Reflections on Course-Based Undergraduate Research in Organic and Biochemistry during COVID-19

Abstract

Faculty in the Department of Chemistry and Physics at the University of New England (UNE) have recently transformed introductory and advanced chemistry curricula by embedding the high impact practice of undergraduate research. Course Based Undergraduate Research Experiences (CUREs) have provided experiential learning opportunities for over 272 students over the past three years in three different courses: University Organic Chemistry I/II (CHE 250/1 with lab), Fundamentals of Biochemistry (CHE 310/310L), and Advanced Biochemistry Laboratory (CHE 450). This communication discusses how three different faculty members in three different courses adapted workflow and curricula of chemistry CUREs laboratories to a virtual environment as dictated by the COVID-19 pandemic. Additionally, the advantages and disadvantages of curricular adaptations are discussed considering both the faculty and student experience and the importance of meeting originally defined student learning outcomes.

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

“…120 However, many authors reported that, despite a positive environment, students either appeared less engaged by the end of remote learning or that the students themselves reported a preference for hands-on work over virtual and/or a preference for f2f learning over remote, even if they had p o s i t i v e e x p e r i e n c e s w i t h E R L ( F i g u r e 6). 34,45,48,49,53,67,68,71,[76][77][78]80,83,84,86,92,93,97,106,110,121,125,127 For example, the majority of respondents on a survey (38% response rate) about general chemistry at St. John's University (Staten Island, NY), where students watched videos and did simulations, reported that doing laboratories via videos and simulations produced greater anxiety whereas f2f laboratories produced greater emotional satisfaction and educational growth, despite also rating the remote activities as somewhat effective for learning. 78 For an honors general chemistry course in the fall at Duke University (Durham, NC), responses to a post-lab survey implied that students felt that watching a pre-recorded video of a polymer chemistry experiment increased excitement about doing similar hands-on work in the future.…”

“…A convincing number of authors who assigned videos/worksheets/simulations to students remotely, distributed sample data, or required some form of data/procedural analysis reported that the students evidenced lower comprehension of data and procedures, greater discomfort, or poorerquality of interpretation than prior cohorts (Box ). ,,,,,,,,,,,,− ,,,,− For example, physical chemistry students at Pennsylvania State University (University Park, PA) who watched videos and analyzed data were noticed by the instructor to copy out mistakes from the lab manual into their reports, despite the experimental video showing a different procedure . Analytical chemistry students who watched videos and analyzed sample data for two laboratories and then did simulations and recorded simulated data for two more laboratories at Lander University (Greenwood, SC) appeared confused about the data, where it came from, what it meant, and how to analyze it, although the students did not appear as confused for the simulated data they recorded themselves .…”

Adapting Undergraduate Research to Remote Work to Increase Engagement

“…Several recent publications highlight creative solutions to teaching laboratories, including course-based undergraduate research experiences (CUREs), during pandemic-related remote teaching (6,7). Solutions implemented in project labs and CUREs included pivoting to data and statistical analysis, modeling and simulations, experimental design and troubleshooting, and literature searching (8)(9)(10)(11)(12)(13)(14). Although there is no virtual substitute for learning hands-on laboratory skills, research skills and practices can be taught without access to ''wet'' laboratories.…”

Design and Delivery of Virtual Inquiry-Based Organic Chemistry Experiments

“…The main challenge has been the replacement of face-to-face experiments with alternative activities. A variety of methods have been reported which include the use of videos or live online demonstrations, , simulations of experiments, − virtual reality experiments, , chemistry kits for home use, − kitchen experiments, , a shift to literature-based assignments, − or a combination of these approaches . The pivot to online teaching has presented difficulties to ensure that the same learning outcomes are met as compared with face-to-face laboratories; however, there are also cases where online instruction provides benefits such as improving access to underrepresented groups .…”