@article{d5a512c5901d4871b0c62417124c0801,
title = "Contributions of Ted Kuwana to Analytical Sciences Education",
author = "Wenzel, {Thomas J.} and Kelly, {Richard S.} and Larive, {Cynthia K.} and Gross, {Erin M.}",
note = "Funding Information: Another outcome of the report was a suggestion to develop a digital library that provided resources and links to resources for instructors looking to incorporate problem‐based learning into their lectures and laboratories. Perhaps one of the most notable of all the outcomes from Ted's educational activities is the (ASDL) [3] . The ASDL was established in 2002 and was supported in the early years through grants from the National Science Foundation (NSF) under its national digital library initiative and Division of Undergraduate Education grant programs [4] . Funding continued for the development of active learning E‐learning modules and both national and regional active learning workshops for faculty [5] . In 2005, Ted partnered with Chris Enke, chair of the American Chemical Society (ACS) Division of Analytical Chemistry, another prominent leader in analytical chemistry education and research. Chris recognized the impact of ASDL and a Memorandum Of Understanding was established with the ACS Division of Analytical Chemistry facilitating a partnership to promote and conduct educational outreach. The library continues to be supported through funding from the Analytical Division of ACS. All materials on ASDL are under the Creative Commons Copyright so are freely available to people throughout the world. Analytical Sciences Digital Library Funding Information: Ted is also someone who works to address issues that need attention. In this case, that involved Ted forming a steering committee composed of professors, industrial representatives and textbook authors, to discuss plans for improving instruction. Soon after, a special grant funded jointly by the National Science Foundation Division of Education and Division of Chemistry was obtained [1] . The grant funded a two‐part workshop to examine the undergraduate analytical sciences curriculum and provide recommendations and implementation modes for improvements in the education and training of future analytical scientists. The workshops were attended by a broad range of representatives from academia, industry, publishing firms, professional societies, government laboratories and the National Science Foundation. Ted's stature as a respected researcher, scholar, innovator and mentor was critical to the success of the workshops. A report published in 1997 titled [2] summarized the outcomes of the workshops. The primary recommendation, especially encouraged by industrial workshop participants, was that the undergraduate analytical sciences curriculum needed to engage students in problem‐based experiences in the classroom and laboratory portion of courses. The use of lecturing and recipe‐driven experiments was discouraged as these experiences do not provide meaningful engagement of students nor develop the skills most valued by graduate programs, professional schools and future employers of students with Bachelor's degrees. Curricular Developments in the Analytical Sciences ",
year = "2021",
doi = "10.1002/elan.202100250",
language = "English (US)",
journal = "Electroanalysis",
issn = "1040-0397",
publisher = "Wiley-VCH Verlag",
}