Currently, studies often focus on the use of Poaceae species (grasses) for phytoremediation of hydrocarbon-contaminated soils. Research into the use of Fabaceae species (legumes) to remediate hydrocarbons in soils has been conducted, but these plants are commonly overlooked due to slower recorded rates of degradation compared with many grass species. Evidence in the literature suggests that in some cases Fabaceae species may increase total degradation of hydrocarbons and stimulate degradative capacity of the soil microbial community, particularly for contaminants which are normally more recalcitrant to degradation. As many recalcitrant hydrocarbons have negative impacts on human and ecosystem health, development of remediation options is crucial. Reconsideration of Fabaceae species for removal of such contaminants may lead to environmentally and economically sustainable technologies for remediation of contaminated sites.

A semester-long quantitative laboratory course taught concurrently with the second-semester general chemistry course allows students to devise mini-research projects around the general area of phytoremediation. Within the context of this course, students learn to plan a project with a specific hypothesis while designing experiments to test and control variables in a complex system. While there are many courses that use sampling and analysis methods to survey pollution in the environment, this course specifically is intended to model a research experience where students actually design experiments to test a definite hypothesis. In addition to teaching beginning students particular laboratory techniques, analytical methods, and principles of environmental chemistry, the course is also designed to purposely facilitate the type of critical thinking, group process, creativity, and methods of scientific discovery needed for later successful undergraduate research experiences in any discipline or project. Perfecting a method of investigation is of limited use until a person applies it to unresolved questions.By working to solve open-ended problems that are of interest to them and are interdisciplinary in nature, students learn to think critically, becoming better problem solvers, and the learning process is more exciting and relevant (1-7). Early exposure to interdisciplinary problem solving encourages students to enthusiastically remain in science and actively seek undergraduate research experiences. A number of research-active undergraduate institutions have developed courses, which are interdisciplinary in nature, that address open-ended questions related to an area of current research focus in science (8-12).