How University of Michigan Reimagines Undergraduate Education
In an era where chemical challenges span from environmental sustainability to pharmaceutical breakthroughs, the University of Michigan's Department of Chemistry has undertaken a quiet revolution in how it educates future chemists. Rather than maintaining a one-size-fits-all curriculum, the department has developed an innovative ecosystem of specialized majors that balance rigorous foundational knowledge with unprecedented flexibility.
This evolution reflects a fundamental shift in educational philosophy: recognizing that the next generation of chemical innovators needs both deep disciplinary expertise and the ability to collaborate across traditional boundaries.
At the heart of this transformation lies a commitment to structured flexibility—providing multiple pathways through the chemical sciences while maintaining the intellectual rigor expected of a leading research institution. The curriculum has evolved from a single chemistry track to an interconnected system of specialized majors, each designed to prepare students for distinct professional trajectories while maintaining a common core of chemical knowledge.
Structured flexibility in curriculum design allows students to customize their chemical education while maintaining rigorous standards.
The standard Chemistry major provides comprehensive training in chemical principles and laboratory techniques, requiring a minimum of 40 credits in chemistry courses 1 .
What makes this traditional pathway distinctive is its intentional rigor without rigidity—the department strongly recommends a grade of at least C- in all chemistry courses and maintains a major program GPA requirement of 2.0, yet provides considerable flexibility in advanced course selection 1 .
For students whose interests span chemistry and other disciplines, the Interdisciplinary Chemical Sciences (ICS) major offers a innovative alternative. With a reduced chemistry core requirement of 27 credits, the ICS major allows students to design a personalized program combining chemical expertise with cognate fields 3 .
This major exemplifies the department's philosophical commitment to adapting chemical education to contemporary problems that don't respect traditional disciplinary boundaries.
| Feature | Chemistry Major | Interdisciplinary Chemical Sciences |
|---|---|---|
| Minimum Credits | 40 | 27 |
| Core Focus | Comprehensive chemical principles | Chemistry integrated with another field |
| Advanced Requirements | 3 lecture + 3 laboratory courses | 12 credits with level requirements |
| Cognate Requirement | Not required | 15 credits in thematic focus |
| Best For | Students seeking depth in chemistry | Students bridging chemistry with other interests |
Underpinning these curricular innovations is a robust research program in chemistry education itself. Faculty in the department conduct ongoing research "aimed at understanding the teaching and learning of college level chemistry" 4 . This research is "highly interdisciplinary", drawing on both "qualitative and quantitative research methods from education" while requiring "a strong foundation in chemistry" 4 .
The Shultz group, for example, focuses on educational research including "writing-to-learn, the development of chemistry teaching expertise at the college level, and chemical reasoning" . This scientific approach to pedagogy ensures that curricular changes are based on evidence about how students effectively learn chemical concepts rather than merely following tradition.
Curricular decisions are informed by ongoing research into how students learn chemistry effectively.
The philosophy of "learning through doing" permeates Michigan's approach to chemical education. Undergraduate laboratories are not merely verification exercises but opportunities for genuine discovery. Advanced laboratory courses offer specialization across chemical subdisciplines, with options including synthetic chemistry, physical measurements, and biochemical techniques 1 .
| Course Code | Focus Area | Techniques Covered |
|---|---|---|
| CHEM 216 | Chemical Measurements | Quantitative analysis, instrumental methods |
| CHEM 436 | Physical Chemistry Laboratory | Thermodynamics, kinetics, spectroscopy |
| CHEM 462 | Inorganic Synthesis | Synthesis and characterization of inorganic compounds |
| CHEM 482/483 | Biochemical Laboratory | Protein purification, enzymology, molecular biology |
This hands-on philosophy extends beyond formal coursework through robust undergraduate research opportunities. Students can participate in cutting-edge research through programs like UROP (Undergraduate Research Opportunity Program), which provides "a wide variety of research projects" across "all schools, colleges, and affiliated entities and units of the University of Michigan" 2 .
Implementing new majors and modifying curriculum represents a massive educational experiment in itself. The department continuously assesses the effectiveness of these programs through both quantitative metrics and qualitative feedback.
Recognizing needs not met by existing programs
Engaging students, faculty, and industry partners
Developing structured yet flexible requirements
Rolling out new majors with appropriate advising support
Evaluating student outcomes and satisfaction
The results of this ongoing experiment are visible in the robust enrollment in both traditional and innovative majors, strong postgraduate outcomes, and the department's national reputation for educational excellence.
For high-achieving students, both chemistry majors offer honors pathways that combine academic excellence with original research. The honors program requires maintaining a 3.4 GPA in major courses and completing "an Honors thesis based on undergraduate research" 1 3 . This research-intensive experience typically involves "at least 4 credits of CHEM 399 over at least two semesters" followed by a thesis writing course 1 .
The department also supports students interested in chemical education through teaching certificate programs that "fulfill departmental as well as School of Education requirements" 1 . This option reflects the philosophy that chemical expertise can be applied in diverse settings, including K-12 education.
| Discipline | Sample Project | Skills Developed |
|---|---|---|
| Environmental Chemistry | Carbon capture method to mine cement ingredients from air 5 | Catalyst design, environmental analysis |
| Chemical Engineering | Reducing nitric oxide pollutants from aircraft engines 2 | Combustion analysis, MATLAB, experimental design |
| Analytical Chemistry | Radiological health engineering measurements 2 | Spectroscopy, environmental monitoring |
| Chemistry Education | Writing-to-learn in chemistry education | Educational research, assessment methods |
Modern chemical education requires both traditional laboratory skills and contemporary analytical capabilities. The department ensures students develop proficiency with:
Hands-on experience with spectrometers, chromatographs, and other analytical equipment
Software for molecular modeling, data analysis, and scientific visualization
Training in both experimental design and educational research methods
Technical writing and presentation abilities for diverse audiences
This comprehensive toolkit prepares graduates not just to execute chemical procedures but to innovate new approaches and communicate their significance to broader audiences.
The University of Michigan's evolving chemistry curriculum represents more than just administrative restructuring—it embodies a fundamental rethinking of how to educate chemists for a complex, interdisciplinary future. By offering multiple pathways through the chemical sciences while maintaining rigorous standards, the department acknowledges that the next generation of chemical challenges will require both deep expertise and broad perspectives.
This educational philosophy recognizes that static curricula cannot prepare students for dynamic chemical careers. Instead, the department has built a flexible, evidence-based system that can adapt as chemical science itself evolves.
The result is a transformative educational experience that equips students not just with chemical knowledge, but with the intellectual tools to continue learning and innovating throughout their careers.
As chemical challenges grow increasingly complex—from sustainable energy to targeted therapeutics—this innovative approach to chemical education may well prove essential to developing the creative, adaptable problem-solvers our world urgently needs.