Loading in 2 Seconds...
Loading in 2 Seconds...
Curricular Models for the Involvement of First and Second Year Students in Research Nancy Mills Department of Chemistry Trinity University San Antonio, Texas Trinity University Predominantly undergraduate, 2400 undergraduates 200 Graduate students Selective, average SAT~1300
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Department of Chemistry
San Antonio, Texas
Predominantly undergraduate, 2400 undergraduates
200 Graduate students
Selective, average SAT~1300
Chemistry department, 7 faculty (soon to be 8)
organic (3), inorganic, analytical,
physical, biochemistry (soon to be 2)
First year Fall, General Chemistry Spring, Organic I
Second year Fall, Organic II Spring, Inorganic
Third year Fall, Physical Chemistry I Spring, Analytical
Third year, diverge into tracks for BA/BS Chemistry
BS Biochemistry/Molecular Biology
For credit: course for first and second years,
Research Techniques and Applications
course for experienced students and juniors/seniors,
Independent Research in Chemistry and Biochemistry,
Prerequisite, junior standing. Formal report required
Non-credit Volunteering in a research lab
Third semester biology (Cellular and Molecular Biology) requires one year of chemistry.
Consequences: All premeds start taking chemistry their first year.
Because there is great overlap in the populations of students in the first three courses in chemistry and biology, there can be curricular interactions.
Advantages for biology: more chemistry in their early courses (BIO2010)
Students start taking chemistry their first semester and are therefore more likely to major in it.
They take organic earlier, arguably more pedagogically accessible than the general chemistry survey course.
With the skill set of organic techniques, they can go into research earlier; since the biology research program is smaller than ours, they come to us.
The number of chemistry majors is larger than the norm.
Our upper division courses are healthier because they are larger.
There is a greater sense of vitality in the department.
And we can involve students in the research lab because they have had more exposure to sophisticated techniques.
Get to work with students for a longer period of time.
Get more majors.
Create a more vibrant undergraduate chemistry community in the department.
Most important, give students the opportunity to explore a career path early in their academic career
Support from the biology curriculum.
Buy-in by the chemistry faculty.
Trinity University Summer Undergraduate Research Experience
Funded by NSF-REU
Targeted at students in local two and four year colleges that didn’t offer a summer research program. Positions were guaranteed for at least one student at the four community colleges and three four-year institutions.
Routine technician work
Elements of research
Asking a question
Obtaining data to answer the question
Creating new knowledge.
“Single” experiment labs, with a question
“Multiple” experiment labs, with a question
Labs with student designed questions (with faculty input)
Teaching lab experiences that lead to publication in research journals
When? The first semester of organic lab (second semester freshmen)
What? Preparation of a propyl benzhydrol ether
Issues: Nafion is an acidic catalyst with pores
The most stable cation is the one from benzhydrol but does it form? Can it fit within the pores?
Does 1-propanol fit within the pores? Does it rearrange?
Not research, but possibly protoresearch.
Friedel-Crafts acylation on “unknown” aromatic compound
Pedagogical goals: NMR processing and analysis; vacuum distillation.
Aldol condensation with many different combinations of substituted benzaldehydes and symmetrical and unsymmetrical ketones
Pedagogical goals: recrystallization, NMR analysis and processing,
Chemical Abstracts searching for MP data
Grignard reaction to prepare suite of substituted benzoic acids
Pedagogical goals: capillary electrophoresis to examine relationships between substituents and acidity, moisture sensitive reaction
Preparing Students for Research: Synthesis of Substituted Chalcones as a Comprehensive Guided-Inquiry Experience, J. R. Vyvyan, D. L. Pavia, G. M. Lampman, G S. KrizJ Chem Ed, 2002 79, 1119
The Oxidation of Alkylbenzenes: Using Data Pooling in the Organic Laboratory to Illustrate Research in Organic Chemistry, James C. Adrian Jr. and Leslie A. Hull, J Chem Ed 2001 78, 529.
The Centerpiece of a Research-Oriented Curriculum, T. W. Hanks and Laura L. Wright, J. Chem. Ed.2002 79, 1127.
Second semester organic lab: Enzymatic reduction of a b-keto ester
Can we “model” the active site by varying the size of the b-keto ester?
Taken from an article by Michael North, Journal of Chemical Education, 1998, 75, 630-1.
A Research-Based Sophomore Organic Chemistry Laboratory, D. Scott Davis, Robert J. Hargrove, and Jeffrey D. Hugdahl
J Chem Ed, 199976, 1127
Organic Chemistry Lab as a Research Experience, Thomas R. Ruttledge J Chem Ed1998 75, 1575
Honors Cup: Incorporating a synthetic project competition in second semester undergraduate organic chemistry. A.C. Gottfried, B. P. Coppola, Philadelphia ACS meeting, CHED 74
A New Investigative Sophomore Organic Laboratory Involving Individual Research Projects, Gregory B. Kharas. J Chem Ed. 199774, 829
The Baker’s Yeast Reduction of Keto-Esters in Organic Solvents: A One Week Research Project for Undergraduate Students, Michael North, Journal of Chemical Education, 1998, 75, 630-1.
Baker’s Yeast Reduction of b-Keto Esters in Petrol, Michael North, Tetrahedron Lett1996, 1699
Classroom Research: GC Studies of Linoleic and Linolenic Fatty Acids Found in French Fries, Janice P. Crowley, Kristen L. DeBoise, Megan R. Marshall, Hannah M. Shaffer, Sara Zafar, Kevin A. Jones, Nick R. Palko, Stephen M. Mitsch, Lindsay A. Sutton, Margaret Chang, Ilana Fromer, Jake Kraft, Jessica Meister, Amar Shah, Priscilla Tan, and James Whitchurch J Chem Ed200279, 824
It is possible to design experiments that answer a question in a way that mimics a research-type experiment in the first two years of the chemistry curriculum.
It is possible to involve students in undergraduate research in a meaningful way very early in their academic careers.