||Curriculum development for junior and high schools has long been a preoccupation of federal and state government, of teachers, educators and researchers with resultant broad changes being implemented. In contrast, the chemistry undergraduate curriculum has evolved somewhat
piecemeal with the main inputs from academics and, to some extent, employers and professional bodies. There is an emerging body of research
that provides evidence of the most effective areas for development within the undergraduate curriculum and pedagogies involved. In addition, we are becoming more aware of not just employer needs but employee needs and how these can be incorporated into the undergraduate experience. In spite of this evidence-base, the undergraduate curriculum has proved remarkably resistant to change.
This symposium has two aims: to present information that materially informs the development of the undergraduate curriculum and to examine innovations in the curriculum (both large and small) that can be demonstrated to be successful.