Abstract:     Many chemistry teachers attempt to make their classes relevant through different strategies. What those strategies should include and problems in creating relevant curricula will be discussed.

Biography:    Dr. Wink received his B.S. from the University of Chicago in 1980 and his Ph.D. in 1985 from Harvard University.  He is currently developing innovations in the teaching of undergraduate chemistry.  His research in chemical education is focused on the use of interdisciplinary teams to improve student understanding of chemistry.  One program has developed a new curriculum for chemistry and mathematics.  Another works on the introduction of perspectives from other university research and teaching programs that use chemistry.  This is called the Chemical Professional Laboratory Program.   Another incorporates the methods of a field ecologist who uses acid-base titration to determine the rate of decomposition of leaves.

The methods of chemical education research are used in his programs to help design and evaluate the work. Quantitative questionnaires are used to track changes in student attitudes and performance. Qualitiative measures, including focus groups and classroom observation, provide summary information about what happens in the teaching environment.  Finally, literature studies of the impact of educational psychology are a new area of research.

Dr. Wink is the director of the small molecule crystallography program of the University's Research Resources Center.  This has given him the opportunity to collaborate with eight groups in the department, and two outside, in the determination of single crystal x-ray structures to assist research in inorganic chemistry, organic chemistry and pharmacology.