Embedding Research Directly into the Chemistry Curriculum with an Organic to Analytical Sequence

Abstract

This manuscript describes the implementation of a Course-based Undergraduate Research Experience (CURE) sequence in chemistry that uses research to link a lower division, organic chemistry course to an upper-division, analytical chemistry course. In the CURE sequence, students created a library of modified sugar molecules during CURE-1, Organic, and then evaluated the behavior of those molecules within membranes during CURE-2, Analytical. In order to ascertain the causal mechanisms underlying the effectiveness and sustainability of CUREs within the standard chemistry curriculum, we conducted research on students in CURE laboratories and Standard Instruction (SI) laboratories. Results from the Classroom Undergraduate Research Experience (CURE) Survey, the Laboratory Course Assessment Survey (LCAS), and an end-of-course assessment are presented. Equivalency of the CURE and comparison groups was established based on demographic factors, reported gender and minority status, expected major, and grade in the prerequisite course. A direct comparison of this nature revealed the benefits of the CURE sections and equality in assessment performance regardless of the instructional method.

Assessment of Scientific Practice Proficiency and Content Understanding Following an Inquiry-Based Laboratory Course

“…Indeed, the physics and biology departments developed their own versions of the IDEAA which are more directly aligned with an ADI investigation, requiring students to plan and carry out an investigation on a topic not covered directly in their laboratory course and then use their own evidence to generate a written argument . The lead PI on this project developed similar assessments for a study comparing course-based undergraduate research experiences with traditional laboratory courses in organic and analytical chemistry . These assessments in other disciplines and chemistry courses have enabled science education researchers to make the case for reform broadly and resulted in expansion of the inquiry-based laboratory courses and research-intensive courses across multiple disciplines and colleges at the study institution.…”

Effects of a CURE Laboratory Module on General Chemistry Students’ Perceptions of Scientific Research, Green Chemistry, and Self-Efficacy

“…The two largest scale URCs were the CASPiE project (Center for Authentic Science Practice in Education), led by Purdue University, and the REEL project (Research Experiences to Enhance Learning), led by Ohio State University. Both projects were funded for about five years and each included thousands of students in the research-based laboratory experiences. − Most CUREs are provided in upper-level chemistry courses such as analytical, , inorganic, physical, and biochemistry courses, , or covering more than one course. − CUREs have also been integrated into introductory general ,− and organic chemistry courses, ,, which are usually called “gateway” courses to STEM degrees due to traditionally low success rates. CUREs incorporated in introductory courses are able to exert a greater influence on students’ academic and career paths.…”

Huntingtin Protein Purification and Experimentation: An Innovative Undergraduate Research-Based Biochemistry Experiment

“…Science, technology, engineering, and mathematic (STEM) educational programs have seen an increase in majors, including subdivisions such as biochemistry, bioinorganic chemistry, bioorganic chemistry, biophysical chemistry, agriculture, and food science. − Rigorous coursework and laboratories, as well as undergraduate research experiences, are essential for STEM majors. − Educational gains from undergraduate research have seen increased enlistment and retention of STEM students with improved student success in graduate education along with greater pursuit of STEM careers. ,− Through these experiences, students learn firsthand what scientists do, how scientists think, and how they communicate by acquiring knowledge about relevant past research and then initiating and completing research themselves. , Students acquire improved critical-thinking, analytical, and problem-solving skills, enhanced use of learned classroom material, extensive immersion into the research environment, and exposure to the rigors of the scientific process. ,, Thus, undergraduate research opportunities are essential for recruiting and developing future generations of scientists. , However, traditional undergraduate research typically takes place outside of a standard course load as an additional independently sought experience . This greatly reduces the number of undergraduate students participating in scientific research, and thus many students forego the crucial training and engaged learning needed for future STEM educational programs or careers …”

“…Significant efforts to incorporate research-based experiences into STEM laboratory courses have been made because they can provide many of the same advantages as traditional undergraduate research while reaching a larger number of students. , Although models vary, overall, these course-based research experiences aim to emulate an independent traditional undergraduate research experience without the additional requirement to a student course load. , This is commonly achieved through repetitious experimentation, collaborating with a diverse population of scientific community members, including instructors, graduate and undergraduate teaching assistants, and peers, and investigating the broader implications of the conducted research to the scientific community through experimental design, iterative data collection and analysis, and result reporting. ,,, …”

“…8,12 Although models vary, overall, these course-based research experiences aim to emulate an independent traditional undergraduate research experience without the additional requirement to a student course load. 9,13 This is commonly achieved through repetitious experimentation, collaborating with a diverse population of scientific community members, including instructors, graduate and undergraduate teaching assistants, and peers, and investigating the broader implications of the conducted research to the scientific community through experimental design, iterative data collection and analysis, and result reporting. 6,8,9,13 Biochemistry laboratory courses have seen greater inclusion of research-based experimentation where educators seek to introduce exciting and contemporary biochemical topics while expanding access to fundamental research practices for a larger and more diverse population of students; this is especially crucial for those students not able to participate in undergraduate research.…”