Synthesis and Biological Assay of Small-Molecule Quorum Sensing Inhibitors: A Three-Week Course-Based Undergraduate Research Experience

Course-based undergraduate research experiences (CUREs) are becoming more prevalent throughout chemistry curricula as a mechanism to lower barriers to participation, improve retention, and decrease success gaps for historically minoritized populations. Given the evidence that longduration and early entry experiences are more impactful, herein we describe a semester-long CURE in General Chemistry II Lab. The curriculum outcomes were assessed with an inquiry classification scheme and a rubric blended from Auchincloss et al. and Clark et al. Student outcomes were assessed in the context of the five essential components of authentic research experiences utilizing Lopatto's CURE Survey, student lab reports, and interviews from graduate assistants and peer research mentors. A comparison to benchmark data and those reported for upper-division chemistry CUREs reveals significant gains in scientific skills, communication, and attitudes about science.

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confidence: 99%

Assessment of the Short-Term Outcomes of a Semester-Long CURE in General Chemistry Lab

Bixby

Miliauskas

2022

“…Research shows that the PHDO workshop experience not only enhanced students’ scientific research and technical skills but also their sense of belonging in science and their positive engagement with research. We performed a pre- and postsurvey using original Likert-like survey questions adapted from the Laboratory Course Assessment Survey. , The survey questions, averages (out of 5), and associated learning outcomes are summarized in Table . We observed improvements in student agreement with positive statements relating to confidence in course content and lab practices (questions 1–8) indicated they become proficient of in compound synthesis and biological assay skills; the identity as a scientist and researcher (questions 12 and 20) and in questions related to resilience and growth mindset (questions 13–18) showed the activity in the workshop evoke their career interesting.…”

Section: Assessment and Achievement Of Student Learning Objectivesmentioning

confidence: 99%

“…Notable examples include process-oriented guided-inquiry learning and cooperative, problem-based laboratories . In recent years, the number of papers referencing course-based undergraduate research experiences (CUREs) has risen significantly for the medicinal-chemistry curriculum. ,− These CUREs mainly feature incorporating a synthetic organic chemistry experiment into the context of a medicinal chemistry-inspired project. The representative framework of the CUREs is to construct a single experiment or project to teach basic synthetic chemistry skills along with some soft skills.…”

Section: Introductionmentioning

confidence: 99%

Phenotypic Hit Discovery Oriented Workshop for Undergraduates: Integrating Cutting-Edge Knowledge and Discovery-Based Laboratory Experiences

Feng

Wang

et al. 2023

A two-year long-term workshop centered around a phenotypic whole-cell screening strategy for integrating cutting-edge knowledge and discoverybased laboratory experiences was developed to serve as a preparatory course for enhancing the teaching quality of the upper-level discovery-based research internship curriculum for pharmacy major undergraduates. The workshop comprises four modules that integrate lessons and experiments into a genuine research project, which initiates with a medicinal-chemistry course, run concurrently in the second year and culminates with the discovery-based research internship curriculum for pharmacy major students as a corequisite in the last year. The effective implementation of the featured pedagogical approaches in the modules is detailed as described. A group of students (N = 4) passed the instructor−student two-way choice and were enrolled in the senior-level phenotypic hit discovery laboratory project. The students synthesized a small library of molecules, tested them in an antibacterial assay, and further designed new compounds to analyze structure−activity relationships. Furthermore, positive feedback from students revealed that the phenotypic hit discovery oriented workshop enabled them to gain in-depth cutting-edge knowledge and provided an understanding of how medicinal chemists engage in new drug discovery research. The student's early exposure to troubleshooting or exploring unexpected results in an authentic scientific environment inspired them with ambition and confidence to engage with new drug discovery. We hope that this workshop will serve as a springboard for those wishing to educate medicinal chemists at an undergraduate level with modern strategies that are relevant to the current and future drug discovery landscape.

“…Research-based learning, where the experiments are part of an authentic research study, is an extension of the well-known inquiry-based learning. Compared to traditional “cookbook”-style laboratories and even inquiry-based learning, research-based learning afforded vast benefits to students. − The most common type of research-based learning is the course-based undergraduate research experience (CURE). , Over the years, many articles in this Journal reported different forms of CURE. − Despite the benefits of research-based learning, reports found that guidance from instructors in a research-based learning environment is important so that students are not overwhelmed by the tasks (i.e., design, problem-solve, make decisions, investigate over an extended period to produce results and a report) involved in research-based learning. , However, there are no studies focused on approaches to manage the complexity and the potentially overwhelming nature of CURE is to students who are new to research. Hence, a scaffolded approach is required to support and guide students in their research-based learning.…”

Section: Introductionmentioning

confidence: 99%

Effect of Research-Based Blended Learning with Scrum Methodology on Learners’ Perception and Motivation in a Laboratory Course

Ang

2022

Research-based blended learning (RBBL) allows students to be part of an authentic scientific discovery process. In this study, students’ perception and motivation of the RBBL coupled with Scrum methodology in a third-year polytechnic chemistry laboratory course were investigated. Results showed that the scaffolded approach, designed referencing the Community of Inquiry (CoI) framework and learning presence, developed students’ technical and process skills (adaptability, critical thinking, and problem solving skills). With the positive student–instructor interaction experienced by the students, they were confident, engaged, and motivated to work on the research project despite its complexity.