Purposeful Design of Formal Laboratory Instruction as a Springboard to Research Participation

Abstract

An innovative firstand second-year laboratory course sequence is described. The goal of the instructional model is to introduce chemistry and biochemistry majors to the process of research participation earlier in their academic training. To achieve that goal, the instructional model incorporates significant hands-on experiences with chemical instrumentation, beginning in the first semester and continuing through the fourth semester. The model also strives to instill within students an understanding of the social aspects of a working research laboratory, where members enter and gradually change roles based on increased experience and responsibility. An implicit assumption in the instructional model is that students gradually move from verification experiences to more open-inquiry experiences, which mimics the process of joining a working research laboratory. The capstone experience in this model is a laboratory stand-alone course, where students design and implement experiments related to faculty research projects within the department. Ideas for broader implementation of the model at various types of institutions are also suggested. A paper describing the implementation of the model is forthcoming.

Improving Students’ Inquiry Skills and Self-Efficacy through Research-Inspired Modules in the General Chemistry Laboratory

“…Experiments developed through the CASPiE program have improved students’ attitudes about importance of chemistry in their lives and careers. ,, A survey of students in an authentic research-based lab course showed improved attitudes about science and research compared to students who chose to perform verification experiments . Other preliminary results of chemistry majors who participate in a two-year curriculum that moves them from verification experiments to independent research projects report significantly more interest in continuing their research . However, a recent report of a research-based experiment did not inspire students to pursue research opportunities any more than the other traditional lab experiments they performed .…”

“…6 Other preliminary results of chemistry majors who participate in a two-year curriculum that moves them from verification experiments to independent research projects report significantly more interest in continuing their research. 39 However, a recent report of a research-based experiment did not inspire students to pursue research opportunities any more than the other traditional lab experiments they performed. 8 The only significant pre-/postsemester gain in the current study was directly tied to an assignment (writing the background section of their report), suggesting that changing students' attitudes about chemistry necessitates concrete actions rather than expecting them to infer the benefits of chemistry to their daily lives.…”

Reflections on Three Different High School Chemistry Lab Formats during COVID-19 Remote Learning

“…Free/paid simulations (including virtual and augmented reality), videos, and other digital tools are certainly useful supplements for increasing classroom learning as well as equity, compensating for real-life obstacles to laboratory education (for example, pregnancy, disabilities, finances, pandemics, etc.). However, conventional wisdom and professional societies maintain that engagement and learning are fostered by personal, authentic, inquiry-based, hands-on experiences. − There is admittedly growing controversy around this position, and the financial, logistical, and liability burdens of providing chemistry students with laboratory experiences have in any case prompted an increasing number of K–12 and higher education institutions to replace wet chemistry with dry. However, although the lack of rigorous research on effective laboratory learning has increasingly received attention − (alongside the argument that poor lab learning may be more a symptom of the teaching skill and/or course design in general rather than an inherent flaw in the concept of lab-based learning), − as well as the emergence of literature showing that virtual experiences can achieve many (but not all) of the same learning objectives, − there is currently still no perfect substitute for personal, authentic, inquiry-based, hands-on experience in the laboratory.…”

Towards novel BODIPY compounds for material & medical applications

“…Owing to the expense of basic research, the development of modern synthetic chemistry laboratories, that develop important precursors or building blocks, represents a synergistic opportunity for research and undergraduate education. 20 BODIPY (4,4'-difluoro-4-bora-3a,4a-diaza-s-indacene)-based dyes have garnered considerable attention owing to their highly desirable properties (absorption, fluorescence and photo-stability). 17,11 As such, BODIPY derivatives have been explored in a myriad of applications including bio-imaging & ion-sensing, 18 and more recently as non-innocent (redox-active) π-spacers in next-generation photovoltaic materials.…”