Introducing Graduate Students to the Chemical Information Landscape: The Ongoing Evolution of a Graduate-Level Chemical Information Course

Abstract

The University of Pennsylvania’s doctoral chemistry curriculum has included a required course in chemical information since 1995. Twenty years later, the course has evolved from a loosely associated series of workshops on information resources to a holistic examination of the chemical literature and its place in the general research process. The introduction of enhanced group assignments, a term project that aims to teach another researcher to search, and final examination questions that test a student’s ability to navigate the literature efficiently help new PhD students develop the information skills that they will need to succeed in their graduate research and beyond.

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