Abstract
The collective memory of the work of undergraduate student clubs is often fleeting, perhaps even more so than the memory of some academic faculty committees! Unlike fraternal organizations, with which members still identify long after they leave their student years, undergraduate students in preprofessional clubs more naturally dis-identify with their organizations once they
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
Author information
Authors and Affiliations
Corresponding author
Additional information
Individuals involved in curriculum design often introduce new, modified, or applied ideas about instruction that span from classroom methods to philosophies of education. In this series, we examine progress in chemical education that is related to actual practices, and where many recommendations have originated from areas in higher education that exist alongside of and overlap with chemistry. Rather than an exhaustive review, we will select examples, background, and vocabulary that may eigher invite interested newcomers to explore a different area in their teaching, or provide languate and precedent for individuals who wish to contextualize ideas they have developed independently.—Brian P. Coppola, Series Editor
About this article
Cite this article
COPPOLA, B.P. Progress in Practice: Can Undergraduate Student Affiliate Groups Survive After the (Re)Energizers Graduate?. Chem. Educator 2, 1–2 (1997). https://doi.org/10.1007/s00897970132a
Issue Date:
DOI: https://doi.org/10.1007/s00897970132a