The Research-Friendly Curriculum –
Integration of Undergraduate Research and
Teaching
by
Bert E. Holmes
Carson Distinguished Chair of Science
The University of North Carolina-Asheville
Saturday, January 24, 2009
Overview
I.
Models for Incorporating Undergraduate Research into
the Curricula.
A. Many school adopt a sequence of stand-alone
research courses that are required.
1. Distributed throughout the curriculum
OR
2. Senior/junior year courses
Regardless of which method is used the traditional
courses need to prepare students to fully benefit from the
intense experience.
B. Research integrated into traditional courses
C. Interdisciplinary undergraduate research experience;
Future advances in cutting-edge research will be at the interface
of different disciplines. How do we prepare students for this
using our traditional (or non-traditional) courses?
1. Research teams from multiple departments
2. Integrated laboratory experiences
D. Other options
II. Typical Evolution of Undergraduate Research Courses at
Many Colleges/universities.
A. Research courses are electives for some students.
B. Research courses are required for Honor students (or only
for BS but not for BA majors)
C. One of two research courses are required for the major
(maybe reorganize the upper level laboratory requirements)
D.Multiple research courses or a significant requirement (onehalf of the senior year) are required for the major.
E. At some point in this evolution it is realized that cook-book
or verification laboratory experiments (the “traditional
curriculum”) does not fully prepare student for a meaningful
mentor-guided research experience.
Consider my experiences: Starting teaching in 1975.
1. Starting teaching at Ohio Northern University in 1975
(undergraduate university with about 2,400 students) and
began engaging students in research because I enjoyed it.
2. Became aware of CUR in 1980 and began reading
the CUR Newsletters. Was tenured in 1981.
3. Moved to Lyon College (college with 450 total
students) in Batesville, AR in 1983 as the Head of the
Mathematics and Sciences Division with the expectation that I
would build a strong science program. Made undergraduate
research the keystone of our program.
4. By 1986 I realized that having required research
courses was not sufficient because students were not being
prepared by the traditional curriculum to engage in research.
5. Develop my first “mini-research” experience in first
semester general chemistry laboratory for fall 1986.
6. The synthesis of Alum = KAl(SO4)2-12H2O
In reality the K+ can be replaced by Li+, Na+, Rb+, Cs+ or NH4+
cations and the Al3+ can be replaced by Cr3+ or Fe3+
We gave student teams the task of preparing another “alum”.
The following year we added analysis of waters of hydration,
potassium, sodium, iron and sulfate ions to the regular
laboratory. We then added a requirement that they not only
prepare an alum but that they also provide analysis to support
the formula.
7. Next we converted an entire course to “project-based”
experiences. Our second semester general chemistry
laboratory became an analysis of the environmental impact of
building a new baseball field on our campus.
8. Of course, preparing students to engage in research required
that I remain active in undergraduate research.
III. The traditional laboratory or lecture courses must prepare
students to fully benefit from the research experience.
A. Early in the curriculum there should be 2-4 week long
“mini-research” exercises. These must be well defined and
limited in scope.
B. Sophomore and/or advanced courses could become
semester-long mini-research experiences (maybe 3-5
separate projects).
C. Interdisciplinary experiences should be emphasized and
the design could be one of the following:
1. Student take two integrated laboratories at the same
time. (chemistry and biology) or (chemistry and environmental
science) or (mathematics and physics) or (statistics and
chemistry)
2. A single laboratory course focuses on an
interdisciplinary experience.
A. Examples of a 2-3 week long project:
1. First Semester General Chemistry Laboratory:
a. Titrations and Comparisons of Common Antacids and
Nutritional Data
b. Comparison of Synthesized Soap and Commercially
Available Soap
c. Determining the Relative Acidity of Soft Drinks
d. Analysis of the Effectiveness of Soap Synthesized from
Different Oils
These are rather routine but here are some more unusual
examples.
e. Comparing Calorimeters by Determining the Enthalpy of
a Reaction
f. Synthesis of a Liquid Magnet
g. Synthesis and Determination of Density, Cloud Point,
and Heat of Combustion of Biodiesel Fuel
h. The Measurement of Conductivity for Sports Drinks
2. Examples in Organic Chemistry (semester long projects)
a. Separation and characterization of six compounds in a
mixture (benzoin, 2-methyl-1-butanol, trans-cinnamic acid,
4-methylacetophenone, methyl phenylacetate, and transstilbene). Use of TLC & column chromatography for
separation and IR and NMR for analysis.
b. Synthesis: Esterification (teams proposal and conduct
the synthesis and characterization of different esters)
c. Synthesis of Organic Dyes. (ditto)
d. Synthesis of hexaphenylbenzene. (ditto)
B. Interdisciplinary examples in a single course
1. Analysis of Tannic Acid Concentration in Tree Leaves and
Comparison to the Tree's Ability to Resist Predation
(chem/bio)
2. Analysis of different metal ions in stream water (shallow
vs. deep pools, slow vs. rapid stream flow, etc.). Influence
of sample site on analyses results (chem/envr).
3. Measurement of E coli (Escherichia coli ) in various
locations at waste water treatment plants [pig or cattle feed
lots] (chem/bio).
4. Effectiveness of different anti-bacterial agents in
destruction of Escherichia coli. (bio/allied health)
C. An entire course focused on interdisciplinary projects. Second
semester general chemistry: The theme is Phytoremediation
(plants that remove metals from soils)
In this interdisciplinary laboratory course, groups of beginning
students complete semester-long projects studying soil
chemistry, plant uptake of metals, and environmental analysis
while applying their knowledge to the research area of
phytoremediation.
Debra Van Engelen, Bert Holmes and co-workers “Undergraduate Introductory
Quantitative Chemistry Laboratory Course: Interdisciplinary Group Projects in
Phytoremediation” J. Chem. Educ. 2007, 84(1), 128.
Examples of semester-long projects in the Second Semester
General Chemistry (Phytoremediation) Laboratory
1. Investigation of the Effects of Varying Salinities on the
Ability of Water Hyacinth to Hyperaccumulate Cadmium in its
Shoots
2. Phytoremediation of Lead Nitrate by Coleus Blumei
3. Comparison of Cadmium Hyperaccumulation of
Chives in Terrestrial versus Aquaculture Conditions
4. Analysis of the Hyperaccumulation Abilities for
Geranium, Aloe and Spider Plants for Copper
5. Affect of Soil Acidity on Hyperaccumulation of Zinc by
Marigolds
6. Analysis of Hyperaccumulation of Ag and Cu by
Lactuca Sativa
7. Hyperaccumulation of Lead by Brassica genus
8. Study of Cadmium, Manganese, and Lead Accumulation in
Scented Geraniums (Pelagonium sp. Fresham)
9. Investigation of Hyperaccumulation of Various Heavy Metals
in Pteris Cretica
10. The Variation of Cadmium Hyperaccumulation with Plant
Growth in Brassica Juncea
11. Hyperaccumulation of Arsenic in Water Hyacinth
12. Hyperaccumulation of Arsenic by Azolla Caroliniana
13. Hyperaccumulation of Copper by Brassica Juncea
14. Analysis of Various pH levels on Hyperaccumulation of Lead
by Brassica Oleracea
15. Metal Analysis of Botanical Garden’s Creeks.
16. The Quantitative Study of Lead Accumulation of Mentha
Piperita in Fertilized Soil and Varying Levels of Contamination.
17. Hyper Accumulation of Lead with India Mustard
18. The Ability of Polystichum setiferum to Hyperaccumulate
Lead
NOTE: Students are limited to 10 different metals (some are
too toxic to use and some we don’t have easy ways to
measure concentration) and the plants must mature within 10
weeks.
Students learn to digest soils to extract the metals.
Plants growing during the
semester.
D. Examples of interdisciplinary course designs.
1. Macalester College: Integrated courses in general chemistry
and cell biology for first-year students. The double course
was organized around six units:
a. Energetics: Harvesting (Bio)Chemical Energy;
b. The Regulation of Biological Processes: Chemical
Kinetics and Equilibrium;
c. Membranes and Electrochemical Gradients;
d. Acids and Bases and the Regulation of pH;
e. Intracellular Compartments and Transport
f. Cellular Communication.
Schwartz, A. Truman; Serie, Jan. J. Chem. Educ. 2001, 78, 1490.
2. Statistics and General Chemistry laboratory at Lyon
College. Partially integrated courses in general chemistry
and statistics for first-year students, in early 1990s.
a. Chemical measurements laboratory exercise in which
the results from the chem. lab. served as the data that the
statistics course used as an introduction to statistical
analysis.
b. Linear plots of mass vs. volume in a density laboratory
in general chemistry served as the data for linear
regression analysis (std. of slope and intercept) for the
statistics course.
c. Enthalpy change for acid-base reactions in a
calorimetry laboratory served as the basis for some
advanced statistical analysis.
3. Harvey Mudd College-an Interdisciplinary Laboratory in
chemistry, physics and biology.
a. Thermal properties of an Ectothermic animal (Students
first measure the cooling rates of Aluminum cylinders and
analyze the effect of mass, surface area and volume. Then
students measure cooling rates for lizards of various sizes.)
b. Carbonate content of biological hard tissue (shells of
oysters, hen’s eggs, skeletons of reef-building corals)
c. Structure-activity investigation of photosynthetic electron
transport. (Students measure the rate of electron transport
in photosynthesis in spinach chloroplasts. Then students
then add substituted quinones that serve as models of
herbicides that inhibit photosynthesis)
d. A genetic map of a Bacterial Plasmid.
IV.Critical Elements in multi-week long mini-research
projects
A. The projects should mimic the process of inquiry of the
discipline. (generate an idea, research the literature,
propose the investigation, design the experiment, conduct
the experiment, analyze results, communicate results orally
(via PowerPoint), in writing, and/or on a poster to your peers)
B. Use research teams.
C. Need a narrowly defined project with a specific theme.
D. During the semester techniques needed to be successful
in the research can be taught.
E. Select a theme with multiple permutations.
Final thoughts:
1. Harder to teach
2. More time intensive for the faculty
3. Need computer-base literature search software
4. More costly than cook-book experiments
5. Students may need open access to the laboratory
6. Some students really like this approach.
7. Difficult for graduate teaching assistants to teach
using this approach.
Incorporating Research Into Our
Curricula: Curricular Models,
Strategic Planning and Case Study
The ultimate goal is to engage students in research
because you become a scientist by doing science.
You learn best when no one knows the answers.
It is better to know some of the questions than all
of the answers.
I. Evolution of curricula requirements (typical for many
institutions)
A.
Research courses available as an option (satisfy an
elective in the major)
B.
Research courses are required for Honor students (or
only for BS but not for BA majors)
C.
One or two research courses are required for the
major (maybe reorganize the upper level laboratory
requirements)
D.
Multiple research courses or a significant requirement
(one-half of the senior year) are required for the major.
E.
Research is required by the college for all graduates.
II. Evolution of the “Research Curriculum in
Chemistry at UNCA.
A. 1969-1995 Research courses were electives
(averaged 5.7 graduates in the 1990s)
B. 1995-1999 One research course required of BA majors
and two for BS majors
C. 2000-2004 Three experimental/theoretical-based
research courses required of all graduates. (averaging 12.1
graduates with a high of 17)
D. 2005-present. Three courses required for BA and may
be literature based research. For BS graduates there are
five experimental/theoretical-based research courses
required.
III.Description of the 5 research courses in chemistry at
UNCA.
A. CHEM 280: Introduction to Chemical Research Methods.
1. Review use of SciFinder Scholar
2. 30 minute presentations by research faculty
3. Students interview at least 3 faculty
4. Students rank three potential faculty mentors--a faculty
mentor is selected.
5. Student do a background literature search, write a 10
page introduction to the research and an abstract of the
proposed work.
6. Students write a research proposal for the UGR Office
B. CHEM 415: Introduction to chemical seminars.
1. Students work to develop their oral communication skills.
2. Students develop and present a poster of their research.
3. Students meet with their faculty committee (three faculty)
and write the first draft of their experimental section.
4. Students conduct 10 hrs/week of research.
C. CHEM 416: Chemical Research I
1. Students conduct 10+ hrs/week of research
2. Students give their first oral presentation of their research
on a Saturday(s)
3. Students present the first draft of their experimental
results section.
D. CHEM 417 Chemical Research III
1. Students conduct 10+ hrs/week of research
2. Students give their second oral presentation of their
research on a Saturday(s)
3. Here we judge competency to be a chemistry major.
4. Students present the first draft of their Senior Thesis.
E. CHEM 418 Chemical Research IV
1. Students finish all research work.
2. Finish writing and then submit their final thesis.
3. One final presentation and a celebration.
IV. Administrative Issues:
A. Faculty workload
B. Cost of supplies
C. Instrumentation must be rugged for student use but
also research quality.
D. Open access by students to research laboratories.
V. Strategic Plan
A. Select a team to guide the plan.
B. Make the plan fit the mission/strategic plan of the
university or the department.
C. Brain storm among stakeholders to come up with
the essentials of the plan.
D. Develop a timeline for your plan.
E. Identify individuals who are responsible for each
component (step) of the plan.
F. Implement.
VI. Advice
A. Take bite-size pieces-let it evolve
B. Conduct inventory of “research-like” experiences
on your campus.
C. Considering faculty workload in your plan is
essential. (differential workloads)
D. The curriculum should be designed to prepare
students to fully benefit from the research experience.
E. Use a team approach-everyone has talents and you
want to take advantage of each person’s talents to make the
team succeed.
F. Make student/faculty collaborative scholarship a
significant experience. Don’t dabble.
G. Understand the mission of student/faculty research
at your institution.
My mission statement:
The student and teacher/scholar
(mentor) working together to address significant
unresolved problems.
Student/faculty research develops the student into a
colleague, a scholar, an artist, or even a critic.
H. Undergraduate research is teaching: Mentor guided
research develops in the student a “way of knowing - a
method of reasoning - a process for creating.” This is
the denouement of education (the highest form of
teaching and learning).
I. Plan carefully, boldly and wisely from the bottom up
and from the top down.
VII. Case Study: Lyon College in 1983/84
Department of Biology and Chemistry: 450 - 500 Students
1. I was the second chemist and the first to start a
physical chemistry laboratory. A second biologist
was also hired that year.
2. There was no history of undergraduate research.
3. The only major instrumentation was an AA and a
GC and both were 8 years old.
4. No research laboratories or space for research existed.
5. Few students majored in science; the freshman
chemistry enrollment was 23 students and there were no
graduates in chemistry and only three graduates in
biology in 1983.
6. Mean ACT was 17.9 in fall 1983.
Case Study: Lyon College
Department of Biology and Chemistry
1993 - 98: 470 - 525 Total Students
1. Four chemistry faculty, all with Ph.D.s, and three
biology faculty conducting research and publishing
results.
2. Freshman chemistry enrollment ranged from 58 to 93
students (45-58% of the entering freshman class).
3. Summer stipends for 15-27 chemistry students and 8-11
students in biology.
4. Faculty external grants averaged $175,000 from 1993-98.
5. The total number of chemistry graduates increased from
4 from 1982-87 to 28 from 1993-98. Typically, 25-40%
of each graduating class majored in biology or chemistry.
For the 1993-98 period, 22-31 total graduates in biology
and chemistry annually.
6. Six NSF curriculum/instrumentation grants (CoSIP, CCLI
and ILIP) in chemistry and eight significant matching
grants totaling $550,000.
7. The mean ACT was 26-27.5 during 1993-1997.
8. CUR asked that I help author “How to Get Started in
Research” in 1996 with a second edition in 1999.
9. Undergraduate Research Presentation Day during the
spring Board of Trustees Meeting.
Important Lessons:
1. Strategic plans at the department level will work.
2. Have all disciplines involved in undergraduate research.
Don’t let a set of “haves” and “have nots” exist.
3. Department leadership is key.
4. Decisions about hiring and retaining faculty are
paramount.
5. Improving the sciences rapidly raises the entrance test
scores (SAT or ACT).
6. It requires about 5-10 years to fully develop a program
with only a grass-roots effort.
Thank you for your time and attention.