The chemistry degree at Pepperdine University is a rigorous program characterized by flexible degree options and small class sizes. As excellent students progress through the major, emphasis is placed on service to the Pepperdine chemistry community in the form of graders, tutors, and teaching assistants and the chemistry community at large through undergraduate research. We have an excellent array of instrumentation and students are introduced to modern instrumentation early in the program.
The Pepperdine University chemistry program is approved by the American Chemistry Society (ACS) and is one of less than 50 certified programs in the state of California. An ACS-approved degree plan offers a broadly based and rigorous intellectual training in chemistry that is nationally recognized. Students completing a baccalaureate degree that meets the ACS Guidelines will receive an "ACS-certified degree." The bachelor of science degree (both standard and biochemistry sequences) include the course work and experiences necessary to satisfy requirements for the ACS certified degree. For example, a student completing the Bachelor of Science degree with biochemistry sequence could say that he/she was awarded an "ACS-certified chemistry degree with a biochemistry emphasis."
Bachelor of Science or Bachelor of Arts with Standard Sequence or Biochemistry Sequence
Pepperdine University offers two degrees in chemistry: bachelor of science and bachelor of arts for which students can select either the standard sequence or a sequence with a biochemistry emphasis.
Any one of the four degree paths may be a good fit for students depending on their career goals and abilities.
Bachelor of science in chemistry: Students seeking this degree receive more in-depth exposure in chemistry, mathematics, and physics. This option is often selected by students seeking immediate entry into the chemistry workforce, individuals interested in graduate programs in chemistry or related fields, or those pursuing careers in the health professions. Many of the chemistry majors in this program actively participate in undergraduate research.
Bachelor of arts in chemistry: Students pursuing this degree (with either the standard or biochemistry sequence) are provided more flexibility as they seek their degree. Students seeking either a double major or admission to a health-related program are accommodated with this major program. The defining characteristic of the bachelor of arts compared to the bachelor of science sequences is the flexibility in the math and physics requirements.
The bachelor’s degree in chemistry has been offered at Pepperdine University since 1937 (then George Pepperdine College). The current era of the chemistry major began in 1983 when the BS degree in chemistry was tailored to better meet the differing career goals of chemistry majors. This was done by the creation of two upper division sequences; one entitled the “Standard Sequence,” the other called the “Biochemistry Sequence,” both of which shared a common core of math, physics, and lower- and upper-division chemistry courses . In the early history of the two new sequences students were required to take statistics and a computer science course, requirements that were later dropped. A third semester of calculus was required for students in the standard sequence and later added for students in the biochemistry sequence along with a net of 6 additional units in upper division chemistry courses. Students in the biochemistry sequence took a year of biochemistry plus additional courses in chemistry and/or biology. The offering of the new biochemistry sequence reflected a nation-wide trend that took into account the growing overlap between the physical and life sciences, and took advantage of our biology program’s growing reputation. Since that time, the American Chemical Society has modified their requirements for certification to include at least one semester of biochemistry. In general, the standard sequence was intended for students going on to graduate school and the biochemistry sequence for those more interested in medical school, the health sciences, and teaching.
In 1992, the BA major in chemistry was added to the catalog, and in 1996, the BA degree was also split into a standard sequence and a biochemistry sequence similar to those that already existed in the BS chemistry major. These additions were made to serve those students intending to teach high school chemistry or to pursue health science careers. For example, at the time of inception, a pre-med student who is a BA biochemistry major would not have to take any additional biology classes beyond those required of the major, whereas a BS chemistry major would have to take two biology courses and a BS biochemistry major one additional biology course in order to meet the prerequisites of most medical schools. The primary differences between the BA and BS degrees follow from the differences in the calculus requirements of the two degrees, as the BA degree requires only one semester (MATH 150), while the BS degree requires three semesters of calculus (MATH 150/151/250). The BA majors take the same non- calculus-based physics sequence (PHYS 202/203) as Biology and Sports Medicine majors, while the BS majors take the same calculus-based physics sequence (PHYS 210/211) as Math, Computer Science, Physics, and 3/2 Engineering majors. BA majors take a one-semester course in physical chemistry (CHEM 380), while BS majors take a two-semester sequence in physical chemistry that requires the more in-depth math background. The standard sequence of the BS degree in chemistry continues to be the appropriate route for students going on to graduate school in chemistry. In 2002, the chemistry minor was added. The minor requires 23-24 units of chemistry, i.e., six courses, none of which are new courses to the chemistry program. Students who are premedical but not chemistry majors already must take 16 of these units, so they can complete the minor by taking two additional upper division chemistry courses that are taught on a regular basis.
Quality Assurance: Each degree program should employ sufficient faculty such that there is a capacity to design and deliver the curriculum (CFR 2.5). Curriculum design and implementation should involve evaluation, improvement, and promotion of student learning and success (CFR 2.5). Thus, faculty are responsible to exercise effective academic leadership on a consistent basis to ensure that the program's quality and educational purposes are upheld (CFR 2.6). Student support and co-curricular programs and services of sufficient nature, scope, and capacity go hand-in-hand with the degree programs for promoting students' academic, personal, and professional development (CFR 2.13). - WSCUC 2023 Handbook, Standard 2