Implementing the Elements of Course-Based Undergraduate Research Experiences (CUREs) in a First-Year Undergraduate Chemistry Laboratory with Bioremediation Relevance

Abstract

General chemistry laboratories are a core requirement for nearly all STEM (Science, Technology, Engineering, and Mathematics) majors and have the greatest breadth in disciplines and audience of any STEM course at a university. A bioremediation Course-based Undergraduate Research Experience (CURE) for first-year undergraduate students was developed to capture and engage student interest for this diverse group. In this multiweek laboratory exercise, students joined an NSF-funded research project designed to enhance the bioremediation of chlorinated aliphatic hydrocarbons. Students explored various biocompatible polymer blends and cross-linkers for encapsulation to create protection for bioremediation microbes. In this “guided research” model, students constructed the measurement apparatus, made hydrogel blends, and then monitored the diffusion of acid via pH measurements using a custom instrument. Herein, we describe how CURE elements were implemented within the bioremediation research experience culminating in student teams presenting posters at our university’s undergraduate research symposium. An open-laboratory format facilitated an active research group experience and recitation “group meeting” provided flexibility and needed time for reflection and discussion. Student survey data and course evaluations indicated that students saw value in this genuine research experience and enjoyed the freedom and time to practice and hone skills as both a scientist and teammate in a laboratory setting.

A Review of Course-Based Undergraduate Research Experiences in Chemistry

“…Topics within general chemistry and research-specific courses were more varied. In general chemistry courses, research topics ranged from studying metal–organic frameworks for adsorbing organic pollutants from water, , to studying and analyzing ion content of soil or snow samples, , to studying molecules with antibacterial or anticancer properties. ,, Other research topics in general chemistry courses included studies related to food chemistry and other topics in materials chemistry. , Several CUREs offered within research-specific courses involved topics in biochemistry. − , In one research-specific course, students developed various projects related to analytical chemistry, while another course explored synthesizing, characterizing, and studying gold nanoparticles …”

“…As relevance involves engaging students with research that relates the laboratory to the world beyond the classroom, the relevance component was often met due to the nature of conducting novel research. In addition to conducting research to advance the state of knowledge in various chemistry subdisciplines, the research projects across the reported CUREs most commonly incorporated relevance by focusing on medically − ,,,,,,,− ,,,,,,− or environmentally ,,,,,,,, relevant research problems.…”

“…In some cases, students would first conduct experiments following previously published protocols in order to establish a baseline or gain familiarity with laboratory procedures, followed by conducting modified protocols guided by their specific research questions (e.g., refs , , ). CUREs occasionally used laboratory meetings modeled after research lab group meetings to present current findings, get feedback, and develop plans for next steps (e.g., refs , , , , ). Iteration also took the form of students sharing the results with other student groups to progress the research project, such as sharing results between groups working at different times or sharing findings between simultaneously occurring, linked CURE courses; ,, in some instances, sharing results was aided by the use of electronic notebooks or project wikis. , Iteration also took the form of CURE students using the results of prior cohorts to guide further research; ,,,,,,, for example, in one case, the CURE module ended with students designing a library of target molecules for the next cohort to synthesize .…”

“…To include this science practice, the CURE needed to involve students in presenting their research, in some form, beyond the classroom. Most commonly, students presented their research at campus- or department-wide research symposia. ,,,,,,,,,,,,, In other CUREs, students presented posters at regional conferences, shared data with online research communities, and published results in peer-reviewed journals. ,, In one case, publication occurred after some students enrolled in the CURE continued the research during independent study . One CURE, which was altered due to COVID, involved students submitting their literature-based projects (called molecular case studies) to Molecular CaseNet for professional peer review and publication .…”

“…Most commonly, students presented their research at campus-or department-wide research symposia. 39,42,45,48,50,58,60,61,72,77,80,82,84,91 In other CUREs, students presented posters at regional conferences, 76 shared data with online research communities, 59 and published results in peer-reviewed journals. 48,51,61 In one case, publication occurred after some students enrolled in the CURE continued the research during independent study.…”