Developing and Maintaining a Successful Undergraduate Research Program

212 Pages·2013·4.681 MB·English

by  Timothy W. Chapp, Mark A. Benvenuto

1 Developing and Maintaining
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In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
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In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
1156
ACS SYMPOSIUM SERIES
Developing and Maintaining
a Successful Undergraduate
Research Program
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6.f Timothy W. Chapp, Editor
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11 Allegheny College
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1/ Mark A. Benvenuto, Editor
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AmericanChemicalSociety,Washington,DC
DistributedinprintbyOxfordUniversityPress
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
LibraryofCongressCataloging-in-PublicationData
Developingandmaintainingasuccessfulundergraduateresearchprogram/TimothyW.
1 happ,editor,
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0 AlleghenyCollege,Meadville,Pennsylvania,MarkA.Benvenuto,editor,Universityof
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6.f DetroitMercy,Detroit,Michigan;sponsoredbytheACSDivisionofChemicalEducation.
5 pagescm.-- (ACSsymposiumseries;1156)
1
3-1 Includesbibliographicalreferencesandindex.
01 ISBN978-0-8412-2928-0(alk.paper)
2
k- 1. Research--Studyandteaching(Higher)--Congresses. I.Chapp,TimothyW.,editorof
b
1/ ompilation.II.Benvenuto,MarkA.(MarkAnthony),editorofcompilation.III.American
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0 ChemicalSociety.DivisionofChemicalEducation,sponsoringbody.
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0. Q181.A1D442013
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In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Foreword
The ACS Symposium Series was first published in 1974 to provide a
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the series is to publish timely, comprehensive books developed from the ACS
sponsoredsymposiabasedoncurrentscientificresearch. Occasionally,booksare
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In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
On the Cover
The image shown on the cover was taken by Samantha Skobel, Class of
2016,workingwithProfessorJeffreyCrossatAlleghenyCollege. Itshowsaset
of neurons in the M1M2 area of the motor cortex in a rat treated with valproic
acid before birth in order to simulate Autism Spectrum disorder. Visualization
1
0 of the neurons was accomplished by applying a Golgi-Cox solution consisting
0
6.pr of successive soaks in solutions of mercuric chloride, potassium dichromate,
5
1 potassium chromate, chloral hydrate, and distilled water. Samantha is doing a
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3- comparativeanatomicalstudythatlooksatthelengthofthedendritescomingoff
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2 theneuronsinvalproic-acid-treatedratsversuscontrolrats.
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ix
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Chapter 1
Introduction
TimothyW.Chapp*,1andMarkA.Benvenuto2
1520NorthMainStreet,DepartmentofChemistry,AlleghenyCollege,
1
00 Meadville,Pennsylvania16335
h
6.c 24001W.McNicholsRoad,DepartmentofChemistry&Biochemistry,
5
1 UniversityofDetroitMercy,Detroit,Michigan48221
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13- *E-mail: [email protected]
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2
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10. Conducting undergraduate research is both challenging and
oi: rewarding. However, thepathtoachievingathrivingresearch
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3 | groupisnotalwaysstraightforward. Inverygeneralterms,the
1
20 introductory chapter describes the motivation for carrying out
17, undergraduate research and also highlights some constraints
ber that are institution or subdiscipline specific. The authors of
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e subsequent chapters address these topics in more detail and
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ati toacquireit. —AlbertEinstein
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Professors and research advisors have always endeavored to make the
opportunity to gain new knowledge available to their students. However, new
knowledge takes different forms. From a student perspective, it comes from
reading textbooks and primary literature or attending classes and seminars.
Professors share in these activities with their students, but they know that
physicallytakingpartintheacquisitionofnewknowledgethroughactiveresearch
iswherethetrueexcitementbegins. Formany,ifnotall,facultymembersresearch
is the source of passion for chemistry, and sharing it with a rising generation of
chemists often comprises a substantial part of the decision to pursue a career in
thefieldofundergraduateeducation.
In a traditional classroom setting there is an upper limit on how effectively
passion can be communicated and transferred. Frequently it is not until mentor
©2013AmericanChemicalSociety
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
and mentee share a laboratory space that this transfer, and thus transformation,
cantakeplace. Researchcaneasilybecomethemostintenseformofeducation,as
thestudentworksone-on-onegainingfirsthandexperienceinthelaboratorywhile
learninghowtodesignandcarryoutnewprojects. Additionally,involvementin
suchprojectsrelatestheundergraduatestudent’seducationtoproblems,situations,
and a greater understanding of the world. Notably, there is often renewed vigor
forlearninginthetraditionalclassroomsettingasthenewresearcherrealizesthat
educationisnotsimplyapassiveactivity. Inrecentyears,therehasbeenagrowing
realizationandmoreformalrecognitionofthefactthatperformingreal,hands-on
researchisoneofthemosteffectivewaystoenhancethelearningexperience.
Few would now argue against the fact that student participation in research
improveslearning,buthowdoesoneprovideandimplementsuchanopportunity
1 in a primarily undergraduate environment? At a very basic level, advances in
0
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h instrumentation and equipment, as well as a change in culture over the past few
c
56. decades,havemadeitpossibletoconstructworthwhileundergraduateprojectsand
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3-1 pursuethemtocompletion. Proofoftheformerisseeninthewaycomputershave
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0 become coupled to instrumentation, so that even less-experienced users — such
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k- as new undergraduate researchers — can utilize them and produce meaningful
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21/ data. Proofofthelattercanbeseeninthededicatedfundingthatnationalagencies
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0.1 and private organizations have made available to researchers at predominantly
1
oi: undergraduateinstitutions(PUI)(1,2). However,justbecausetheinstrumentation
3 | d andfundingexisttocarryoutundergraduateresearchprojectsdoesnotmeanthat
1 everyinstitutionwillbeabletoaccesstheseresources.
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7, Inageneralsenseprogresshasbeenpromising,butitmustbeacknowledged
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er thateachPUIbringswithitacertainsetofchallengesandopportunities. These
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m are influenced by several factors including, but not limited to, a curricular
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ec framework for training undergraduate researchers, student demographics,
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b): available instrumentation, and institutional support. It is unlikely that any PUI
We has the perfect combination of the above factors, therefore this book seeks to
e ( provide information and first-hand accounts of how other successful educators
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D havemetthechallengespresentedbytheirinstitutions.
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atio Within the following chapters there are a variety of answers to the question
blic posedabove. Ahandfuloftheauthorsdescribedepartmentalapproacheswhereby
Pu progress toward research excellence is a built-in learning outcome for most if

notallcourses. Summerresearchisencouragedandthereisoftenaculminating
senior project with which students have the opportunity to demonstrate the new
knowledgetheyhaveacquiredintheclassroomandtheresearchlaboratory. Such
anapproachrequireslike-mindedfacultywhoarededicatedtosuchacurriculum,
aswellassignificantinvestmentofinstitutionalandexternalresources.
Theexamplesthatfallintothecategoryabovehavereached“criticalmass”
to sustain momentum and provide research opportunities to many if not all of
their undergraduate students. It is clear that such transformations do not occur
overnight. Atthedepartmentlevelitcantakeadecadeormoreofpersistentwork
toestablishathrivingresearchcultureatanundergraduateinstitution. Moreover,
once that culture is established, the effort must be maintained to build on the
momentumforfuturestudents.
2
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
These chapters and additional ones provide starting points for developing
such a culture at the department level. In several cases the starting point
is redesigning introductory or research methods courses to place a stronger
emphasis on authentic research and its associated skills. In other cases the
establishmentofathrivingresearchgroupbyonefacultymemberisthecatalyst
for initiating the departmental transformation. There are also several examples
of how to set up an undergraduate research group in departments that place a
heavy emphasis on research, and those that place less emphasis on research.
Manyoftheseofferroadmapsfordevelopinginterdisciplinaryresearchgroupsor
translating resource-intensive graduate-level research to an environment that is
resource-restrictive. In still other cases the research has an experiential learning
component. For many of the above examples the departmental/institutional role
1 isnotalwaysobviousandmaynotbeinfluentialorimportant. Thisisareminder
0
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h thatundergraduateresearchneednotbe“institutional”tobesuccessful.
c
56. In summary, successful undergraduate research can be accomplished in a
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3-1 varietyofdifferentwaysandthepagesthatfollowareanexampleofthat. They
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0 are also an example of the dedication of faculty members who have committed
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k- themselves to undergraduate teaching and research. One of the strengths of this
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21/ book is the breadth of the contributing voices and writing styles. This stems in
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0.1 part from the nature of the subject matter and the fact that, in some instances,
1
oi: thetopiclendsitselftoalessformalscientificstyle. Asonecontributingauthor
3 | d put it: “I have authored a chapter before, but it was all filled with equations
1 and reactions, etc. This was in many ways more difficult.” The result is that
0
2
7, certainchaptershaveagreaterdegreeofanecdotaladvicethatgivesthefeelofan
1
er impromptuconversationinthehallwaybetweencolleagues, whileothershavea
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m moreformaltonethatisreminiscentofatraditionalbookchapter. Aseditorswe
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ec perceivedbothstylestobeequallyvaluable. Justasthereisnoonerightwayto
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b): carryoutundergraduateresearch,sotooisthecasewithwritingaboutit. Inthis
We way,wehopetoappealtothebroadestrangeofreaders.
e ( This book is based on the symposium “Developing and Maintaining a
at
D Successful Undergraduate Research Program,” which was presented as part of
n
atio the programming of the Division of Chemical Education at the 245th National
blic Meeting, in New Orleans, Louisiana, in March of 2013. Several excellent talks
Pu were given that outlined and discussed both the challenges and the rewards of

building and maintaining a research group with predominantly undergraduate
students. It is our hope that this volume will serve as a guide and aid to others
whowishtopursueresearchinthisway.
References
1. National Science Foundation, Specialized Information for Undergraduate
Students. http://www.nsf.gov/funding/education.jsp?fund_type=1.
2. CouncilonUndergraduateResearch. http://www.cur.org/.
3
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.
Chapter 2
A Departmental Focus on High Impact
Undergraduate Research Experiences
Robin B. Kinnel, Adam W. Van Wynsberghe, Ian J. Rosenstein,
2 KarenS.Brewer,MyriamCotten,GeorgeC.Shields,1
0
h0 CharlesJ.Borton,SueAnnZ.Senior,GregoryS.Rahn,
c
56. and Timothy E. Elgren*
1
1
3-
1
0 DepartmentofChemistry,HamiltonCollege,Clinton,NewYork13323
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k- *E-mail: [email protected];Phone: [phone]
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21/ 1Current address: Dean’s Office, College of Arts & Sciences, and
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0.1 DepartmentofChemistry,BucknellUniversity,Lewisburg,
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oi: Pennsylvania17837
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7,
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er Undergraduate research experiences have become an integral
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ec premise of the chemistry department’s curriculum is that
D
b): researchisapowerfulteachingtool. Curricularofferingshave
We been developed and implemented to better prepare students
e ( for the independence required for successful undergraduate
at
D researchexperiencesofferedduringtheacademicyearandthe
n
atio summer. Administrative support has played a critical role in
blic our ability to initiate and sustain scholarly research programs
Pu for all faculty members in the department. The research-rich

curriculumisbuiltdirectlyuponorderivedfromthescholarly
research agendas of our faculty members. The combined
strengthsandsynergiesofourcurriculumandsummerresearch
program have allowed us to pursue several programmatic
initiatives.
©2013AmericanChemicalSociety
In Developing and Maintaining a Successful Undergraduate Research Program; Chapp, T., et al.;
ACS Symposium Series; American Chemical Society: Washington, DC, 2013.