Members:

Appendix A–13


Fill

this

form

out

on

the

web at

the

link

abov

e

ANNOUNCEMENT OF FINAL ORAL EXAMINATION (Ph.D.) Department of Chemistry

(This form MUST be completed and submitted electronically through the Chemistry Dept. Web Site: www.cem.msu.edu “Graduate Program; Information for Current Graduate Students.”) Oral examination of Advisor The oral examination for the degree of Doctor of Philosophy for the above student is scheduled for Date Hour Room before an examining committee consisting of Professors:

Professor has served as Second Reader. The major area is The thesis title is cc: Alumni Contact Guidance Committee Members Chemistry Business Office Chemistry Library Ph.D. Degree Book Posting Student


Appendix A–14


CANCELLATION OF FINAL ORAL EXAMINATION (Ph.D.)

Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: RE: Final Oral Examination Cancellation DATE:

The Final Oral Examination of

scheduled for

in Room

is hereby cancelled.

The examination will be rescheduled at a later date.

cc: Alumni Contact Guidance Committee Members Chemistry Business Office Chemistry Library Student

Appendix A–15


Appendix A–16


REQUEST FOR CHANGE IN DEGREE PROGRAM (Ph.D. TO M.S.) Department of Chemistry

DATE: TO: Associate Chair for the Graduate Program FROM: Student’s Name (First/Last) I am requesting a change of program status, from the Ph.D. program to the Plan A (Thesis) M.S. Program in Chemistry Plan B (Coursework) M.S. Program in Chemistry Reason for Requested Change: Semester entered graduate program? If you are beyond your first semester, your request should be approved by your academic advisor. If you are beyond your first two semesters, your request must be approved by your Ph.D. Guidance Committee (signatures required below).

Advisor Second Reader Printed Name Signature

(Continued on Page 2)

Appendix A–17


M.S. students need a plan for completing the required 30 credits for their program. List below all of the courses that you have taken, the semester/year in which they were taken, and all of the courses you intend to take for the upcoming semesters.

COURSE # SEMESTER # CREDITS Total 30

Approval of the proposed M.S. program as listed above by the members of the M.S. Guidance Committee: Advisor Printed Name Signature Associate Chair for the Graduate Program Date cc: Advisor Dean Student

Appendix A–18


SELECTION OF M.S. ORAL COMMITTEE Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: Student’s Name (First, Last) I am recommending for your approval the following as members of my M.S. Oral Committee. Research Advisor: Printed Name Printed Name Signature Printed Name Signature Printed Name Signature Research Advisor Date APPROVED: Associate Chair for the Graduate Program Date cc: Advisor Dean Student

Appendix A–19


CHANGE IN M.S. ORAL COMMITTEE Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: Student’s Name (First/Last) I am recommending for your approval the following changes in membership of my M.S. Oral Committee:

(The signatures of all faculty involved are required.)

ORIGINAL COMMITTEE: Advisor Printed Name Signature NEW COMMITTEE: Advisor Printed Name Signature Research Advisor Date APPROVED: Associate Chair for the Graduate Program Date cc: Advisor Dean Student

Appendix A–20


DISTRIBUTION OF UNBOUND COPY OF THESIS (M.S.) Department of Chemistry

Student Scheduled Oral Date Thesis Distribution Date This form must be signed by each member of the student’s Guidance Committee when she/he delivers the unbound copy of their thesis and a copy of their preprint(s) or reprint(s) of published work based on their thesis research. The thesis should be in final form, except for changes that may be suggested at your oral exam by your Guidance Committee. All chapters, references and appendices should be in final, typed form. All figures should be clearly drawn, with complete labels and figure captions. This form must be returned to the Chemistry Graduate Office with all signatures five (5) working days before the scheduled oral date. Failure to return this form may result in cancellation of your oral examination.

Research Advisor: I have read this thesis, scientifically critiqued its contents, recommended corrections, and the changes that I have suggested have been made. Thus, I approve its distribution to the committee. Date

Other Committee Members:

Appendix A–21


Fill

this

form

out

on

the

web at

the

link

abov

e

ANNOUNCEMENT OF FINAL ORAL EXAMINATION (M.S.) Department of Chemistry

(This form MUST be completed and submitted electronically through the Chemistry Dept. Web Site: www.cem.msu.edu “Graduate Program; Information for Current Graduate Students.”) Oral examination of Advisor The oral examination for the degree of Master of Science for the above student is scheduled for Date Hour Room before an examining committee consisting of Professors:

The major area is The thesis title is c: Guidance Committee Members Student Chemistry Library Chemistry Business Office Alumni Contact Posting M.S. Degree Book

http://www.cem.msu.edu/grad_final_ms.html

Appendix A–22


CANCELLATION OF

FINAL ORAL EXAMINATION (M.S.)

Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: RE: Final Oral Examination Cancellation DATE:

The Final Oral Examination of

scheduled for

in Room

is hereby cancelled.

The examination will be rescheduled at a later date.

c: Alumni Contact Guidance Committee Members Chemistry Business Office Chemistry Library M.S. Degree Book Posting Student

Appendix A–23


ORAL EXAMINATION REPORT Master of Science - Plan A (Thesis)

Department of Chemistry TO: Associate Chair for the Graduate Program FROM: (Advisor) RE: Oral Examination of (Student) The Oral Examination for the degree of Master of Science for the above named student is scheduled for: Date Time Room before an examining committee consisting of Professors: The major is: The approved thesis title is: Report on exam: Failed Passed with a Grade of for CEM 899 (will appear on transcript)

Recommendation for continuance of graduate studies toward Ph.D. degree:

Continue

Use this examination as Second Year Oral: Yes No

Terminate at M.S.

Signed, Members of the Examining Committee:

APPROVED: Associate Chair of the Chemistry Graduate Program c: Dean Advisor Student

Appendix A–24


ORAL EXAMINATION REPORT Master of Science

Plan B (Coursework) Department of Chemistry

TO: Associate Chair for the Graduate Program FROM: (Advisor) RE: Oral Examination of (Student) The Oral Examination for the degree of Master of Science for the above-named student is scheduled for Date Time Room before an examining committee consisting of Professors Report on exam: Failed Passed Recommend Re-examination

Signed, Members of the Examining Committee:

c: Dean Advisor Student

Appendix A–25


STUDENT RESEARCH EVALUATION

Student's Name: Advisor: Please comment below on the student's research performance during the past semester. Consider in your comments motivation, independence, productivity, efficiency in performance of research, breadth and originality of thought, knowledge of literature in the area, performance in research group meetings and any other important items. During this semester, this student accomplished the following: Evaluation: Was the student appointed as a TA or an RA? Course Load: OVERALL EVALUATION: Excellent Progress (Exceeds the productivity expected from most graduate students at this stage of their career.) Good Progress (At this rate the student should have no difficulty in completing dissertation research within the accepted time limit.) Marginal Progress (Below average productivity. Improvement is necessary to avoid a rating of unsatisfactory.) Unsatisfactory Progress (Unacceptable research performance. A rating of unsatisfactory in two of any four successive semesters requires a meeting of the Guidance Committee.) Research Advisor’s Signature: c: Student Advisor

Appendix A–26


TEACHING ASSISTANT EVALUATION

TA's Name: Semester: Instructor(s): Chemistry:

Teaching

1. Competence O G S P No Eval.

2. Communication O G S P No Eval.

3. Attitude toward students O G S P No Eval.

4. Lab Safety O G S P No Eval.

5. Extra efforts with students O G S P No Eval.

Course Operations

6. Responsibility toward duties O G S P No Eval.

7. Contributions to teaching meetings O G S P No Eval.

8. Provides student feedback O G S P No Eval.

9. Extra contribution to the course O G S P No Eval. The categories above are obviously of unequal weight. Apply your own weighting factors in determining the overall evaluation. (Please return the completed evaluation to the Chemistry Graduate Office.)

Duties:

Was this TA responsible for recitations? YES NO

Did you attend any of these recitations? YES NO Circle One: Outstanding: Merit level performance of duties. Good: Tries to do a superior job with extra effort if needed. Satisfactory: Does neither more nor less than the minimum required. Poor: Unacceptable performance of duties. Please give specific examples on back of form. No Evaluation Comments c: Advisor Student

Appendix A–27


GRADUATE PROGRAM IN CHEMISTRY AT MSU STUDENT STATUS REPORT

Name: «Last», «First» Area: «Area» Student No.: «PID» Advisor: «Advisor» Soc. Sec. No.: «Soc_Sec_» Degree Program: «Program» Merit TA (Y/N): «Merit» Term of Entry: «Entered»

Placement Exam

Placement Exam Completed: Area Semester Analytical/Physical «AP_Placement» Inorganic/Organic «IO_Placement»

Degree Requirement Progress

Selected Guidance Committee Members:

«Guidance_Committee»

(*Chairman, ^Second Reader)

First Committee Meeting: «First_Committee_Meeting» Date of Second Year Oral Examination: «M_2nd_Yr_Oral» Guidance Committee Report Completed: «GC_Report»

Cumulative Exam

Cumulative Exam Results (Date/Area/Points): «Cum_Exam_1» «Cum_Exam_5» «Cum_Exam_9» «Cum_Exam_2» «Cum_Exam_6» «Cum_Exam_10» «Cum_Exam_3» «Cum_Exam_7» «Cum_Exam_11» «Cum_Exam_4» «Cum_Exam_8» «Cum_Exam_12» Please check this report for accuracy. Any discrepancies should be highlighted, a brief explanation written if necessary, and the report should be returned immediately to the Graduate Office. The correction will be made and a new copy of the report will be given to you and your advisor. c: Advisor Student

Appendix A–28



Application for Graduation

Top of Form

Application for Graduation

Request Date: 2/13/2003

Submit by first week of semester you expect to complete degree requirements. Summer candidates should submit by first week of Spring Semester.

PID

Name - as you want it to appear on Diploma

(Be sure to use exact spacing and capitalization)

Semester and Year that you expect to complete

requirements

Fall 2002

Mailing Address for Diploma

Street

Apt

City/State/Zip

Country US

Note: Your Diploma and a complimentary copy of your transcript will be mailed 4 weeks after the end of the semester.

Yes - I want notification of my graduation sent to the newspaper of the city listed above. (You must notify any additional newspapers directly.) Newspaper Notification

No - I do not want notification of my graduation sent to the newspaper.

Candidate For ...

Bachelor of

Master of

Doctor of

Educational Specialist

Major

Major

College

Any other information the Registrar's Office should know: i.e., are you completing an additional major, a thematic program, an option, a specialization, or MBA concentration?

Note: All of the above, when completed, will appear on your MSU transcript. They do not show on the Diploma. (You are limited to 255 characters)

Local Phone ###-###-#### - -

Email Address

Verify Application for Graduation Reset Form

Fill

this

form

out

on

the

web at

the

link

abov

e


Appendix A–29

The Chemistry Graduate Program Guide 2007-2008

Graduate Student Check Out Form Department of Chemistry Michigan State University

(Please note: Final Certification of your degree will not be processed until the Graduate Office receives this completed Check Out Form.) 1. Name: Advisor: Date: 2. All books borrowed from the Biomedical and Physical Sciences Library have been returned in acceptable condition. Signature (Librarian) 3. Original copies of laboratory notebooks and backup copies of computer files related to research, have been turned in.

Supplies and equipment have been checked in. Working space and apparatus is in satisfactory condition, all products are properly labeled, hazardous wastes have been removed, and desk is clean and in satisfactory condition.

Signature (Major Professor) 4. BPS Access Card returned to the Chemistry Graduate Office. Signature (Graduate Office, Room 381) 5. All keys and have been turned in and/or accounted for. Signature (Sub-Basement Stockroom) 6. Business Office Accounts Closed. Signature (Business Office, room 387) 7. Chemistry Computer Accounts attended to. Signature (IT Support, room 383) 8. All data stored on any instrument in the Max T. Rogers NMR Facility has been properly backed up and may now be

deleted. Signature (NMR) 9. X-ray Ring/Badge has been returned to the Office of Radiation, Chemical and Biological Safety (if applicable). Signature (ORCBS, C124 Resch Complex-Engr.) Employment: Please list the name of the institution or company where you will be employed after you receive your degree and the position you will hold (e.g., postdoc, research scientist, etc.). Employed By:

Position Title

Forwarding Address:

Telephone: E-Mail:

Received (Graduate Office Signature) (Date) c: Business Office, IT Support-Carter, Main Office

Appendix B–1


Appendix B: Chemical Physics Degree Requirements in Chemistry A. The general requirements for the College of Natural Science for the Ph.D. degree apply. B. Specific requirements of the Ph.D. degree Program in Chemical Physics are as follows:

1. Students must satisfy the admission and qualification requirements for the Ph.D. degree of either the Department of Chemistry or of the Department of Physics. Prospective students should request admission into the Chemical Physics Program in a letter to the Committee on Chemical Physics.

2. The Ph.D. Guidance Committee for each student must have at least two members from the

Department of Chemistry and at least two members from the Department of Physics. The Major Professor serves as chair. Another committee member is designated as Second Reader. The Guidance Committee Report must be completed within two semesters after admission into the Chemical Physics Program. Copies are to be filed with the Director of the Chemical Physics Program, the Graduate Office of the admitting Department, and the Dean of the College of Natural Science.

3. At least six credits of coursework from each department must be included in the student’s

course program. The courses chosen, and any changes in the program made thereafter, are to be approved by the student’s Guidance Committee. (Changes are made on a form available from Department Graduate Offices.) In meeting these credit requirements, candidates should be enrolled in courses that are recognized as being graduate level unless the Committee on Chemical Physics has granted written permission for course work constituting an exception to this rule.

4. Students must hold a graduate teaching assistantship for a minimum of one semester during

their tenure in the Chemical Physics Program.

5. One portion of the Comprehensive Examination is of the cumulative type. The requirements of the department into which the student was admitted apply. The Comprehensive Examination in the Department of Physics and Astronomy is based on passing the final examinations in a core set of entry-level graduate courses. In the Chemistry Department, Chemical Physics cumulative examinations will be given six times each academic year – three per semester; they are graded on a pass/fail basis. Candidates for the Ph.D. degree may begin these examinations immediately after they have enrolled in the graduate program and must be continued without interruption. Physical Chemistry cumulative exams may be designated in lieu of a separate Chemical Physics examination: A grade of 2 or 3 on the designated Physical Chemistry exams is equivalent to a pass for a Chemical Physics student while a grade of 0 or 1 is a fail. By the end of the second year, it is expected that at least two cumulative exams (either Chemical Physics or designated Physical Chemistry) have been passed. Students who fail to meet this minimum requirement will be removed from the Chemical Physics Program. The candidate must pass four cumulative exams; a minimum of two Chemical Physics exams and the remainder designated Physical Chemistry exams.

Appendix B–2


6. No later than the midpoint of the third semester (not including Summer semesters) each graduate student must meet with his/her Guidance Committee. The research advisor will call and preside over this short meeting. The purpose of the meeting is to:

a. Discuss course measurements and the Guidance Committee Report. The Guidance

Committee Report will be completed, but not signed until the Second Year Oral Examination.

b. Present the plan for the student’s second year, focusing on the work to be completed

to prepare for the Second Year Oral. The advisor will present his/her goals for the student for his/her second year and beyond. In some cases, the goals for the student may be to perform certain experiments, learn certain instrumental methods, build an instrument, make compounds, etc. In other cases, the goal may be to master certain concepts required for pursuing the research. In this way, the student and the committee members will clearly know what will be expected by the time of the Second Year Oral Examination.

c. The first seminar (scheduling, content) should be discussed at this meeting.

d. Progress on the Chemical Physics Cumulative Examinations will be discussed.

e. There should be some preliminary planning of the time of the Second Year Oral.

7. An oral examination, intended to provide an assessment of a student’s preparation for his or

her independent research project, forms the remaining component of the Comprehensive Examination. This oral examination is administered by the student’s Guidance Committee, under the supervision of the Second Reader; it is normally taken in the second year and must occur before the end of the fourth semester in residence (not including Summer semesters). The oral examination can only be scheduled after the student has passed two cumulative exams (either Chemical Physics or designated Physical Chemistry). A research proposal is to be prepared by the student and distributed to the members of the Guidance Committee at least 14 days prior to the oral examination date. The results of the exam are transmitted by the Second Reader to the Graduate Office of the admitting Department and to the Director of the Chemical Physics Program, on a form provided by the latter. If the examining committee determines that a student’s research preparedness and/or progress is unsatisfactory, the graduate program may be terminated or specific recommendations for a course of remedial action, including re-examination, will be given.

8. Each student must pass two seminars (graded on a pass/fail basis) presented before appropriate

groups in the physics or chemistry departments – the Physical Chemistry Seminar (CEM 998) or the regular solid state or Cyclotron seminar series.

Appendix B–3


9. The final oral defense of the dissertation research is presented before the Guidance Committee; the seminar portion of the final oral defense will be open to all members of the university community. A manuscript, reprint, or similar evidence of the student’s participation in the dissemination of the research results must be submitted, with the thesis draft previously approved by the Major Professor and Second Reader, to the members of the Guidance Committee at least one week prior to the scheduled defense. A form to be signed by each Committee member at that time, as well as the MSU form to be completed after successful thesis defense, is available from the Director of the Chemical Physics Program.

10. The Guidance Committee of every student beginning their sixth year of study and every year

thereafter must meet during the first semester of every year. The purpose of this meeting will be to assess the progress of the student and could be the final oral defense. The meeting will normally be called by the Major Professor. If the Guidance Committee does not meet during the first semester of the year, the Director of the Chemical Physics Program will call a meeting of the Committee during the first month of the following semester.

Appendix C–1


Appendix C: GRADUATE STUDENT RIGHTS AND RESPONSIBILITIES

GRADUATE STUDENT RIGHTS AND RESPONSIBILITIES

AT MICHIGAN STATE UNIVERSITY

• Foreword • Preface • Table of Contents

Foreword The foreword is not part of the document that follows. It supplies, however, a necessary perspective for interpreting the document. Graduate student rights and responsibilities at Michigan State University are part of the social and historical background of the University itself. When, more than a century ago, the people of Michigan established this institution on the land-grant principle, they framed a new conception of the role of the university in American life. A land-grant university is a trusteeship of intellect in the service of society. It gathers society's creative and intellectual powers and uses them to advance the common good and to solve fundamental problems. That is the special character that has caused the land-grant university to become one of the great transforming agencies of the American scene. When it honors its commission, it acts not for the sake of the academic community, but for the sake of society. All members of the academic community--students, staff, faculty, administrators, and trustees--enact a trust of which society beyond the university is the proper beneficiary. This document is significant not merely because it establishes that graduate students have certain rights and responsibilities, but particularly because it affirms that they are a party to the social trust shared by all in the university community who are charged with preserving and advancing the genius of scholarship and the conditions of inquiry which society has entrusted to our care.

Preface This report, the Academic Freedom for Students at Michigan State University, and the Medical Students Rights and Responsibilities document, contain guidelines to the rights and duties of graduate students in matters of conduct, academic pursuits, keeping of records, and employment. This report describes structures and procedures for formulating regulations governing graduate student conduct, for interpreting and amending the guidelines, for adjudicating graduate student disciplinary cases, and for channeling student complaints, grievances, or concerns to faculty, staff, and administrators for appropriate action.


http://www.vps.msu.edu/SpLife/msrr.htm

http://www.vps.msu.edu/SpLife/msrr.htm

Appendix C–2


For the most part these provisions simply make explicit what has been long understood and practiced at Michigan State University. This report identifies rights and duties of graduate students and provides for graduate students a carefully prescribed system of due process. Rather than expounding a generalized abstract definition of academic freedom, this report provides an operational definition with concrete application of the concept of academic freedom for graduate students.

Table of Contents ARTICLE1:

Graduate Student Rights and Responsibilities ARTICLE2:

Academic Rights and Responsibilities for Graduate Students ARTICLE 3:

Student Records at Michigan State ARTICLE 4:

Graduate Student Support ARTICLE 5:

Adjudication of Cases Involving Graduate Student Rights and Responsibilities ARTICLE 6:

Academic Governance ARTICLE 7:

Procedure for Amending and Revising This Document ARTICLE 8:

Definitions HISTORY OF APPROVAL

ARTICLE 1

Graduate Student Rights and Responsibilities at Michigan State University

1.1 Michigan State University is a community of scholars whose members include its faculty, staff, students, and administrators. The basic purposes of the University are the advancement, dissemination and application of knowledge. The most basic condition for the achievement of these purposes is freedom of expression and communication. Without this freedom, effective sifting and testing of ideas cease, and research, teaching, and learning are stifled. Knowledge is as broad and diverse as life itself, and the need for freedom is equally broad. Yet absolute freedom in all aspects of life means anarchy, just as absolute order means tyranny. Both anarchy and tyranny are antithetical to the purposes and necessities of the University. Therefore, the University always must strive to strike that balance between maximum freedom and necessary order which best promotes its basic purposes by providing the environment most conducive to the many faceted activities of instruction, research, and service. 1.2 Each right of an individual places a reciprocal duty upon others: the duty to permit the individual to exercise the right. The graduate student, as a member of the academic community, has both rights and duties. Within that community, the graduate student's most essential right is the right to learn. The University has a duty to provide for the graduate student those privileges, opportunities and protections which best promote the learning process in all its aspects. The graduate student also has duties to other members of the academic community, the most important of which is to refrain from interference with those rights of others which are equally essential to the purposes and processes of the University.

Appendix C–3


1.3 The University cherishes many values, modes of thought and standards of behavior that are better taught by example, persuasion, social pressure, and rewards than by the threat of penalties. Regulations governing the activities and conduct of graduate students individually or collectively should not be comprehensive codes of desirable conduct; rather, they should be limited to the prescription of procedures for meeting the practical, routine necessities of a complex community and to the prohibition or limitations of acts which cannot be tolerated because they seriously interfere with the basic purposes and processes of the academic community, or with rights essential to other members of the community. 1.4 The graduate student is not only a member of the academic community, but a citizen of the larger society, who retains those rights, protections and guarantees of fair treatment held by all citizens, and which the University may not deny. The enforcement of the graduate student's duties to the larger society is, however, the responsibility of the legal and judicial authorities duly established for that purpose.

Guidelines 1.5 To protect graduate student rights and to facilitate the definition of graduate student responsibilities at Michigan State University, the following guidelines shall apply to those stipulations and conditions by which graduate conduct is regulated, broadly referred to as "regulations" in the remainder of this Article. 1.5.1 All regulations shall seek the best possible reconciliation of the principles of maximum freedom and necessary order. 1.5.2 There shall be no regulation unless there is a demonstrable need which is reasonably related to the basic purposes and necessities of the University as stipulated herein. 1.5.3 To the maximum extent feasible, graduate students shall participate in formulating and revising regulations governing graduate student conduct. 1.5.4 All regulations governing graduate student conduct shall be made public in an appropriate manner. 1.5.5 Every regulation shall be as brief, clear and specific as possible. 1.5.6 Wherever rights conflict, regulations shall, to the maximum extent feasible, permit reasonable scope for each conflicting right by defining the circumstances of time, place and means appropriate to its exercise. 1.5.7 Regulations shall respect the free expression of ideas and shall encourage competition of ideas from diverse perspectives. 1.5.8 Procedures and penalties for the violation of regulations shall be designed for guidance or correction of behavior only. 1.5.9 Penalties shall be commensurate with the seriousness of the offense. Repeated violations may justify increasingly severe penalties. 1.5.10 There shall be clearly defined channels and procedures for the appeal and review of:

a. The finding of guilt in an alleged violation of a regulation.

b. The reasonableness, under the circumstances, of the penalty imposed for a specific violation.

c. The substance of a regulation or administrative decision which is alleged to be inconsistent with the guidelines in this document.

d. The lack of adherence to the applicable procedures in the adjudication. 1.5.11 Every regulation shall specify to whom it applies and whether responsibility for compliance lies with graduate students either individually or collectively.

Appendix C–4


1.6 Handbook of Regulations and Structures: A handbook of the University's current regulations and structures relating to student rights and responsibilities shall be made available to every member of the academic community.

ARTICLE 2

Academic Rights and Responsibilities for Graduate Students 2.1 Preamble 2.1.1 The freedom and effectiveness of the educational process depend upon the provision of appropriate conditions and opportunities for learning in an environment that is supportive of diversity among ideas, cultures, and student characteristics. The responsibility to secure, respect and protect such opportunities and conditions is shared by all members of the academic community. The primacy of the faculty's role and its unquestionable centrality in the educational process must be recognized and preserved. The primary intellectual purpose of the University--its intellectual content and integrity--is the responsibility of the faculty. 2.1.2 The establishment and maintenance of the proper relationship between instructor and student are fundamental to the University's function, and require both instructor and student to recognize the rights and responsibilities which derive from it. The relationship between instructor and student as individuals should be founded on mutual respect and understanding together with shared dedication to the educational process. 2.2 Role of the Faculty in the Instructional Process 2.2.1 No provision for the rights of graduate students can be valid which suspends the rights of the faculty. The graduate student's right to competent instruction must be reconciled with the rights of the faculty, consistent with the principle that the competency of a professional can be rightly judged only by professionals. It is therefore acknowledged and mandated that competence of instruction shall be judged by the faculty. 2.2.2 Teaching units shall provide appropriate and clearly defined channels for the receipt and consideration of graduate student complaints concerning instruction. In no instance shall the competence of instruction form the basis of an adversarial proceeding before any of the judicial bodies established in this document. 2.2.3 Faculty shall have authority and responsibility for academic policy and practices in areas such as degree eligibility and requirements, course content and grading, classroom procedure, and standards of professional behavior in accordance with the Bylaws for Academic Governance, the Code of Teaching Responsibility, and other documents on faculty rights and responsibilities. 2.2.4 No hearing board established under this document shall direct a change in the evaluation of a graduate student which represents a course instructor's or guidance committee's good faith judgment of the graduate student's performance. In the event that an evaluation is determined to be based on inappropriate or irrelevant factors, the dean of the college shall cause the student's performance to be reassessed and good faith evaluation established. (See also Sections 2.3.10, 2.4.8, and Article 5.) 2.3 Rights and Responsibilities of the Graduate Student 2.3.1 The graduate student has a right to be governed by educationally justifiable academic regulations and professional standards.

http://www.msu.edu/dig/acadgov/agbylaw/agbylaws.pdf

http://www.vps.msu.edu/SpLife/rule16.htm


Appendix C–5


2.3.2 In all areas of graduate education pertaining to academic rights and responsibilities, there shall be no discrimination on the basis of race, color, creed, gender, national origin, political persuasion, sexual preference, marital status, handicap, or age. 2.3.3 The graduate student has a right to accurate, timely, and clearly stated information concerning general academic requirements for establishing and maintaining an acceptable academic standing, the graduate student's academic relationship with the University and the details of any special conditions which may apply. Requirements for the student's academic program shall be made known by the administering unit at the time of the student's first enrollment. Graduate students are responsible for informing themselves of University, college, department, and school requirements as stated in unit publications and in the University catalog. In planning to meet such requirements, students are responsible for consulting with their academic advisers and guidance committees. 2.3.4 The graduate student, regardless of degree program, has a right to the best advice the unit can provide concerning program planning, research, professional expectations, selection of courses and professors, and general degree requirements. 2.3.5 Units shall maintain records for their graduate students, specifying and/or containing degree requirements, course waivers and substitutions, program changes, and other stipulations directly affecting their degree programs. Graduate students shall be provided access to and/or a copy of these records upon request. 2.3.6 The graduate student shall be free to take reasoned exception to information and views offered in the classroom, and to reserve judgment about matters of opinion, without fear of penalty. 2.3.7 Graduate students and faculty have a responsibility to maintain at all times the kind of classroom decorum and collegial atmosphere which insures that the process of teaching and learning can take place. 2.3.8 The graduate student shares with the faculty the responsibility for maintaining the integrity of scholarship, grades, and professional standards. 2.3.9 The graduate student is responsible for learning the content of a course of study according to standards of performance established by the faculty and for adhering to standards of professional behavior established by the faculty. 2.3.10 The graduate student has a right to academic evaluations which represent good faith judgments of performance by course instructors and guidance committees. Course grades shall represent the instructor's professional and objective evaluation of the graduate student's academic performance. The graduate student shall have the right to know all course requirements, including grading criteria, and procedures at the beginning of the course. Procedural guidelines are included in The Code of Teaching Responsibility. 2.3.11 The graduate student has a right to protection against improper disclosure of information concerning academic performance and personal characteristics such as values, beliefs, organizational affiliations, and health. (See also Article 3.) 2.3.12 The graduate student has a right to scholarly relationships with faculty based on mutual trust and civility. 2.3.13 The graduate student has a right to be protected from personal exploitation and to receive recognition for scholarly assistance to faculty. 2.4 Academic Programming



Appendix C–6


2.4.1 The department/school is responsible for informing all incoming master's candidates of program requirements and procedures. 2.4.2 Guidance Committee. It shall be the responsibility of each graduate student admitted to a doctoral program, to a Diploma for Advanced Graduate Study program, or to a master's program that requires a guidance committee, to form a guidance committee with the concurrence of the unit chairperson/director or designated representative. Composition of the guidance committee will be in accord with University, college, and department/school guidelines. In the event that a student is unable to form a guidance committee, it shall be the responsibility of the unit chairperson/director to intervene with the faculty of the unit in order to resolve the problem. 2.4.2.1 For graduate students in doctoral programs and Diploma for Advanced Graduate Study programs, the guidance committee shall be formed within the first three terms of doctoral study, or within three terms beyond the master's degree or its equivalent. Within one term after the committee is formed, the chairperson of the guidance committee shall file a guidance committee report with the dean of the college, listing all degree requirements. A copy of this guidance committee report shall also be given to the graduate student. This guidance committee report, as changed or amended in full consultation between the graduate student and the committee, and approved by the appropriate department chairperson or school director and the dean of the college, shall be regarded as the statement of program requirements. The program will not be considered binding unless signed by the student. 2.4.2.2 Once designated, the guidance committee has the responsibility to meet periodically to oversee the graduate student's progress as long as the graduate student continues in good standing. Any desired or required changes in the membership of the guidance committee may be made by the graduate student with the concurrence of the unit chairperson/director or designated representative or by the unit with the concurrence of the graduate student in accordance with University, college, and unit policy. The guidance committee, with the concurrence of the graduate student, may form a dissertation committee to supersede or supplement the guidance committee. Committee or dissertation chairpersons on leave shall provide for the necessary guidance of their advisees during their absence. 2.4.3 Residency. Academic residency requirements and residency fee policies shall be made known to the graduate student at the time of admission. 2.4.4 Time Limits. The time limitations for candidates seeking advanced degrees shall be made known to the graduate student at the time of first enrollment. Application for extension shall be submitted to the department/school and transmitted for approval by the dean of the college. 2.4.5 Program Changes. Each department/school shall establish procedures for altering individual graduate programs that have been approved in accord with the provisions of Section 2.4.2.1. Graduate students shall be involved in developing such procedures. (See also Section 6.1.1) 2.4.6 Dissertation and Thesis. The nature and scope of the doctoral dissertation and master's thesis (or its equivalent) shall be defined by the department/school or college and the guidance or dissertation committee according to the professional and scholarly research standards of the discipline. The department/school or college shall specify in advance the acceptable style and form of the dissertation or thesis in accordance with The Graduate School Guide to the Preparation of Master's Theses and Doctoral Dissertations. 2.4.6.1 Standards for typing, duplication or reproduction and binding of dissertations and theses, as well as the stipulations covering abstracts, numbers of copies, dates and deadlines for acceptance, and regulations for microfilming and publication shall be established and published by The Graduate School.



Appendix C–7


2.4.7 Code of Professional Standards. Each department/school and college shall communicate to graduate students, at the time of their first enrollment in a degree program or in a course in the unit, any specific codes of professional and academic standards covering the conduct expected of them. 2.4.8 Evaluation. Graduate students have a right to periodic evaluation as a measure of their academic progress, performance, and professional potential. Evaluation of graduate students shall be made only by persons who are qualified to make that evaluation. Written descriptions of unit/program methods of evaluation and the general rationale employed shall be provided to graduate students and the faculty. Written evaluations shall be communicated to the graduate student at least once a year, and a copy of such evaluations shall be placed in the graduate student's file. (See also Section 2.5.2.4) 2.4.8.1 When determination is made that a graduate student's progress or performance is unsatisfactory, the student shall be notified. 2.4.8.2 If a graduate student's status in a program is in jeopardy, the graduate student shall be informed in writing, and a copy of the notice shall be placed in the student's file. 2.4.9 Terminations and Withdrawals. Each department/school and college shall establish criteria for the termination or withdrawal of graduate students enrolled in its graduate programs. Such criteria shall be published and made available to graduate students at the time they first begin their graduate programs. Should a decision to terminate a graduate student be made, the affected graduate student shall be notified in writing. All information regarding the decision is to be held in strict confidence between the student and faculty with responsibility for the student; release may be only with the written consent of the graduate student involved unless the decision becomes the substance for a grievance procedure, in which case such information shall be released to the grievance committee. The same privacy is to be accorded the reasons for a graduate student's temporary or permanent withdrawal from the University. Should a decision to terminate be held in abeyance, pending completion of the stipulated conditions, these conditions must be communicated in writing to the student. 2.5 Educational Training of Graduate Students in Teaching Roles 2.5.1 Units are responsible for establishing orientation and in-service training programs for all graduate students in teaching roles. Such programs shall include an introduction to course goals, grading criteria and practice, and classroom procedures as well as periodic classroom visitation. The graduate student in a teaching role is held responsible for full and active participation in all such programs. 2.5.2 Graduate students who are involved in teaching roles are expected to fulfill effectively their assigned responsibilities at a high level of performance. To gain feedback for monitoring and increasing their teaching effectiveness, such graduate students shall use, where applicable, confidential instructional rating reports in each course that they teach. These reports shall be submitted to the unit in accordance with the stated policy of the Academic Council. 2.5.2.1 The coordinator of each course staffed by graduate students in teaching roles shall submit each term to the unit administrator or to the appropriate unit committee a formal written evaluation of each of the graduate students in teaching roles. After notifying the graduate student, appropriate members of the department/school should visit and observe the student's teaching in the instructional setting, and information from these visits and observations should be used in the evaluation. 2.5.2.2 The graduate student instructional rating reports (or summaries thereof), formal written evaluations, and any supplementary information shall be placed in a confidential file for use by the student and by faculty members in accordance with 2.5.2.3. This material shall remain on active file until the graduate student's teaching role is terminated, after which a copy of the file becomes the graduate student's personal property upon request.

Appendix C–8


2.5.2.3 Evaluation material described in 2.5.2.2 may be used in overall evaluations and in determining such matters as renewal of assistantships, teaching assignments, recommendations, and the need for further training. 2.5.2.4 An evaluation of teaching shall be given to the graduate student who has a teaching role at least once each year. (See also 2.4.8)

ARTICLE 3

Student Records at Michigan State University 3.1 Achieving educational goals, providing direction to graduate students, and extending service to society demand that the University keep records. All policies and practices concerning records shall be based on respect for the privacy of the individual graduate student. Because of the professional and legal responsibilities involved, record keeping must be delegated only to responsible persons. 3.2 All policies and practices governing access, maintenance, and release of graduate student records shall conform to the University's published guidelines. 3.2.1 No record shall be made, duplicated or retained unless there is a demonstrable need for it which is reasonably related to the basic purposes and necessities of the University. 3.2.2 The University shall not make, duplicate, or retain records of a graduate student's religious or political beliefs without the graduate student's knowledge and consent. 3.2.3 A graduate student shall have the right to inspect the official transcript of his or her own academic record and shall also have the right to inspect reports and evaluations of his or her conduct. 3.2.4 All policies and practices dealing with the acquisition of information for records shall be formulated with due regard for the graduate student's right of privacy. 3.2.5 Every record containing information about a graduate student's character shall state when the information was acquired and the name and position of the person who gave it. 3.2.6 All persons who handle confidential records shall be instructed concerning the confidential nature of such information and their responsibilities regarding it. 3.2.7 No one outside the faculty or administrative staff of Michigan State University, except as specified by law, may have access to the record of a graduate student's offenses against University regulations without the written permission of the student. 3.2.8 All policies governing the maintenance and the selective release of records and of portions of records shall be made public in an appropriate manner and shall be subject to judicial review as provided in Article 5.

ARTICLE 4

Graduate Student Support 4.1 Classes of Support 4.1.1 Students receiving support through the University fall primarily into three classes:

(a) graduate assistants

Appendix C–9


(b) University employees

(c) fellowship, scholarships and grant recipients 4.2 Graduate Assistants 4.2.1 Graduate assistants are graduate students currently enrolled in degree programs who are appointed through established University procedures and according to University policy governing graduate assistantships. Duties assigned to graduate assistants may include (but not be limited to) classroom instruction, student advising, writing supervision, reading of papers and examinations, and research. The responsibilities delegated to a graduate assistant must be performed under the supervision of an appropriate faculty member or administrator. 4.2.2 With the participation of graduate student representatives, each unit appointing graduate assistants shall develop policies and make available current information covering, but not limited to, the following:

(a) criteria for selecting new graduate assistants (b) criteria for renewing and/or continuing graduate assistantships (c) stipends (see 4.2.4) (d) stipend advancement and promotion (e) tax status of stipends (according to IRS policy) (f) procedures for evaluating performance (see also 2.5.2--2.5.2.4) (g) length of term of appointment, including continuance and renewal of graduate assistantships (h) work load, duties, and vacation schedules (i)grievance procedures

4.2.3 By March 31st of each calendar year, units shall advise each graduate assistant in writing of one (or more) of the following: (a) that the assistantship will be renewed for the following academic year; (b) that the assistantship will be renewed provided the assistant is able to meet certain specified conditions; (c) that the assistantship will be renewed provided the unit is able to meet certain specified conditions; (d) that the assistantship will not be renewed for the following academic year. If the assistantship is not renewed, the reasons shall be indicated. Evaluative judgments about students should be communicated in accordance with guidelines in 2.4.8. (See all Sections 2.5.2--2.5.2.4.) 4.2.4 The Office of the Provost shall establish a campus-wide policy for graduate assistant stipends, taking into account (a) the amount of stipend adequate in relation to the current cost of living, (b) the need to be competitive with other universities, and (c) the availability of resources for graduate assistant stipends. (The Office of the Provost shall consult with the Dean of The Graduate School and the University Graduate Council on graduate assistant stipend levels.) 4.2.5 Graduate assistants are entitled to all benefits normally accorded to full-time graduate students, except as specified under policies established in accordance with 4.2.7. 4.2.6 All graduate assistants are entitled to such clerical-secretarial help and supplies as are commensurate with their assigned responsibilities and the resources of the unit. 4.2.7 The Office of the Provost and the Office of the Vice President for Finance and Operations, in consultation with the Dean of The Graduate School and the University Graduate Council and other appropriate, duly authorized authorities, shall review and publish policies for graduate assistants relating to (a) sick leave, (b) parking privileges, (c) bus privileges, (d) travel off campus, (e) insurance, and (f) health care. 4.2.8 Within the constraints of their training, experience and responsibilities, graduate assistants have a right to the same professional respect as that accorded to regular faculty. 4.3 University-Employed Graduate Students

Appendix C–10


4.3.1 The following articles are intended to cover all graduate students who are not formally designated as graduate assistants but are employed by the University. 4.3.2 The University's student employment office shall publish annually minimum and maximum salaries and hourly wages for University-employed graduate students. This office shall have the authority to approve unit requests for all payments above the established maximums. 4.3.3 The University shall not deny a regular employee's fringe benefits solely because the person is also registered as a student. 4.3.4 Working hours shall not be adjusted in such a way as to deprive graduate student employees of fringe benefits they would otherwise be entitled to without the consent of the graduate student(s) involved. 4.3.5 University employees who are pursuing graduate study are bound by collective bargaining agreements or other applicable University personnel policies and agreements. 4.3.6 Employment-related grievances of graduate students employed in non-academic positions should be filed with the employing units under their respective procedures. 4.4 Fellowship, Scholarship and Grant Recipients 4.4.1 A graduate student supported by a fellowship, scholarship, or grant shall have a right to such information as (a) the responsibilities and performance required for retention of support, (b) the privileges and status associated with support, and (c) grievance procedures. 4.5 University Policies Relating to Graduate Student Support Recipients 4.5.1 Michigan State University and all of its units are Affirmative Action/Equal Opportunity Employers. Therefore, (a) discrimination on the basis of race, color, creed, gender, national origin, political persuasion, sexual preference, marital status, handicap or age is expressly prohibited; (b) employment appointment policies shall be consistent with anti-discrimination policies of Michigan State University. 4.5.2 Graduate students shall be informed of all employment policies when a position is tendered. 4.5.3 The University retains the right to demote, suspend, terminate or otherwise discipline graduate students receiving support through the University for cause and for failure to meet their responsibilities. The University also retains the right to terminate a graduate student's participation in an academic program, which in turn may terminate the graduate student's assistantship or other support. Graduate students who believe they have a grievance under this article may utilize the judicial procedures outlined in Article 5. 4.5.3.1 In cases where the graduate student contends that the action of the University may cause irreparable harm, the graduate student may appeal to the appropriate judiciary for an expedited hearing.

ARTICLE 5

Adjudication of Cases Involving Graduate Student Rights and Responsibilities 5.1 Judicial Structure

Appendix C–11


5.1.1 To promote effective functioning of the system of graduate student rights and responsibilities, an appropriate judicial structure and process shall be established for hearing and adjudicating all cases brought by and against graduate students in the following areas:

(a) Academic Rights and Responsibilities

(b) Professional Rights and Duties of Graduate Assistants

(c) Professional Rights and Duties of other Graduate Students 5.1.2 Department/School Level. Adjudication necessitated on the department/school level may be handled informally or, at the request of a party or parties, formally through a department/school hearing board. The hearing board shall be composed of the unit administrator or designee and equal numbers of faculty and graduate students selected by their respective groups in accordance with the department/school bylaws. If the unit administrator is involved in the case, neither the unit administrator nor the designee may serve on the hearing board. 5.1.3 College Graduate Hearing Board. Each college shall establish a judiciary composed of the chair of the college graduate committee or designee and equal numbers of faculty and graduate students selected by their respective groups in accordance with college bylaws. 5.1.4 University Graduate Judiciary. A judiciary shall be established at the University level composed of the Dean of The Graduate School or designee, who shall serve as chairperson, three elected faculty members of the University Graduate Council, and three graduate students chosen by the All-University Graduate Student Governing Body. 5.1.5 Each hearing board or judiciary shall be chaired by a member who has faculty rank and shall provide a suitable number of alternate members chosen in accordance with the procedures established above. 5.1.6 Term of Office. Hearing board or judiciary members at all levels shall be selected in the fall of the year and shall serve one year. The one-year term shall not preclude reappointment of any member the following year. 5.1.7 Members of a judiciary involved or possessing other conflicts of interest in a case at issue shall be disqualified from sitting on the judiciary for that specific case. 5.2 Jurisdiction of Alleged Violations (other than grievances). 5.2.1 Except as specified in this document (particularly in Section 5.1), alleged violations of student group regulations, general student regulations or all- University policies as they apply to all students (undergraduate, graduate, graduate-professional) will be referred to the appropriate judiciary as outlined in the Academic Freedom for Students at Michigan State University. 5.3 Redress of Grievances 5.3.1 With respect to allegations of violation(s) by or against a graduate student in the areas cited in Section 5.1, where possible, a grievant is encouraged to seek resolution and redress informally with the appropriate individual(s). 5.3.2 If problems arise in the relationship between instructor and student, both should attempt to resolve them in informal, direct discussions. If the problem remains unresolved, then the unit administrator and/or the Ombudsman should be consulted. If still aggrieved, a student may then submit a formal, written grievance for consideration by an appropriate hearing board. The formal grievance alleging violations of academic rights must include a proposed remedy which could be implemented by a responsible administrator.


Appendix C–12


5.3.3 The University undertakes, within the limits of its resources and the limits imposed by due respect for the professional rights of the faculty, to supply an appropriate remedy for legitimate student grievances. (The limits of the University's resources proceed from factors that, while subject to its influence, are not always subject to its control.) 5.3.4 To overcome the presumption of good faith in course instructors' and graduate committees' judgments of performance, grievances concerning academic evaluations must demonstrate that an evaluation was based entirely or in part upon factors that are inappropriate or irrelevant to academic performance and applicable professional standards. (See Sections 2.2 as well as 2.3.11 and 2.4.8.) 5.3.5 Any member of the academic community of Michigan State University may initiate a grievance involving the rights and responsibilities of graduate students. Grievances alleging violation of the academic rights of an undergraduate student by a graduate student shall be heard by the unit level judiciaries outlined in the Academic Freedom for Students at Michigan State University. 5.3.6 In submitting a formal grievance to an appropriate hearing board (see Section 5.3.6.2) alleging violation(s) by or against a graduate student in the areas cited in Section 5.1, a grievant must submit a written, signed statement that specifies in sufficient particularity to justify proceedings the point(s) forming the basis of the grievance, the person(s) and/or unit(s) against whom/which the grievance is filed, and the redress that is sought. 5.3.6.1 Grievances must normally be initiated no later than mid-term of the quarter following the one wherein the alleged violation occurred (exclusive of summer term). If the involved instructor or student is absent from the University during that quarter, or if other appropriate reasons exist, an exception to this provision may be granted by the appropriate Hearing Board. If, before the formal grievance procedures are completed, the involved instructor is no longer employed by the University, the grievance process may nevertheless proceed. 5.3.6.2 Student grievances alleging violation of academic and professional rights must be initiated at the lowest administrative level feasible; normally, the department/school. With the approval of the college dean, departments/schools may waive jurisdiction and refer grievances to the college hearing board. 5.4 Judicial Procedures 5.4.1 Hearing boards shall establish their own procedures in a manner consistent with this document. A copy of procedures adopted by each unit shall be filed with the Office of the Ombudsman and with the office of the Dean of The Graduate School. 5.4.2 Procedures for the adjudication of grievances must proceed in a timely manner. 5.4.3 Upon receipt of a formal grievance, the chairperson of the hearing board shall transmit a copy of the grievance within ten (10) class days to the hearing board members and to the person or persons party to the matter. 5.4.4 In urgent cases in which it is alleged that a regulation, administrative decision or action threatens immediate and irreparable damage to any of the parties involved, the hearing board or judiciary shall expedite the hearing and final disposition of the case. 5.4.5 A hearing board or judiciary is empowered to act on a request to direct an individual or unit to discontinue or postpone an administrative decision or action that threatens immediate and irreparable damage to any of the parties involved pending final disposition of the case. The hearing board or judiciary shall expedite the hearing and final disposition of this urgent case.


Appendix C–13


5.4.6 A department/school or college hearing board shall review each hearing request for jurisdiction and judicial merit and may then forward a copy of the request to the appropriate individual(s) and invite a written response. After considering all submitted information, the board may:

a. Accept the request, in full or in part, and proceed to schedule a hearing. b. Reject the request and provide an appropriate explanation. c. Invite all parties to meet with the board for an informal discussion of the issues. Such a discussion shall not preclude a later hearing.

5.4.7 Notice of Hearing. At least three (3) class days prior to a formal hearing, both the respondent and the complainant shall be entitled to a written notification of hearing from the appropriate hearing body. This notice of hearing shall state:

a. The nature of the issues, charges and/or conflicts to be heard with sufficient particularity to enable both the respondent and the complainant to prepare their respective cases. b. The time and place of the hearing. c. The body adjudicating the case. d. The names of the respondent and complainant. e. The name(s) of any potential witnesses.

5.4.8 Either the complainant or the respondent may request, with cause, a postponement prior to the scheduled time of a hearing. The hearing board may grant or deny such a request. 5.4.9 Both the respondent and the complainant shall be expected to appear at the hearing and present their cases to the judiciary.

a. Should the complainant fail to appear, the judiciary may either postpone the hearing or dismiss the case. b. Should the respondent fail to appear, the judiciary may either postpone the hearing or, only in unusual circumstances, hear the case in his or her absence. c. The judiciary may accept written statements from a party to the hearing in lieu of a personal appearance, but only in unusual circumstances. Such written statements must be submitted to the judiciary at least one (1) day prior to the scheduled hearing.

5.4.10 Hearing boards shall ensure that a collegial atmosphere prevails in grievance hearings. Involvement of counsel should normally not be required. When present, counsel shall be limited to a member of the student body, faculty, or staff of the University.(See Footnote 1) 5.4.10.1 During the hearing, parties to a grievance shall have an opportunity to state their cases, present evidence, designate witnesses, ask questions, and present a rebuttal. 5.4.11 The hearing board shall prepare a written report of findings and rationale for the decision and shall forward copies to the parties involved, to the responsible administrator(s), to the Ombudsman, and to the Dean of The Graduate School. The report shall indicate the major elements of evidence, or lack thereof, which support the hearing board's decision. All recipients are expected to respect the confidentiality of this report. When a hearing board finds that a violation of academic rights has occurred and that redress is possible, it shall direct the responsible administrator to provide redress. The administrator, in consultation with the hearing board, shall implement an appropriate remedy. 5.4.12 Appeals. The decision of the original hearing board may be appealed by either party to a grievance only to the next level hearing board. If the original hearing was by a department/school hearing board, the appeal shall be made to the college hearing board. If the original hearing was by a college hearing board, the appeal should be made to the University Graduate Judiciary. 5.4.12.1 Appeals must allege either that applicable procedures for adjudicating the case were not followed in the previous hearing or that the findings of the hearing board were not supported by the

Appendix C–14


preponderance of the evidence. (Presentation of new evidence will normally be inappropriate at an appeal hearing.) 5.4.12.2 All appeals must be written and signed and must specify the alleged defects in the previous adjudication(s) in sufficient particularity to justify further proceedings. The appeal must also specify the redress that is sought. 5.4.12.3 Appeals must be filed within ten (10) class days following a notice of a decision. The original decision shall be held in abeyance while under appeal. 5.4.12.4 An appellate board (i.e., a college hearing board or the University Graduate Judiciary) shall review each appeal request and may then forward a copy of the request to the appropriate individual(s) and invite a written response. After considering all submitted information, the appellate board may

a. decide that sufficient reasons for an appeal do not exist and that the decision of the lower hearing body shall stand; b. direct the lower hearing body to rehear the case or to reconsider or clarify its decision; or c. decide that sufficient reasons exist for an appeal and accept the request, in full or in part, and proceed to schedule an appeal hearing.

5.4.12.4.1 Following an appeal hearing, an appellate board may affirm, reverse, or modify the decision of the lower hearing body. 5.4.13 Reconsideration. Each judiciary or hearing board shall make provision to allow the parties to a grievance to request reconsideration of a case within sixty (60) days if it is determined that new evidence has arisen. An exception to the time provision may be granted by the appropriate judiciary or hearing board. 5.5 Academic Dismissal and Academic Disciplinary Cases 5.5.1 When sanctions other than or in addition to a penalty grade are involved, the college hearing board has original jurisdiction, and the University Graduate Judiciary has appellate jurisdiction over academic dismissals and disciplinary cases against graduate students relating to academic dishonesty, violations of professional standards, or falsification of admission or academic records. 5.5.2 A student who receives a penalty grade based upon a charge of academic dishonesty and who is not referred for judicial action may seek a hearing from a department/school hearing board. In such a hearing, the burden of proof shall rest upon the instructor whose prior assignment of the penalty grade will constitute a charge of academic dishonesty. The college hearing board shall proceed in compliance with applicable University and/or unit academic legislation on the integrity of scholarship, grades, and professional standards; and the procedural and appeal provisions of this document shall apply. 5.5.2.1 After hearing a case involving academic dismissal, dishonesty, professional standards, or falsification of admission or academic records, the college hearing board shall decide whether action is supported by the preponderance of evidence. If the finding is that disciplinary action is not warranted, the graduate student may challenge a penalty grade received in the case through the department/school and college hearing boards. If disciplinary action in addition to any penalty grade which has been assessed is supported by the preponderance of evidence, the hearing board may select from the following sanctions:

a. Sanctions in academic disciplinary cases:

(1) Warning. An official written statement expressing disapproval of acts committed.

(2) Warning Probation. A probation indicating that further violations of regulations will result in more severe disciplinary action. This probation will be imposed for a specific period of time; and provided no further violations have occurred, the graduate student shall be automatically

Appendix C–15


removed from probation when the imposed period expires. This probation may be accompanied by a requirement that restitution be made for University property damages or losses resulting from acts committed, or other requirements or special conditions as deemed appropriate.

(3) Disciplinary Probation. A period of time specified for observing and evaluating a graduate student's conduct, with or without special conditions, including a written reprimand, and indicating that (a) further violations while on probation may result in more severe disciplinary action including suspension, or (b) further violation while on probation of regulations of similar or greater severity will result in suspension. This probation will be imposed for a specific period of time; and, provided no further violations have occurred, the graduate student shall automatically be removed from probation when the imposed period expires.

(4) Suspension. A suspension from the University may be for a specified period of time, in which case the graduate student is eligible to apply for readmission at the end of the stated period of time; or it may be a conditional suspension, in which case the graduate student must demonstrate that he/she has fulfilled stated conditions prior to applying for readmission. A recommendation of suspension must be reviewed by the Dean of The Graduate School and the Provost who may affirm the decision or direct other appropriate redress in consultation with the hearing body.

(5) Other: Other action deemed appropriate to a specific case.

b. Sanctions in academic dismissal cases: (1) Academic dismissal does not imply future readmission, nor does it mean that the person is forever barred from enrollment at Michigan State University. After a period of at least a year, and usually a minimum of two years, a student dismissed for academic reasons may apply for readmission. The applicant must be prepared to submit evidence indicative of capacity to perform graduate level work. Declarations of good intentions are not sufficient. Each application will be considered on its merits. If the student has attended another institution while on dismissal, an official transcript must be submitted.

5.6 The University Graduate Judiciary is the final hearing body within the judicial structure related to graduate academic rights and responsibilities. 5.6.1 The University Graduate Judiciary shall have available to it the full range of decisions provided to hearing boards through this document. In addition, the University Graduate Judiciary may make whatever recommendations it may consider appropriate to specific cases. When the Judiciary finds that a violation of academic rights has occurred and that redress is possible, the Judiciary shall direct the responsible administrator to provide redress. The administrator, in consultation with the University Graduate Judiciary, shall implement an appropriate remedy.

(1) Permission may be granted to the respondent to be accompanied by an attorney if there are criminal charges pending. If the respondent is charged with a sex offense, the complainant may also have an attorney present.

ARTICLE 6 Academic Governance

6.1 Graduate students shall participate in academic governance at the department, school, college, and University levels. 6.1.1 At the department/school level, graduate student participation in the policy-making process shall include, but not necessarily be limited to, the following:

Graduate curriculum and degree requirements. Graduate financial aids and awards. Graduate admissions criteria.

Appendix C–16


6.1.1.1 Graduate student representatives shall participate as voting members on departmental/school committees relating to the policy-making process. 6.1.2 At the college level, graduate student participation shall include voting membership on those committees directly concerned with graduate student affairs. 6.1.2.1 The dean's advisory committee, or its equivalent, in consultation with graduate student representatives of the various departments/schools, shall determine which college level committees are directly concerned with graduate student affairs. 6.1.3 At the University level, graduate students shall be selected and shall have voting membership on the University Graduate Council, Academic Council and other such committees as specified by the Bylaws for Academic Governance.

ARTICLE 7

Procedure for Amending and Revising This Document 7.1 Any member of the Michigan State University community may initiate a proposal to amend or revise this document. 7.1.1 A graduate student shall submit a proposal to the all-University graduate student governing body for approval. The all- University graduate student governing body may approve the proposal by a majority vote of the members present. If approved, the proposal, with recommendation for its adoption, shall be submitted to the University Graduate Council through the all-University graduate student governing body's regular representatives. 7.1.2 A faculty member shall submit a proposal to the colleges Graduate Committee for its approval. The college Graduate Committee may approve the proposal by a majority vote of the members present. If approved, the proposal, with a recommendation for its adoption, shall be submitted to the University Graduate Council through the college's regular representative(s). 7.1.3 Any other member of the Michigan State University community (not a graduate student or a regular faculty member) may submit a proposal to The Graduate School for transmission to the University Graduate Council. 7.2 All proposals to amend or revise this document must be approved by both the all-University graduate student governing body and the University Graduate Council by a majority vote of the members present. 7.3 If approved by the University Graduate Council and by the all-University graduate student governing body, the proposal, with recommendations for its approval, shall be submitted to the Academic Council. 7.4 The Academic Council shall review all amendments and revisions and either approve or reject them in accordance with the Bylaws for Academic Governance. A proposed amendment or revision that is rejected by the Academic Council shall be returned to the University Graduate Council and to the all- University graduate student governing body along with a written explanation for the rejection. This explanation may include suggestions for alteration of the proposal. A proposed amendment or revision that is approved by the Academic Council shall be forwarded to the President who shall present it to the Board of Trustees according to existing practices of Academic Council for such transmittal. 7.5 The Board of Trustees shall review all amendments and revisions and may approve the proposal, at which time it shall become operative, or reject the proposal and return it to the Academic Council with an explanation.

Appendix C–17


7.6 The University community shall be promptly informed of all action taken on proposed amendments and revisions.

ARTICLE 8

Definitions 8.1 Various terms appearing in other articles of this document are defined below. 8.1.1 Academic Disciplinary Case: A case brought against a graduate student accused of academic dishonesty, violation(s) of professional standards, or falsification of admission or academic records (involving sanctions other than or in addition to a penalty grade). 8.1.2 Academic Dishonesty: Refer to General Student Regulation 1.00, Scholarship and Grades. 8.1.3 Administrators: Persons employed, either regular or temporary, full or part time, who manage budgets, direct work units or formulate, evaluate, and/or administer University policy. 8.1.4 All-University Graduate Student Governing Body: Council of Graduate Students (COGS) 8.1.5 Class Day: A day on which classes are held, including a day during Final Exam Week. 8.1.6 Complainant: A member of the University community who initiates judicial proceedings. 8.1.7 Counsel: A member of the student body, faculty, or staff of the University chosen by either the complainant or the respondent to assist in the preparation or presentation of a case. 8.1.8 Faculty: All persons appointed by the University, either regular or temporary, either under the rules of tenure or not, holding the rank of professor, associate professor, assistant professor, or instructor, persons appointed as librarians, or other persons with approved titles in the academic personnel system whose duties involve instructional activities. 8.1.8.1 Regular Faculty: All persons appointed under the rules of tenure and holding the rank of professor, associate professor, assistant professor, or instructor, and persons appointed as librarians. In addition, the principal administrative officer of each major educational and research unit of the University shall be a member of the "regular faculty." 8.1.9 Falsification of Admission or Academic Records: Refer to General Student Regulation 5.00, Protection of University Functions and Services, as it applies to records that are created and/or effectively maintained by the Office of the Registrar, the Office of Admissions and Scholarships, or academic units, (e.g. colleges, departments, and schools). 8.1.10 Graduate Student: A graduate student enrolled with a Registrar's classification of 6 or 7 (graduate degree). Those students who are enrolled in graduate non-degree programs shall be deemed graduate students. 8.1.11 Graduate-Professional (Medical) Student: A graduate student enrolled with a Registrar's classification of 8 or 9 (medical degree). Those students who are enrolled in graduate-professional non- degree programs shall be deemed graduate-professional students. 8.1.12 Hearing Body: A duly constituted judiciary as outlined in Section 5 above. 8.1.13 Non-Academic Disciplinary Case: A case brought against a student respondent accused of violating a regulation or all- University policy. Such a case is heard under Section 4.3 of the Academic

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Appendix C–18


Freedom for Students at Michigan State University document. If the allegations are upheld, the respondent is subject to disciplinary sanctions as defined in Section 4.2.4b of that document. 8.1.14 Penalty Grade: A grade assigned by an instructor who believes a student has been academically dishonest. If no disciplinary case is instituted against the graduate student, the student may request a hearing under Section 5.5.2 above. 8.1.15 Preponderance of the Evidence: That which is more convincing, more credible, and of greater weight. In disciplinary cases, a preponderance of evidence must overcome an appropriate presumption of innocence. 8.1.16 Professional Standards: Any codes of expected professional conduct must be approved by the academic units, the dean, and, in the case of college statements, the Office of the Provost. The procedure for the approval by the academic units should include student participation in accordance with Article 6. The dean and the Office of the Provost shall consult with appropriate governance groups before taking action. These codes are to be provided to students at the time of their enrollment in the program or in a course in the unit. 8.1.17 Respondent: An individual, formal and informal groups, recognized and unrecognized groups, or unit from the University community alleged to be responsible for a situation or conflict or for violation of a regulation or policy. 8.1.18 Staff: Employees of the University other than those specifically defined in this article. 8.1.19 Student: An individual is considered a student from the time of admission to Michigan State University until graduation, recess, dismissal, suspension, or withdrawal from the University, or non- registration for more than one consecutive term. 8.1.20 Undergraduate: A student enrolled with a Registrar's classification of 1, 2, 3, 4, or 5. Those students enrolled in undergraduate non-degree programs shall be deemed undergraduate students. 8.1.21 University Community: All persons who are students, trustees, administrators, faculty, or staff.

HISTORY OF APPROVAL

Original Document

Academic Council May 19, 1971

Board of Trustees June 18, 1971

Complete Revision

University Graduate Council/COGS January 16, 1984

Academic Council February 28, 1984

Board of Trustees July 27, 1984

Revision effective July 27, 1984

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