A research training course with weekly classes in which students tackle a preselected research theme

Fourth year students enrolled in Department of Chemistry, Faculty of Science Division II must select a compulsory research training course from one of three options. The A Research Training course, which has classes in the evenings, involves experimental research and is primarily intended for working professionals. The B Research Training course involves what is generally considered experimental research. The C Research Training course, however, is a weekly seminar primarily intended for working professionals and students on extended absences for teaching practice. The B Research Training course is naturally preferable for students whose top priority is academic and research outcomes. Nevertheless, we have deliberately used this spot to introduce the C Research Training course. 

Faculty of Science Division II provides the same rigorous science education and curriculum as the daytime faculty (Faculty of Science Division I). This scope of education is far from easy for working students. Professor Akitsu explains. “We do everything to provide the same level of education as the daytime faculty, but we also have to take into account the diversity of the students.” 

Studying while working may seem a very tall task, but many people do pull it off. One of the mechanisms that makes this possible is the C Research Training course.

Applying far-ranging knowledge about chemistry to environmental challenges

C Research Training course of the Professor Akitsu’s seminar is entitled Chemistry of Environment and Fires. Each year he sets a new theme that includes elements from the environment, fires, and inorganic chemistry. Seminar students conduct research and write papers on their assigned areas and then combine everyone’s work to complete a single review paper in English. Two past themes were “Fire of Cathedral Notre-Dame de Paris and Harmful Effects of Lead” and “Environmental Impact of Mercury Caused by Factory and Forest Fires”. This year’s theme was Chemistry of Wildfires and Air Pollution. Students tackled the problem of wildfires stemming from environmental changes that cause ozone layer depletion and environmental contamination (particularly hexavalent chromium).

Professor Akitsu describes his theme choices. “This year, we dealt with the issue of toxic substances released by wildfires. If you mix the environment and fires with knowledge of chemistry, you can come up with good themes. So rather than sticking to the research on coordination chemistry that we do at the Akitsu Laboratory, in this course we work on interdisciplinary and social applications of inorganic chemistry.”

Eight students enrolled in the course this year. They are required to complete their own literature research and papers and present their findings for discussion as a group. They are also encouraged to comment proactively on areas outside of their own assignments. This develops their adaptability to handle various situations and should boost their problem-solving abilities.

The diversity of students allows for raw and meaningful discussions

Although C Research Training courses are held only once a week, some years see the classes get very lively. A few years ago, working students with corporate work experience had unprompted heated debates on the environment and chemistry. Another year, an active firefighter led a discussion on the topic of forest fires and the environmental impact of fire suppressants, reporting to his work supervisors. They even put together a paper on the subject.

Professor Akitsu outlines his objective. “My hope has always been that students, when writing their course paper, will further their conceptualization through the exchange of opinions and ideas with others and then coalesce their opinions toward solving the issue in question.”

Although it depends on how the course is interpreted, it is likely that the value and perceptions of the C Research Training course will continue to evolve as long as it is thought of and used proactively as a venue for discussion.

“I teach this course because I want students to experience researching, presenting, and discussing for themselves, so that they don’t graduate after only listening to one-way lectures,” says Professor Akitsu.

Each year, students who are considering going on to graduate school also enroll in the course. The tone of the classes does vary year to year due to the experiences and personalities of the enrolled students. But even with the time constraints in faces, the course provides a place for substantive learning.