Current Research Methods in Chemistry

Integrating active learning into the undergraduate chemistry curriculum

1,2
Hayden ,

2
Erdmann ,

2
Graves ,

2
March

Kate
Mitzy
David
and Joe
1Birmingham-Southern College, Birmingham, AL; 2University of Alabama at Birmingham, Birmingham, AL
What is CH201?

Student Demographics
1st

CH201 was designed to encourage

year chemistry undergraduate in
the honors program at UAB to start undergraduate research within their
1st or 2nd year. To do this, the course was designed to overcome both
student and faculty perceived barriers:
Students:

Faculty:

Unsure of how to start

Unaware of ongoing
projects around
campus
Increased time
commitment
Lack of
confidence/knowledge
of the lab

Lack of formal course

knowledge of student
Not aware that students
are interested
Lack of basic lab
training
Increased time
commitment

Interviews were conducted by a 3rd party during the final class meeting prior to the written post-course survey,
all students participated (N=13). All interviews were recorded and transcribed at a later date.

13 students enrolled
69% female, 31% male

The way of thinking is different, and now when Im presented

with that much information I know how to use it and form viable
questions.

10 Chemistry
Majors
2 (16%)
University
Honors

4 (31%)
Chemistry
Scholars

Students

When I started I couldnt formulate questions at all. It was

horrible. But being forced to read papers made me much better at
it.

10 (85%)
Sci Tech
Honors
Students

I liked the fact that we were taught different techniques and we

spent a lot of time on lab notebooks.
I think it was really useful to go in and look at other papers and
see what parameters they used and figure out how to do it.
Im going to work with on of the professors that was brought in
to talk to us.

Conclusions

Pre/Post Course Survey

Learning Objectives
Give students authentic hands on research
experience

Interviews

Student responses from the survey and interview indicated they were actively engaged by:
Working on an active research project
The application of literature to research
Working with research grade equipment
Common activities that impacted student attitudes towards scientific research included:
The requirement of repetition
Time management
Ability to adjust and/or change directions
Notebook keeping
Collaboration with peers
Analyzing primary literature
Overall, students felt that this course:
Prepared them to enter research experiences Increased confidence in reading literature, and
sooner
developing, implementing and evaluating
Increased comfort when working with
experiments.
instruments
Fostered independence

Assessment of the course consisted of pre/post Likert-type and free response items as well as one on one
interviews with a non-course associated graduate student. N=12 for both surveys.

give constructive peer evaluation

present scientific data

Enable students to approach and discuss

problems as a scientist

Instruct students how to communicate with

the scientific community

write scientifically
troubleshoot in the lab
analyze results and draw conclusions
design and implement an experiment
analyze peer reviewed literature

Methods for achieving LOs

Students met twice a week for an hour and a half with the instructor and then
worked outside of class with their groups in the lab to complete their research
projects.

Class Meetings
Discussions on current research topics
Scientific writing rotations with peer review

Planning and preparation using primary

literature
Experiment design and implementation

Group meetings
Guest research faculty speakers

Troubleshooting
Poster presentation

the scientific method

0

2
Pre

3
Post

Free Response
92% of students indicated that the course will be useful in regards to their research career

It helped us know how a research lab is structured and

introduced us to labs accepting undergrads around campus.

92% of students would recommend the course to others.

The skills I learned in researching and critiquing literature,

as well as the patience and trial-and-error skills I built will
last a lifetime.

1.8

1.6

1.4

1.2

1.0

0.8

Cp (kcal/mole/ oC)

Research Project

Challenges and Future Directions

basic lab skills

100% of students indicated that they are comfortable with the prospect of independent
research after taking the course.

0.6

0.4

0.2

0.0

-0.2
10

20

30

40

50

60

70

Temperature ( C)

80

90

100

110

120

130

I feel much more confident now than I did because I better

understand how a lab works its not a mystery anymore.
At first, I liked when people gave me instruction. Now, they
just name the goal and I know what to do.

Student Perceived:
Too discipline specific
Large time commitment
Bring in Outside
Mentors
Administration:
Increasing enrollment
Increasing need for staffing and
resources

Adapt for online

environment

Involve service
learning projects

References

Seymour, E., Hunter, A.-B., Laursen, S.L. and DeAntoni, T. (2004) Science Education, 88, 493-534.
Boyer Report (1998). State University of New York-Stony Brook, New York
Hunter, A.-B., Laursen, S.L. and Seymour, E. (2006) Science Education, 91, 36-74.
Kardash, C.M. (2000). Journal of Educational Psychology, 92, 191-201.
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H. and Wenderoth, M.P. (2014)
Proceedings of the National Academy of Sciences of the United States of America, 111, 8410-8415.
Hakim, T. (1998) Council on Undergraduate Research Quarterly, 18, 189-192

Acknowledgments
The authors would like to thank our various TAs for the course including Michael Longmire and Brenna Tucker;
Dr. Julia Austin for her guidance, as well as the rest of the CIRTL group at UAB; the UAB Department of
Chemistry; the Director of the UAB Sci-Tech honors program, Dr. Diane Tucker, and her associate, Clay Walls as
well as the rest of the Sci-Tech Staff.
Funds for travel and participation for the CIRTL forum were provided by the National Science Foundation under
Grant No. DUE-1231286