Chemistry

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Chemistry is dedicated to providing students with an excellent foundation in modern chemistry, encompassing both theoretical concepts and practical applications, which will prepare them for the next step in their chosen career path. The faculty are committed to superior teaching at both the undergraduate and graduate levels and to maintaining a strong tradition of student participation in scientific investigation.

How does the program mission align with the university mission?

 The EIU Chemistry Department invests a large amount of time and resources into one-on-one mentoring of students through a rigorous undergraduate research program. Around 75% of our majors choose to sign up for credit for undergraduate research (CHM 44xxx series); most do 1 sh at a time. (1 sh translates into about 4-5 hours per week of laboratory research.) In addition, many undergraduates do research in the summer, funded by external or internal grants. These faculty-student research projects result in presentations at regional and national meetings, and publications in peer-reviewed journals.   The work accomplished also helps faculty apply for more external funding.   All of this activity promotes applied learning experiences for students and certainly challenges them to think critically (about their own research) and to learn how to communicate their discipline to the outside world.

Whom does the program serve?

The EIU Chemistry Department offers a range of degrees and practical experiences that serve an enormous variety of students.  The degrees (and concentrations) offered and the populations served are listed below:

BS Chemistry (Chemistry concentration):  Prepares students for advanced (MS and PhD level) work in chemistry leading to supervisory and team leader positions in the chemical industry and in government, as well as community college teaching and university teaching and research positions.  This degree also prepares students  to enter the chemical industry workforce without further advanced training.  Moreover, this degree gives a solid foundation for pre-medical, pre-pharmacy, and pre-dental students.

BS Chemistry (Biochemistry concentration): Students in this program take courses in biology in addition to advanced work in biochemistry. This course of study is attractive to students interested in understanding the chemistry of living systems leading to employment in the biotechnology industry or further study in medicine, dentistry, or graduate school.

BS Chemistry (Management concentration): This concentration prepares students for positions in sales or management within the pharmaceutical or chemical industry where often both chemical and business skills are required. This program includes foundation courses that are required for many MBA programs.

BS Science with Teacher Certification (Chemistry Specialization):  The aim of this program is to train and certify students to be excellent high school science teachers with a specialty in chemistry.

BA Chemistry: Students who are interested in pairing chemistry with another discipline (or double-majoring) are served by the BA Chemistry program.

Accelerated 5-year BS/MS:  Students who wish to complete an advanced degree in five years and participate in a program leading to a research (lab)-based thesis at the MS level are well-served by this program.

MS Chemistry:  This research oriented thesis-based program serves as a terminal degree or prepares students to pursue PhD work.  

What are the services provided? How do these services align with the university mission and program mission?

See answer to previous question.

Describe the program’s origins (e.g. year established, purpose, expectations).

The years 1902 to 1973

      The hiring of Harris Phipps, a Ph.D. in physical chemistry from a first-class institution in 1931 led to the formation of a four-year degree in chemistry, with the first degrees awarded in 1932.  Phipps became head of the chemistry department in 1936 and immediately began designing a new physical sciences building.  Construction began in 1937 and in 1939 chemistry moved from Old Main to its current location.  Following the war, the numbers of chemistry majors grew with the return of veterans; concurrently, the staff grew to four tenure-track faculty.  All of the chemistry majors until 1957 graduated with a BS in education.  Beginning in 1957, the year that Eastern became a university, BS degrees in both chemistry and chemistry with teacher certification were offered.  The pre-medical program, directed by Robert Smith, was initiated in 1962 (moved to biological sciences upon Smith’s retirement in 1984).  In 1967 the department created an MS in chemistry and an MS in chemical education (largely a summer program for high school teachers) .   The initiation of the MS in chemistry degree led to the hiring of faculty with interest in directing research with students.  In 1972 two wings were added to the existing physical science building and in 1973 the department as well as the university moved from the quarter system to the semester. 

     In summary, the role of the science department from 1902 to 1931 was principally to train students to become teachers of the physical sciences.   That role broadened significantly in the years 1932-1957 as chemistry graduates were prepared to assume positions in industry and government as well as education.  In addition, a much greater emphasis was placed on the preparation of students for graduate work in chemistry as well as the pre-medical professions. 

How has the unit changed or adapted over time?

The years 1974 to 2013

      The curriculum of the chemistry department was revamped following the conversion from quarters to semesters in 1973.  In 1975 degree options were expanded to include a BS in chemistry with a management option (now called a “concentration”).   It is unique in that it combines chemistry with a business-oriented curriculum.  Students in this program complete undergraduate pre-requisite courses for the MBA program.   During this period a formal student seminar was also introduced in which all chemistry majors were required to present two seminars to the department. Courses in undergraduate research were introduced.  Emphasis was placed on securing external funding for research; research grade equipment was acquired.  A high school chemistry contest was initiated in 1976 and has run continuously for the last 37 years (now called the Maurice Shepherd High School Chemistry Contest).  In 1992 an Honors program for chemistry majors was introduced.  In 1995, a BS in chemistry with a biochemistry concentration was initiated.  Both the B.S. in chemistry and the B.S. biochemistry programs are approved by the American Chemical Society.  Both programs provide students with needed skills for entry level chemist positions in industry or government and prepare students for advanced study in chemistry or related disciplines. In 2002 the highly successful MS in chemical education was replaced with by an MS in science.  A BA chemistry degree was introduced in 2010 and was designed to be paired with existing pre-professional programs (e.g. pre-health) or minor programs (e.g. criminology, environmental sciences) in other disciplines.  In addition to the traditional two-year research based M.S. degree, the department now offers an accelerated M.S. (BA/MS or BS/MS) which is available to motivated students desiring to earn both degrees within a five-year period. 

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

General Chemistry Sequence (Lecture/Lab)

CHM 1310G- 3h (General Chemistry I)/CHM 1315G-1h (General Chemistry I Lab)

CHM 1390G-3h (General Chemistry I- Honors)/CHM 1395G-1h (General Chemistry I Lab – Honors)

CHM 1410-3h (General Chemistry II)/CHM 1415-1h (General Chemistry II Lab)

Majors served: BS-Biological Sciences; BS-Biological Sciences: Environmental Biology Option; Pre-Health Professions (Pre-medicine, pre-dentistry, pre-veterinary, pre-optometry, pre-podiatry, pre-physician assistant, pre-physical therapy, pre-occupational therapy, pre-nursing); BS-Clinical Lab Science; BS-Geology; BS-Physics; BS-Physics: Applied Physics Option; BS-Physics: Computational Physics Option (requires only CHM 1310/1315); BS-Physics(Engineering Physics Option); BS-Physics: Radiation Physics Option; BS-Engineering (Cooperative program with UIUC or SIUC); BS-Science with Teacher Certification: all specializations; BS-Family and Consumer Sciences: Dietetics Option; BS-Applied Engineering and Technology (CHM 1310/1315 is one choice for physical science component).

Organic Chemistry Sequence (Lecture/Lab)

CHM 2440-3h (Organic Chemistry I)/CHM 2445-1h (Organic Chemistry I Lab)

Pre-Health Professions (Pre-medicine, pre-dentistry, pre-veterinary, pre-optometry, pre-podiatry, pre-physician assistant, pre-physical therapy, pre-occupational therapy); BS-Clinical Lab Science (one of two track options); BS-Biological Sciences (one of two track options)

CHM 2840-3h (Organic Chemistry II)/CHM 2845-1h (Organic Chemistry II Lab)

Pre-Health Professions (Pre-medicine, pre-dentistry, pre-veterinary, pre-optometry, pre-podiatry, pre-physician assistant, pre-physical therapy, pre-occupational therapy); BS-Clinical Lab Science (one of two track options).

Organic Chemistry Survey (Lecture/Lab)

CHM 2430-3h (Survey of Organic Chemistry )/CHM 2435-1h (Survey of Organic Chemistry Lab)

BS-Biological Sciences (one of two track options); BS-Biological Sciences: Environmental Biology Option; BS-Clinical Lab Science (one of two track options); BS-Family and Consumer Sciences: Dietetics Option.

Quantitative Analysis (Lecture/Lab)

CHM 2370-3h (Quantitative Analysis- 2 h lecture/4 h lab)

BS-Science with Teacher Certification: all specializations;  BS-Clinical Lab Science (one of two track options).

Practicum in Chemistry

CHM 3100-1h (Practicum in Chemistry)

BS-Science with Teacher Certification: all specializations.

Biochemistry (Lecture) 

CHM 3300-3h (Survey of Biochemistry)

BS-Clinical Lab Science (one of two track options); Pre-Chiropractic; BS-Family and Consumer Sciences: Dietetics Option.

CHM 3450-3h (Biochemistry I)

Pre-Dentistry (highly recommended); Pre-Medicine; Pre-Physician Assistant; Pre-Veterinary.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

The Chemistry Department is also a partner in the MS Natural Sciences degree, a historically popular program intended for high school science teachers.  (This degree program had its genesis in the Chemistry Department - see program history.)  Chemistry courses for this degree are taught on a rotating basis and are: CHM 5040: Chemical Analysis for Natural Science Teachers; CHM 5050: Organic Chemistry for Natural Science Teachers; CHM 5070: Advanced General Chemistry for Natural Science Teachers.   In addition, chemistry faculty have mentored high school science teachers in research projects and been chosen as thesis advisors for students seeking the thesis option.

The Chemistry Department is also a partner in the new MS Sustainable Energy degree, contributing CHM 5007 (Energy Chemistry) as a required course in this degree. 

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

Data from the American Chemical Society (ACS) Annual Salary and Employment Survey; Chemical and Engineering News, September 23, 2013.

 Overall employment status of chemists in 2013: Full-time = 91.1%; Part-time = 2.7%; Post-doctoral positions = 2.7%; Unemployed/Seeking Employment = 3.5%.

Overall salaries of chemists (median annual base salaries for chemists who were employed full-time as of March 1, 2013 and who had not changed jobs over the prior year).

            Bachelor’s Degree: $74,200

            Master’s Degree: $86,000

            Ph.D. Degree: $100,000

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The BS Chemistry (Chemistry Concentration) and the BS Chemistry (Biochemistry Concentration) are approved by the American Chemical Society (ACS) Committee on Professional Training (CPT).  Annual reports are submitted to the ACS and a major review is conducted every 5 years.  The last 5-year report was submitted in 2010 and the CPT program approval letter was received in July 2011.  The link to this letter is http://www.eiu.edu/eiuchem/maplinks/ACS%20approval%20letter%202010-15.pdf  .

Quoting from the approval letter: “The Committee described your courses as rigorous and well designed, and the student research reports that you submitted reflect a solid research experience.  In particular, the Committee praised your practice of engaging outstanding students in research during their freshman year.  Faculty use of sabbatical leaves has improved since the previous review.  Your department has made progress with increasing diversity among the faculty, and the Committee encourages you to continue your efforts in this area.  The Committee also praised the excellent work of your department in preparing the periodic report package.”

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

N/A

What are the most important outreach or public service activities supported by the program?

The EIU Department of Chemistry reaches out to East Central Illinois in two main ways:

1) Interactions with elementary, middle, and high schools through visits to individual schools (to present demos) and through the annual department-sponsored chemistry contest.

2) Public service activities of the EIU student chapter of the ACS (American Chemical Society) Student Affiliates.

Specifics in the past three years related to item #1

Interactions with elementary, middle, and high schools:

Martinsville High School, Family Fun Night – 4/9/2013

Carolyn Wenz Elementary School, 4th/5th grade class – 9/21/2012

Martinsville High School, Chemistry Class – 12/13/2011

Carolyn Wenz Elementary School, 4th/5th grade class – 10/2010

Martinsville High School, Chemistry Class – 5/18/2010

Marshall High School, Science Club – 5/10/2010

Annual Chemistry Contest:**

May 8, 2013: EIU Chemistry Contest hosted 81 students from 10 area high schools

May 9, 2012: EIU Chemistry Contest hosted 77 students from 11 area high schools

May 11, 2011: EIU Chemistry Contest hosted 80 students from 12 area high schools

May 12, 2010: EIU Chemistry Contest hosted 52 students from 9 area high schools

** EIU Chemistry Department has hosted these contests for 38 years.

Specifics in the past three years related to item #2

Sponsored local blood drives - 10/17/2011, 1/30/2012, 11/15/2012.

Sponsored a toy drive – 12/2012, 12/2011

Sponsored a food drive – 12/2010, 12/2011

Volunteered at State Fair Booth – 8/2011

Judging at Illinois Junior Academy of Sciences – 3/2011, 3/2012.

Participated in “Kick Butts Run” – 4/2012; National Heart, Lung, Blood Institute Run – 3/2011; EIU Day of Service (MLK Day) – 1/2013; Lake Charleston Clean-Up 9/2012.

How do the local community and the region benefit from the program?

Besides the specific examples mentioned previously (direct interactions with East Central Illinois area), many of our graduates are teaching and working in Illinois and having a great influence on the educational system and local economies.  Examples are:

BS Graduates teaching:  Branson Lawrence, Todd Keating, Brendan Aydt, Renee Hernandez, Kiley Sturm, Deb Schwenk, Shannon Gobels (Inboden), Whitney Ferber (Puzey), Kim Logsdon, Brendan Pontow, Mike Nelson, Rocky Lewis, Matt Wells.

Graduates in higher education:  Ryan Bailey(UIUC), Brian Bellott (Western Illinois Univ), Aaron Lineberry(Lake Land CC), Matt Madigan (Lake Land CC), Jeanine Christenson, Nick Wright (Olney CC), Amelia Sanders.

Other graduates:   Harry Frost (Cargil), Doug Lucas (Akzo Nobel), Tracy Dombeck (IL Water Survey), Matt Piescinski (Kal-Kan), Keerthi Chandra (Abbott Labs), Aaron Rhoads (optometrist in Paris, IL).

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Chemistry (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Chemistry (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Chemistry (M.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

External Grants (with active periods overlapping the years 2011-2013) Awarded to Chemistry Faculty:

Total External Grant Income:  $ 1,481,563 

Details below:

National Science Foundation (NSF) External Grant (NSF-RUI): $262,917 Title: Spectroscopic Studies of Halogen Substitution Effects on Covalent and Noncovalent Interactions in Ionic and Neutral Species - Award # 1214070;   Active period of grant:  9/5/12 - 8/31/15

Camille and Henry Dreyfus Foundation: $60,000 Title: Microwave Spectroscopic Studies of Transition Metal Complexes Prepared by Laser Ablation.  Active period of grant:  11/1/09 - 10/31/14

National Science Foundation (NSF) External Grant (NSF-MRI): $269,145 (joint grant with EIU Dept of Physics)  Purpose: Purchase of major equipment (Acquisition of a Scanning Probe Microscope (SMP) - Grant # CHE-1039894)  Active period of grant: 10/1/2010 to 9/30/13.  Instrument housed in the Chemistry Department.

National Science Foundation (NSF) External Grant (NSF-RUI): $240,000 Title: Photoreactive Crystalline Racemic and Quasiracemic Materials - Grant # CHE-0957391; CHE Division of Chemistry (Program: Macromolec/Supramolec/Nano)  Active period of grant:  5/1/10 – 4/31/13

National Science Foundation (NSF) External Grant (NSF-RUI): $257,151 Title: Structural Characterization of Ionic and Radical Complexes by High Resolution Spectroscopy - Award #0809387;   Active period of grant:  8/15/08 – 7/31/12

Research Corporation for Science Advancement Awards – Single Investigator Cottrell College Science Awards (RC): $41,175 Title: Biomass Conversion: Proteomic Indentification of Glycoside Hydrolases from Caulobacter Crecentus- Grant #10754;   Active period of grant:  1/1/10 – 12/31/12

National Science Foundation (NSF) External Grant (NSF-MRI): $351,175 Title: Acquisition of a Single-Crystal X-Ray Diffractometer - Award #0809387;   Active period of grant:  8/15/07 – 7/31/11

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Scholarships from in Academic Years overlapping the 2011-2013 window:

GL Cunningham Endowment: $2201.81

Robert and Shirley Karraker: $3935.11

Harris E. Phipps: $12,879.74

Edward O. Sherman Memorial Award: $5070.78

Roger Hibbs Memorial Chemistry Scholarship: $1000.00

Total scholarships awarded to students: $25,087.44

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

The expenditure numbers listed under 123200-Chemistry are the most accurate estimate of expenditures for the department.  So therefore, total expenditures are $1,335,050 (2011), $1,323,271 (2012), and $1,355,412 (2013).   If you add in the costs under “Breakage” (this is money spent on teaching lab commodities and equipment from laboratory fees) then the totals are $1,374,087 (2011), $1,358,641 (2012), and $1,389,997 (2013).

The other "expenditures" listed under CFR, PRF, or PIF are not true expenditures for the following reason. Expenditures listed are simply internal research funds obtained by each faculty member through a competitive application process announced and organized by the Office of Research and Sponsored Programs.  Faculty are encouraged to apply for these funds to support their research programs and thus obtain favorable tenure and promotion decisions.

Two of the "administrative" positions are really support positions; Maria Dust and Mini Gupta - Chemistry Stockroom. These positions are responsible for organization and physical setup of the entire (and quite extensive) chemistry laboratory program.  This involves coordinating student check-in and check-out, maintaining all lab equipment, physically setting up (and taking down) every lab, making solutions, maintaining prep sheets on all experiments, coordinating the safety protocols for all labs, ordering of all lab supplies, and interaction with outside vendors.  In addition, they maintain cryogen levels (liquid nitrogen and liquid helium) of the department's $450,000 Nuclear Magnetic Resonance (NMR... known as MRI in medical circles);  this involves ordering and receiving large containers of cryogens and going through a weekly procedure filling the superconducting magnet.  They also provide support for ALL research labs in chemistry, from ordering chemicals and supplies, to assistance in fabricating custom solutions for research projects.  In addition, they interface with EIU Facilities to maintain electrical, plumbing, gas, in laboratories and maintain proper heating and cooling levels in classrooms.

How does the program seek to distinguish itself from similar programs at other institutions?

The EIU Chemistry Department distinguishes itself from similar programs at other institutions in the following ways:

Offering unique programs

• BS Chemistry (Management Option): Integration of a science background and technical skills with a business background produces graduates whose employers can envision as future leaders (showing an understanding of more than one dimension of a company whose fortunes depend on scientific advancement and savvy marketing).  This program includes foundation courses that are required for many MBA programs

• Five-Year BS/MS Program: Students begin a research project as an undergraduate, start graduate courses their senior year, and then complete a research-based thesis.  What makes this program particularly unique is the fact that students complete a lab-based (hands-on) research project and complete a written thesis.  Moreover, this degree can be based on either the chemistry or biochemistry concentrations, or even combine a BA degree with an MS degree.

2) Research experiences that represent the frontiers of chemical research in a broad range of subjects

• Undergraduate and graduate(MS) students work closely with faculty research mentors on projects that are not just trivial reproductions of previous work, but produce new knowledge in important areas in chemistry and in areas at the interface between chemistry and biology (biochemistry) and chemistry and physics (physical chemistry).  We also have an active summer research program for students.

3) Seminar program  

• Communication skills are essential to a successful career.  Chemistry majors are required to give a 20-minute department seminar at the junior level and (for chemistry and biochemistry concentrations) a 40-minute department seminar.  Topics are from the primary research literature. Students are evaluated by faculty on their presentation skills and their technical knowledge. In addition, MS-students are required to give a chemical literature-based seminar in addition to the public seminar for their thesis defense.

Note any unique and/or essential contributions that the program makes to the university.

Like any other academic program, the Chemistry Department seeks to produce graduates that compete in "high-demand" areas. However, and MUCH more importantly, the Chemistry Department seeks to produce graduates that can analyze information and make critical judgments, are effective communicators (with excellent speaking and writing skills), quick learners, and, above all, possess superior and advanced technical skills.  After the successful interview and the first job offer, graduates with superior technical skills who are effective communicators are the ones who make significant contributions and advancements and become leaders.  Sitting in classrooms or in front of a computer (as with many typical on-line courses), no matter how skilled the instructor or how elaborate the media, is no substitute for hands-on, real-time problem solving with an experienced faculty mentor.  The Chemistry Department, through its unique emphasis on long-term one-on-one mentoring and time-intensive research experiences, produces graduates who are agile, quick learners, are trained to handle frustration and hard work for the joy of discovery and success, and are poised to become leaders in their technical disciplines. 

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

Provide a link to or listing of the program’s goals and/or strategic plan.

Chemistry Department Goals:

1) Provide students with an excellent foundation in modern chemistry, including both theory and practical applications.

2) Through lecture and lab classes, and, faculty-mentored research experiences, train students in the methods of inquiry, critical thinking, and original thought.

3) Produce students with excellent verbal and written communication skills.

4) Produce students that can work with others in a positive fashion as members of a team.

5) Produce students who are leaders in their profession and have significant and positive impacts on their communities.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The EIU Strategic Plan can be found at http://www.eiu.edu/strategicplanning/

 The Chemistry Department's rigorous curriculum and variety of concentrations are consistent with and supportive of the universities goal of academic excellence.  In particular, one of the many strengths of the department involves student-faculty research/creative activity, specifically cited first  in the academic excellence portion of the EIU strategic plan under "Be the institution that creates a culture of academic rigor".

The Chemistry Department (Summer 2014) will enter the on-line learning sphere with its new general education offering, CHM 3025G.  This supports the university's goal of taking advantage of emerging technologies.

The Chemistry Department's MS Program draws approximately half its students from an international pool.  This certainly supports the university's goal of engaging in Global Competition and Changing Demographics.  In addition, the recent American Chemical Society (ACS) approval of the chemistry and biochemistry concentrations cited the department's progress toward diversity in the faculty.

The Chemistry Department is engaged to outreach activities to local schools.  In addition, the ACS Student Affiliate group recently received a "commendable" rating by the national organization, partially due to its community service activities.  This is consistent with EIU's goal of enhancing campus and community life.

The Chemistry Department is contributing to the financial sustainability of the campus by aggressively pursuing external funding, with some of this funding gaining extra "overhead money" that goes directly to the university.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1) Strengthening and expanding the undergraduate and graduate research programs.

One way we are doing this is by aggressively pursuing external funding for research projects.   As of November 2013, the following research proposals (Total: $1,234,181) have been submitted:

National Science Foundation (NSF) External Grant (NSF-RUI): $345,794 (requested) Title: Starburst Pseudorotaxane and Rotaxane Systems  Active period of grant:  5/1/14 - 4/30/17; PI:  Dr. Radu Semeniuc

American Chemical Society (ACS) Petroleum Research Fund (ACS-PRF): $70,000 (requested) Title: BODIPY-Pd Complexes for Photocatalytic C-C Coupling ReactionsActive period of grant:  9/1/14 - 8/31/17; PI:  Dr. Hongshan He

American Chemical Society (ACS) Petroleum Research Fund (ACS-PRF): $70,000 (requested) Title: Probing the Host-Guest Chemistry of Tetraethynyl-Didgold(I) MacrocyclesActive period of grant:  7/1/14 - 8/31/17; PI:  Dr. Radu Semeniuc

National Science Foundation (NSF) External Grant (NSF-RUI): $371,345 (requested) Title: Programmed Reactivity in Molecular Crystals  Active period of grant:  5/15/14 - 5/14/17; PI:  Dr. Kraig Wheeler

National Science Foundation (NSF) External Grant (NSF-RUI): $307,042 (requested) Title: RUI: A Mechanistic Investigation on How the Redox Chemistry of MitoNEET Regulates Energy Homeostasis on Cellular and Molecular Levels  Active period of grant:  5/1/14 - 4/30/17; PI: Dr. Mary Konkle (joint proposal with PI Dr. Michael Menze, EIU Department of Biological Sciences).

American Chemical Society (ACS) Petroleum Research Fund (ACS-PRF): $70,000 (requested) Title: Mapping the Structural Boundaries of Quasiracemate Fractional CrystallizationActive period of grant:  6/1/14 - 8/31/17; PI:  Dr. Hongshan He

2) Offering a new upper division summer on-line general education course (CHM 3025G).  This course will fulfill a need in the EIU BSN Completion Program (Department of Nursing), the BGS program, and will help with upper-division general education demands.  The course, which will replace CHM 2040G, will also be offered in face-to-face format in the spring and fall semesters.

3) Strengthen our interface with the Renewable Energy Center.  We currently have faculty-student projects involved with analysis of combustible gases from pelletized wood (Dr. Jon Blitz), analysis of biochar (Dr. Doug Klarup).  Our newest faculty member, Dr. Hongshan He, will direct student research into dye-sensitized solar cell development.

If needed, provide supplemental comments to help the reader understand future opportunities for the program.