Dr. David Reingold was an undergraduate at Dartmouth College, where he worked for Tom Spencer, and obtained his PhD with Virgil Boekelheide at the University of Oregon in 1976. After a postdoctoral fellowship at the University of Alberta, working with both Satoru Masamune and John Vederas, he began a career teaching at undergraduate colleges, including Haverford, Middlebury, Lewis & Clark, and Juniata. On his sabbaticals he worked for Phil Eaton at Chicago, Dave Lemal at Dartmouth, and Jay Siegel in Zurich.
Over his career Dave has mentored nearly 100 undergraduate students of whom 16 are now themselves faculty. He received over$1.5 million in grants and published 30 papers, most with undergraduate co-authors. He was a councilor in the Council on Undergraduate Research for over 10 years, including one as chair of the Chemistry Division. One of his significant achievements was the creation of the dispersed REU site, the TIM consortium, a group of undergraduate faculty at various colleges who share an interest in theoretically interesting molecules (TIM). This has now received three rounds of REU funding from the NSF.
Dave is an award-winning teacher who was instrumental in creating and then proselytizing for Juniata’s Organic First curriculum, and he wrote the textbook now used by Juniata to teach it. One of his lectures will describe how this curriculum works and why we think it is better than the traditional one.
Over the past 20 years he has been writing songs that he uses to entertain his organic chemistry students. Dave’s second lecture is a compilation of those songs and a description of how he uses them in class.
Singing Your Way Through Organic Chemistry
Are your students bored? Terrified? Overwhelmed? You can relax the classroom atmosphere by singing songs to your students. In this talk Dr. Reingold will perform some of the songs he has written by giving new words to old music, and discuss the usefulness of this approach.
Organic First: A Better Approach to the Chemistry Curriculum
Like several other schools, Juniata College has begun to teach organic first. Unlike many of the others, they have elected not to teach the standard sophomore organic course to the freshmen. Recognizing that the students do not have the background of sophomores, they begin the course with some introductory material that cannot be treated as review. Recognizing that most of the students taking chemistry at Juniata are biology-oriented, they have incorporated biological applications throughout the course, not just in a final few chapters. In order to make room for all this additional material, some material has been deleted. Information of use primarily to chemists is postponed until junior year, when the audience is mostly chemists. The result is a curriculum that starts with the biological aspects of organic chemistry, does inorganic and analytical chemistry in the sophomore year, and revisits organic in the junior year. The talk will describe the advantages and disadvantages of this curriculum and some data concerning the success of students who have been through it.