Anal Bioanal Chem (2008) 392:1–8
DOI 10.1007/s00216-008-2240-4
ABCS OF TEACHING ANALYTICAL SCIENCE
Theme-based modular approach for delivering
the undergraduate analytical chemistry curriculum
Michael Samide & Olujide Akinbo
Published online: 9 July 2008
# Springer-Verlag 2008
Introduction
Since the later part of the twentieth century, educational
focus has shifted from acquisition of literacy skills only
(simple reading, writing, and calculating skills) to inclusion
of critical reading and thinking, clear and persuasive
communication, and problem-solving skills [1]. In 1996,
the Advisory Committee to the National Science Founda-
tion Directorate for Education and Human Resources
released a report of the review of undergraduate education
in science, mathematics, and engineering titled Shaping the
future: new expectations for undergraduate education in
science, mathematics, engineering, and technology [2]. The
overarching recommendation of this report is that “All
students have access to supportive, excellent undergraduate
education in science, mathematics engineering and tech-
nology, and all students learn these subjects by direct
experience with the methods and process of inquiry” [2].
As such, an area of undergraduate science education that
has received much attention lately is the type of instruc-
tional approach employed. In most academic settings, the
typical instructional approach (a.k.a. the traditional ap-
proach) comprises lectures where faculty presents facts to
students. These lectures are generally accompanied by a
number of pretested laboratory experiments with predeter-
mined outcomes. Also, the laboratory experiments are
selected to survey a particular set of topics in 3–4-h time
periods. A more modern approach, commonly referred to as
inquiry-based, includes many variants such as cooperative
learning, problem-based learning, discovery-based learning,
M. Samide (*) : O. Akinbo
Department of Chemistry, Butler University,
Gallahue Hall, 751 W. 46th Street,
Indianapolis, IN 46208, USA
e-mail: msamide@butler.edu
and others. The commonalities of these approaches lie in
their philosophy of active student participation in the entire
educational process of teaching and learning [3].
There has been much debate on the strengths and the
flaws of these two pedagogical approaches. For example, a
strength of the traditional approach is its focus on content
coverage and grounding in the fundamentals. However, in
the process it inadvertently overlooks the development of
the thought process (critical thinking) and professional
skills, which are both important for the student’s future
endeavors in the chemical industry or academia [3, 4]. On
the other hand, the inquiry-based model emphasizes critical
thinking and professional skills development. It also offers
the opportunity for depth of coverage. However, being
faced with the limitations of time and resources, one
sacrifice breadth of coverage [5–11]. Finding a balance
between this traditional pedagogy and more modern
teaching pedagogies is necessary to ensure the complete
development of an analytical chemist who is equipped to
face the challenges of a twenty-first century global
economy [12–14].
At Butler University, we are exploring a pedagogical
model that purports to exploit the strengths and serves as a
bridge between the traditional and inquiry-based models. In
this new approach, we utilize the strengths of the lecture to
deliver content while still involving students in active
participation in their learning through in-class collaborative
group problem-solving. Critical thinking and professional
skills development are then strongly addressed within the
framework of theme-based modular laboratory courses. In
this article we present (1) how quantitative analytical chem-
istry fits into the new approach, (2) detail of the central
framework, (3) two examples of its pilot implementation to
demonstrate its flexibility, and (4) our thoughts for future
directions.
2 M. Samide, O. Akinbo
Analytical chemistry at Butler University: previous
approach
Prior to 2007, the analytical chemistry curriculum at Butler
University consisted of only two courses: quantitative and
instrumental analysis. Both courses were delivered using
the typical integrated lecture and laboratory approach. The
quantitative analysis course was typically taken by students
in their sophomore year. Topics covered in lectures
consisted of statistics, equilibrium, complexation, titrations,
electrochemistry, and some basic spectroscopy. The associ-
ated laboratory experiments surveyed areas of gravimetry,
titrimetry, and a few instrumental techniques (chromatog-
raphy and spectroscopy). These experiments were limited
to one 4-h time period per week within which students had
to identify the analyte in a preformulated sample or
determine its concentration. Additionally the students were
given a pretested procedure that they followed religiously
to accomplish the task. While this approach helped them to
learn basic laboratory skills, it also presented many
problems and challenges that hindered holistic learning
and development. For example, students were often
frustrated when the experiments did not work as planned
or when the experiment did not conclude on time; they
were clearly disengaged because they just followed the
steps without thinking about the reasons why. Ultimately
this led to frustration when it came time to write the report
and interpret the results.
Upon completion of the quantitative analysis course,
students in their junior or senior year enroll in the instru-
mental analysis course. This course was also delivered with
the combined lecture and laboratory approach. The lecture
portion of this course involved a survey of spectroscopic,
electrochemical, and chromatographic techniques. The
laboratory component employed eight to ten experiments,
and preset procedures that were similar to those described
for the quantitative analysis course were utilized.
Although this survey model provided students with
introductory experience and an overview of multiple
instrumental techniques, it failed in several key pedagogical
goals. For example: (1) students were unable to learn about
an instrument in depth through optimization and validation,
(2) students were forced to follow a specific written
protocol, thus leaving no room for creativity, problem-
solving, and troubleshooting, (3) students did not have the
opportunity to learn through discovery, and (4) students did
not gain a real-world or research-like experience. Further-
more, owing to a different pace in delivery, a point is
typically reached in the semester where there is a loss of
synchronization between the lecture and the laboratory
portions, as depicted in Fig. 1. These experiences are not
unique to Butler University; they have also been observed
elsewhere and reported in the literature [13–15].
Analytical Chemistry II Analytical Chemistry II
Instrumental analysis Instrumental analysis
Lecture Lecture
Theory and design Theory and design
Laboratory Laboratory
Application Application
Fig. 1 A traditional approach to teaching the instrumental analysis
course can lead to a lack of synchronization between lecture and
laboratory portions owing to a difference in the pace of delivery in
each portion of the course
Analytical chemistry at Butler University: new
approach
The goal of analytical chemistry curricular change at Butler
University is to address the problems enumerated in the
previous section. To accomplish this, a new pedagogical
approach was designed that takes advantage of the strengths
of both the traditional and the inquiry-based teaching
techniques. The quantitative analysis course retained the
integrated lecture and laboratory style, but experiments
have been replaced with projects that provide students with
appropriate laboratory and professional skills development.
In the new approach, lecture and laboratory portions of
instrumental analysis have been separated into standalone
courses. The lecture course focuses on delivering appropri-
ate depth and breadth of content using collaborative in-class
problem-solving. The laboratory courses now comprise
several theme-focused modules that are used to facilitate
the development of critical thinking and professional skills.
While implementation of the modules is flexible, all operate
under a central framework. Details of this framework,
modeled after the “crawl–walk–run” approach [16], with
pilot implementation and integration of the quantitative
analytical chemistry into the overall scheme, are subse-
quently described.
Quantitative analysis
The laboratory component of the quantitative analysis course
is intended as preparation for the theme-based modular
laboratory experiences. During the laboratory, students
experience the “crawl–walk” portion of the overall design,
with a relatively minor excursion into a “run” aspect. Here,
students work in groups of four or five to complete five
projects, including (1) a report-writing workshop, (2) data
reduction/analysis, (3) method development, (4) method
comparison, and (5) a guided-self-selected capstone project.
In the report-writing workshop, students are exposed to
journal articles so that they can see the relationship between
Theme-based modular approach for delivering the undergraduate analytical chemistry curriculum 3

structure, format, and data presentation. From here, students Analytical Chemistry II
Instrumental analysis
are guided into the generation of a large set of data. After
statistical analysis, students are able to reduce the data set
into a well-formatted table or plot. Using these skills
already acquired, students now engage in a method- Lecture Laboratory
Theory and design Application and discovery
development experience and examine how various compo-
nents of chemical analysis (beyond sampling stage) are
selected and optimized for a particular analytical purpose.
Module 1 Module 2 Module 3 Module 4
Once this has been completed, students work cooperatively Forensics Separations Environment Bioanalysis
to examine how multiple methods can be employed for
addressing the same goal. Finally, in the capstone project, Fig. 2 Overview of the structure of the instrumental analysis series
students utilize the skills they have developed to identify a offered at Butler University
problem and design and implement a solution.
Although the five categories for the projects are set, the
2. Ability to conduct an appropriate literature search to
experiments used to implement the projects can be flexible.
gather project ideas, justify project significance, and
For example, the data-reduction and analysis project has
synthesize a procedure
been implemented with two different experiments in two
3. Ability to work within a team environment and provide
different semesters. A glassware-calibration experiment was
peer review
employed in one semester, whereas in another semester a
4. Ability to design, justify, and implement a solution for
comparison of titrimetric analyses was employed. Though
solving a scientific problem
the experiments may be flexible, the skill set remains the
5. Ability to present scientific information in written and
same. Students apply statistical analysis for their data
oral formats
interpretation, practice solution preparation, engage in critical
6. Ability to implement analytical methods under regula-
evaluation of data and formal report writing, and enhance
tory conditions
their teamwork skills.
7. Ability to apply chemical analysis to relevant societal
The other four projects mentioned above are designed
issues through laboratory study and service learning
using this same model. Each has specific skill sets in
mind, but can be delivered with different experiments. It is
important not to lose sight of the fact that the overarching
goal of the laboratory and lecture portions of this course is
to provide the fundamentals necessary for the success of Central framework of the theme-based laboratory
the student in the theme-based laboratory modules that modules
they will experience in subsequent semesters at Butler
University. As already mentioned, the theme-based modular courses
are implemented within a central framework that is
modeled after the “crawl–walk–run” design. Having com-
pleted the laboratory portion of the quantitative analysis
Instrumental analysis
course (the “crawl–walk” experience), students are now
ready for the “run” phase of the “crawl–walk–run” model.
The most significant change has been to retool the
These theme-based modular laboratory courses are
instrumental analysis course offering so as to enhance and
designed to introduce multiple advanced instrumental
increase emphasis on professional skills development, in-
techniques and promote their use in inquiry-based prob-
depth hands-on experience, and application of knowledge
lem-solving. Each semester-long module consists of four
acquired in lectures. To accomplish this, the lecture and the
projects designed around a common theme. The class size
laboratory portions of the instrumental analysis course have
for each module is limited to eight students and all of the
been separated (Fig. 2). The lecture portion consists of a
students work as one team to complete the four projects.
single course where we address the theory, design, and
The team integrates information from the literature to
application of analytical instruments. The laboratory por-
devise a procedure which it then uses to solve a problem.
tion comprises multiple modular courses, each with a
The group develops teamwork skills as tasks must be
different theme but operated within a central framework
divided amongst the team members to tackle the open-
focused on the same set of learning outcomes:
ended and ambitious projects. As the students transition
1. Ability to identify scientific problems that are relevant from the first project, which is more introductory in scope,
to societal concerns to the fourth, end-of-semester capstone project, there is a
4 M. Samide, O. Akinbo
shift of responsibilities from the faculty to the student in
terms of problem identification, design, and independence
in the implementation of the projects. This facilitates
building of self-confidence in the students’ ability to search
and use the literature, formulate appropriate scientific
questions, and develop a plan to address the question.
It is important to understand that the framework for the
theme-based modular laboratory courses is flexible, in a
way similar to that described for the quantitative laboratory
structure. Two examples of currently implemented modules
are described to demonstrate the flexibility and provide
information about the implementation of the central
framework.
The environmental module
Introduction
The main focus of the environmental module is to expose
students to regulatory methods and their application for
open-ended projects. It is also intended for the students to
use a wide variety of analytical instrumentation. The learning
goals are the same as delineated earlier for the central
framework, but the implementation is slightly different. In
this module, students are given a free hand to determine the
overarching objective for the entire semester; however, the
goals of the individual projects must ultimately contribute to
and align with the overarching objective (Fig. 3).
In terms of class structure, the class was divided into
four groups. Each group coordinated an assigned project
throughout the entire semester; however, all students in the
class were required to participate in all facets of each
project (sampling, sample and standard preparation, analy-
sis, and report writing). It was the duty of each project
leader to find ways to engage everyone either by seeking
volunteers for specific tasks or by allocating responsibili-
ties. Everyone was also kept informed of the progress of
each project through updates provided by the project
leaders at the beginning of every class meeting.
With regards to timeline, the first week/meeting was
devoted to problem identification, goal-setting, and plan-
ning. The rest of the semester was then devoted to
Overall
Objective
Project 1 Project 2 Project 3 Project 4
Goal Goal Goal Goal
Fig. 3 The main scheme of the class projects for the environmental
module
implementation of projects, development of reports, and
presentations. The first 30 min of each weekly meeting was
used for presentation of progress reports and fine-tuning of
weekly plans.
During the planning session of the recently concluded
implementation of the module, some students noted that
there were differences in the taste of drinking water obtained
from faucets and fountains in various buildings on campus.
On the basis of this observation, the class decided that the
overarching objective for the semester would be to evaluate
the quality of drinking water supply on campus. Subse-
quently, four questions were floated for a possible focus:
1. What is the impact from activities (e.g., gas stations,
farms) in our watershed on the quality of the source
water used for our water supply?
2. What is the impact of the city distribution system
(water pipes) on our water supply?
3. What is the impact of the campus distribution system
on our water supply?
4. What is the impact of the building plumbing/distribu-
tion system on our water supply?
Considering immediate relevance, and limitations of
time and other resources, the group decided to limit the
focus of the class to question 4 only. Next, the students
were given mandates to use the literature (as well as the
EPA Web site) to identify contaminants of interest and to
identify regulated methods and guidance for the determi-
nation of these contaminants in water.
On the basis of the literature search, four projects were
developed. In the first project, the drinking water on
campus was analyzed for common inorganic anions by
ion chromatography with conductivity detection using US
EPA method 300.1. The second project involved determi-
nation of trace metals by inductively coupled plasma (ICP)
optical emission spectroscopy (OES) and ICP mass
spectrometry (MS) using US EPA methods 200.7 and
200.8, respectively. ICP-MS was used as a complementary
technique for samples that contained the trace metals at a
concentration below the detection limit of ICP-OES. For
the third project, US EPA methods 8015C and 5030 were
selected to examine petroleum-related volatile organic
compounds by gas chromatography (GC)–flame ionization
detection and GC-MS. Finally, the fourth project utilized
liquid chromatography (LC) with UV detection for the
determination of pesticide residues in water (US EPA
methods 532 and 632).
Implementation
The four projects were implemented concurrently in two
phases (Fig. 4). In phase 1, all US EPA methods were
validated by establishing their figures of merit using analyte-
Theme-based modular approach for delivering the undergraduate analytical chemistry curriculum
Overall Objective
Phase 1 Phase 2
Project 1 Project 2 Project 3 Project 4
Fig. 4 An overview of the projects used in the recent implementation of
the environmental module. ICP inductively coupled plasma, OES optical
emission spectroscopy, MS mass spectrometry, LC liquid chromatogra-
phy, GC gas chromatography, FID flame ionization detection
spiked drinking water and canal water samples along with
blind standards. Additionally NIST SRM 1640 (Trace
Elements in Natural Water) was used to validate both ICP
methods.
Phase 2 involved collection, preparation, and analysis of
samples. A total of seven buildings of widely different ages
were selected for sampling, and composite samples from
each building were prepared prior to analysis. The idea to
reduce the number of samples via compositing was
suggested by the students during one of our brainstorming
sessions when it was realized that a large number of
samples would have to be analyzed by each method.
Accomplishments, outcomes, and impacts
By the end of the semester, all the targeted goals for projects 1
and 2 were fully accomplished. The methods were validated
and applied for analysis of all the composite water samples.
The concentrations of all the common anions investigated
were below the maximum contaminant levels set by the US
EPA. Similar results were found during the analysis of toxic
metals, except that in two of the buildings the concentrations
of lead were near or over the action level. This information
was brought to the attention of the administration and action
is currently being taken to remedy the situation.
With regards to project 3 (determination of pesticides in
drinking water), only the validation phase was accom-
plished for six urea-based pesticides. Also, students
successfully compared two methods of extraction and were
able to establish that liquid–liquid extraction with dichloro-
methane gave better performance than C18-based solid-
phase extraction. Project 4 called for the use of a purge and
trap system built in-house. Student attempted to use Tenax
GR as an adsorbent to concentrate the volatile organic
compounds purged from spiked drinking water. The system
5
presented enough time-consuming problems that prevented
the students from fully validating the system; however, a
proof of concept was established.
The students wrote reports for each of the projects as a
team following the direction provided by the authors’ guide
of Analytical Chemistry (an American Chemical Society
journal). They also presented their work at the departmental
end-of-semester poster session. The reports from projects 1
and 2 are currently being converted to a manuscript to be
submitted to Journal of Undergraduate Research.
Future of the module
On the basis of the experiences during the pilot implemen-
tation, the course can proceed in any of several directions in
the future. One direction would be to provide the reports
from this implementation to the next group of students with
the hope that they will identify the areas that need
improvement. For example, the organic portions (projects 3
and 4) were not completed in this implementation and they
could be a focus of a new study. Additionally, during this
past implementation, composite samples were used; hence,
observation could only be interpreted for entire buildings.
The next group can help to identify which wing of a building
or which faucet in the building contributes most to the high
level of toxic metal. Also subsequent groups could address
the questions regarding the impact of watershed activities on
the source water and the impact of the city and campus
distribution systems on the water supply. Finally, a group
could focus on food, agricultural products, soil, or industrial
products such as toys rather than focus on water.
The forensics module
Introduction
The overarching goal of the module on forensic chemistry was
to expose students to a variety of qualitative and quantitative
methods for small-molecule detection and characterization.
The module was modeled on the “crawl–walk–run” approach
and was implemented through the use of four distinct projects
(Fig. 5). The entire group of students worked together as a
research team, electing a project leader and secretary for each
project; each student in the group would serve as a project
leader or secretary at one point in the semester. For project 1,
students were given a study topic along with several
reference articles from which to build a procedure.
Projects 2 and 3 also had faculty-provided topics, but all
references and, ultimately, the direction of the project were
student-driven. Furthermore, projects 2 and 3 were completed
simultaneously, in order to provide an experience that would
be similar to a work or graduate school environment. Project 4
6 M. Samide, O. Akinbo

Overall Objective With these experiences, students were well primed to

identify a problem of their own choosing, search the literature
for methods, and adapt the method to serve the problem. This
was the focus of project 4. During this implementation,
Project 1 Project 4
Project 2 Project 3 students chose to employ ICP-AES to determine the metal
ion concentration in a biological fluid, as a way of simulating
drug or poison analysis. Students worked under the impres-
sion that a multivitamin drug injected by the subject could
have been a toxic metal-laden tablet. As part of the analysis,
Fig. 5 Structure for the forensic analysis theme-based laboratory
modular laboratory course. BAC blood alcohol concentration
the group initially chose to obtain qualitative information
about all metals present in the tablet and then decided to
focus quantitative studies on metals that were present at high
was completely student-driven, and the group selected the concentration. The hypothesis, however, was invalidated
topic, synthesized a procedure from literature sources, and given the incongruence between the chemical fingerprint of
implemented the procedure to address the goal. During the tablet and that of the biological sample.
project 4, the faculty member played the role of consultant,
answering questions and providing advice when necessary.
Future of the module
Implementation
The preceding description of the forensics module was that for
a pilot study. Overall, the module was successful, but
Next we describe the four projects that were executed in the
refinements need to be made and several other directions
first implementation of this module. In project 1, the goal
could be chosen. One approach that could be adopted in the
was to test both IR and UV–vis spectroscopy methods and
next implementation is to provide the group with reports from
evaluate their usefulness in blood alcohol concentration
the pilot study and allow the students to identify areas of
determination. The group divided into two research teams,
shortcomings and knowledge gaps that they could address to
one focusing on UV and the other on IR. Both teams
improve upon the module. On the other hand, we could
adapted literature procedures and studied standard solutions
incorporate pharmaceutical analysis or explosive residue
of ethanol in water. Both teams were able to detect ethanol,
analysis through the use of LC-MS, GC-MS, or NMR (if
but neither team had the sensitivity necessary to determine
sufficient sample exists). Collaboration with the forensic
a blood alcohol concentration in a normal forensic range.
chemistry department of a local university is also in the
With project 2, students analyzed a crime scene using a
process of being developed. Finally, we would like to note that
variety of qualitative and quantitative techniques. In this
individual projects are one way to implement the forensics
case study, the faculty member created a mock crime scene
module; whereby we simulate and underscore the fact that a
of a shoe print in soil. Debris from the soil was transferred
typical forensic laboratory may address many different cases.
to the shoe and vice versa. Students then used IR
On the other hand, we would also like to implement the model
spectroscopy, ICP atomic emission spectroscopy (AES),
whereby all projects relate to one central forensic case.
and scanning electron microscopy to both qualitatively and
quantitatively match the shoe to the crime scene. This was
very successful in the sense that the students concluded, on
the basis of their results, that the chemical fingerprint of the Student evaluation of the pilot modules
shoe matched that of the crime scene.
Project 3 involved the development of a method and Student attitude was gauged with a questionnaire. Overall,
ultimate creation of a standard operating procedure for the students responded positively to the learning goals and saw
analysis of debris found at an arson site. To do this, the module as good preparation for future endeavors. A few
students created small fires using different accelerants. samples of student comments are given below.
After combustion, GC-MS analysis of the soil and debris
“I learned many various methodologies, how to read a
was performed using solid-phase microextraction head-
professional procedure and make sense of it, how to
space analysis. The students showed how each accelerant
tackle a project with little guidance, to multitask and
could be matched through chromatographic data analysis
delegate responsibilities when overwhelmed.”
and mass-spectrum fingerprinting. Furthermore, even a
mixture of accelerants could be identified. A final standard “I [learned] that there is no simple answer. This is
operating procedure was developed that could be used in because chemistry does not work this way: if there is a
the future for analysis of fire debris. simple answer to a question, then you probably did
Theme-based modular approach for delivering the undergraduate analytical chemistry curriculum
something wrong in the method. In order to make the
issue at hand less stressful, it is necessary to use
teamwork because no sole individual has all the right
answers. In other words, not only did I gain the actual
information that we found from all of the analyses, but
I also learned how to work in a team to solve the big
picture. I feel as though this will help me for graduate
school as I will be working in a group on a large scale
project.”
“It is good to have this experience of independent think-
ing and working in a group. I may not have directly
similar experiences in my career, but I am gaining skills
that I will be able to use.”
“I find this style of lab experience very helpful because
in graduate school and industry there isn’t a cookie-
cutter procedure for everything. It allows us to see
what other scientists are doing and allows us to make
our own decisions.”
On the basis of the above comments, we see that stu-
dents are already responding positively to the approach.
Future goals
While several modules have been successfully imple-
mented, there remains much work to do. Formal assessment
of the learning outcomes shown in the list in “Instrumental
analysis” must be performed and the framework modified
as a result. Additional modules need to be developed, many
of which will have a cross-disciplinary nature to them.
Some examples of this cross-discipline effort would be a
module on phytoremediation (linking botany and analytical
chemistry), a bioanalysis module (linking biochemistry and
analytical chemistry), an advanced synthesis/molecular
spectroscopy module (linking organic and analytical chem-
istry), and a host of others that are being contemplated. In
addition, a service-learning module is under consideration,
where our college students would design an experiment for
middle school students. This experiment would be tested
and evaluated prior to implementation in local-area schools.
Discussions on formalizing this module are currently
ongoing. Finally, collaboration with industry is necessary,
where members for the chemical community would come
to Butler University to speak with students or where
students visit local-area chemical industry. Some of these
efforts are already under way. Chemists from local
pharmaceutical companies have presented to our students
and we have participated in outreach programs organized
by the same company. Furthermore, our students have
participated in fieldtrips that related to a module, visiting
the local water treatment analytical laboratory.
7
Conclusion
The theme-based modular laboratory courses in conjunction
with a lecture component serve as a bridge that connects the
strengths of the traditional and inquiry-based models of
teaching analytical chemistry. With its flexibility in imple-
mentation, a variety of modules can be developed that make
use of faculty strength, available resources, and student
interest. However, as was seen with the pilot modules that
we have implemented, it is important to note that this
module can be both time- and cost-intensive. Even so, the
student response to the modular design has been strongly
positive and prospective employers have already com-
mented on the benefits of such a model. Additionally, the
model has already opened up opportunities for collabora-
tions within the department and may lead to a departmental
adoption for all upper-level laboratory courses.
Acknowledgements The authors wish to acknowledge the National
Science Foundation for recommending proposal #0736292 for fund-
ing. With this grant, we will continue to implement, develop, and
assess the model described in this article.
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8 M. Samide, O. Akinbo

Michael J. Samide is Associate Professor of Chemistry at Butler
University, with primary teaching responsibilities focused on analyt-
ical and general chemistry. Active in curricular reform, he is interested
in developing activities and seeking innovative methods that will help
his students better learn chemistry. Furthermore, he maintains an
active research group, where undergraduate students examine various
applications of analytical chemistry to environmental issues.
Olujide T. Akinbo is Associate Professor of Chemistry at Butler
University. He regularly teaches analytical chemistry, environmental
chemistry, and general chemistry. His research is focused on method
development and application for understanding human exposure to
toxic substances in the environment. He is also actively involved in
curriculum development.