![]() He was generous with his time and knowledge and assisted many of his junior colleagues in the most effective style of writing lectures, journal articles, and research grant proposals.Įach year, he voluntarily prepared and presented a multi-lecture short course on effective scientific writing, a series that was routinely attended by both faculty and students. He was also surprisingly competitive, especially on the racquetball court, where his aggressive style usually resulted in victory. Seemingly mild-mannered and physically unimposing, Peters possessed a booming voice and a lecturing style that could not fail to win students over. Baizer Award in Organic Electrochemistry. These studies resulted in more than 215 publications, which were recognized by The Electrochemical Society in 2012 with the Manuel M. Research pursued by Peters and his 119 graduated research-group members centered on organic electrochemistry, most recently involving metal-salen complexes. Peters was the principal author and driving force behind the highly regarded text “Chemical Separations and Measurements: Theory and Practice of Analytical Chemistry”, one of his five textbooks that in total have sold more than 120,000 copies. On other occasions, he performed this program for groups such as the Boy Scouts and the Indiana Science Olympiad. Peters conducted an extremely popular program of demonstrations, called the “Magic of Chemistry,” attended by several hundred elementary, middle, and high school students and their parents. Peters, with assistance from three other educators, founded the Indiana Alliance of Chemistry Teachers (I–ACT).įor many years, during the IU Chemistry Department celebration of National Chemistry Week, Prof. One year later, he organized a meeting in Indianapolis attended by more than 200 high school and college chemistry teachers from Indiana. In 1986, Peters invited 26 high school chemistry teachers to Indiana University to discuss problems centering on the curricular content of high school chemistry courses, the operation of laboratory courses, the selection and procurement of textbooks and other materials, and laboratory safety. ![]() Peters served for more than 26 years as a lecturer and research mentor in the IU NSF-supported summer science institute for high school students. Thousands of high school chemistry students have benefited from this program. These courses are taught by superior high school teachers to qualified high school juniors and seniors, who earn college credit. Peters has directed the chemistry component of the Advance College Project, a program in which Indiana University cooperates with high schools throughout Indiana to offer university-level courses in general chemistry. In the laboratory, 43 graduate students, 45 undergraduates, and 31 high school students have studied with him indeed, many of his publications list undergraduates as co-authors. He taught more than 15,000 students in a classroom setting since 1962. Peters has had a profound impact on education at Indiana University, and was universally liked and admired by students, faculty, and non-academic staff alike. Hirsch Award for Distinguished Service in the Advancement of Analytical Chemistry by ACS Division of Analytical Chemistry. Most recently, he was presented the 2020 Roland F. Linford Award, presented by The Electrochemical Society, for Distinguished Teaching. He was the 2001 recipient of the James Flack Norris Award, presented by the Northeastern Section of the ACS, for Outstanding Achievement in the Teaching of Chemistry and the 2002 winner of the Henry B. Peters also won a host of national awards, including the Chemical Manufacturers Association National Catalyst Award in 1988 and the ACS Analytical Chemistry Division Award for Excellence in Teaching in 1990.
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