Introductory Laboratory Course Research Articles

Revisiting a classic experiment in violin acoustics as a classroom demonstration or laboratory activity

In 1982, Carleen Hutchins built a violin to conduct experiments largely to learn about the role of air cavity resonances on the overall sound produced by the violin. This violin was of a standard design except for 65 holes 5 mm in diameter drilled into the ribs. The holes could be selectively plugged with corks for experimentation. Carleen Hutchins was a skilled luthier, and this violin, playfully called “Le Gruyère,” was a finely crafted musical instrument. For an introductory acoustics general education laboratory course, a version of Hutchins' Swiss cheese violin was created by drilling holes in the ribs of a factory-made student-model violin. Students in the course have the opportunity to replicate classic acoustics experiments or this violin can be used for class demonstration purposes. In this presentation, the advantages and challenges of implementing this activity as a laboratory or classroom demonstration are discussed.

Use of OneNote class notebook as a combined electronic laboratory notebook and content delivery tool in an introductory biochemistry laboratory course.

The COVID-19 pandemic has forced a shift in thinking regarding the safe delivery of wet laboratory courses. While we were fortunate to have the capacity to continue delivering wet laboratory experiments with physical distancing and other measures in place, modifications to the mechanisms of delivery within courses were necessary to minimize risk to students and teaching staff. One such modification was introduced in BCH370H, an introductory biochemistry laboratory course, where a OneNote Class Notebook (ONCN) was used as an electronic laboratory notebook (ELN) in place of the traditional hardbound paper laboratory notebook (PLN) used prior to the pandemic. The initial reasoning for switching to an ELN was around safety-allowing course staff and students to maintain physical distancing whenever possible and eliminating the need for teaching assistants to handle student notebooks; however, the benefits of the ONCN proved to be significantly more. OneNote acted not only as a place for students to record notes but the Class Notebook's unique features allowed easy integration of other important aspects of the course, including delivery of laboratory manuals, posting of student results, notetaking feedback, sharing of instructional materials with teaching assistants, and more. Student and teacher experiences with the ONCN as used within a fully in person biochemistry laboratory course, as well as learned best practices, are reviewed.

Influence of CUREs on STEM retention depends on demographic identities.

Research has shown that undergraduate research experiences can have substantive effects on retaining students in science, technology, engineering and mathematics (STEM). However, it is impossible to provide individual research experiences for every undergraduate student, especially at large universities. Course-based undergraduate research experiences (CUREs) have become a common approach to introduce large numbers of students to research. We investigated whether a one-semester CURE that replaced a traditional introductory biology laboratory course could increase retention in STEM as well as intention to remain in STEM, if the results differed according to demography, and investigated the possible motivational factors that might mediate such an effect. Under the umbrella of the Authentic Research Connection (ARC) program, we used institutional and survey data from nine semesters and compared ARC participants to non-participants, who applied to ARC but either were not randomly selected or were selected but chose not to enroll in an ARC section. We found that ARC had significant effects on demographic groups historically less likely to be retained in STEM: ARC participation resulted in narrowing the gaps in graduation rates in STEM (first vs continuing-generation college students) and in intention to major in STEM [females vs males, Persons Excluded because of Ethnicity or Race (PEERs) vs non-PEERs]. These disproportionate boosts in intending STEM majors among ARC students coincide with their reporting a greater sense of student cohesiveness, retaining more interest in biology, and commenting more frequently that the course provided a useful/valuable learning experience. Our results indicate that CUREs can be a valuable tool for eliminating inequities in STEM participation, and we make several recommendations for further research.

Collection, Fixation, and Antibody Staining of Drosophila Embryos.

The Drosophila embryonic central nervous system has been used for decades as a model for understanding the genetic regulation of axon guidance and other aspects of neural development. Foundational studies using antibody staining to examine the embryonic ventral nerve cord in wild-type and mutant animals led to the discovery of evolutionarily conserved genes that regulate fundamental aspects of axon guidance, including midline crossing of axons. The development of the regular, segmentally repeating structure of axon pathways in the ventral nerve cord can illustrate basic principles of axon guidance to beginning students and can also be used by expert researchers to characterize new mutants, detect genetic interactions between known genes, and precisely quantify variations in gene function in engineered mutant lines. Here, we describe a protocol for collecting and fixing Drosophila embryos and visualizing axon pathways in the embryonic ventral nerve cord using immunofluorescence or immunohistochemical staining methods. As embryogenesis in Drosophila takes ∼24 h to complete, a 1-d collection yields embryos representing all stages of development from newly fertilized through ready-to-hatch larvae, allowing investigation of multiple developmental events within a single batch of collected embryos. The methods described in this protocol should be accessible to introductory laboratory courses as well as seasoned investigators in established research laboratories.

Partnering with students to redesign an introductory chemistry laboratory course: An exploration of the process and implications

The most effective teaching and learning environments are those in which students are involved as active partners with faculty, and the greatest impact occurs when faculty go beyond asking students for feedback and instead involve them in design, production, and implementation. In this paper, we explore the process of student-faculty co-creation by presenting a specific case involving students as partners in the redesign of an introductory chemistry laboratory course to incorporate more group learning, support students’ skill development, and increase students’ sense of belonging in chemistry. This case study investigates how faculty can set up and structure a successful co-design partnership and attend to potential challenges as well as how educational developers and teaching centers can work in partnership with faculty and students to design or redesign courses.

Impact of traditional physics lab instruction on students’ critical thinking skills in a Finnish context

Recent studies have given incentives to physics departments around the world to revise the learning goals of their lab courses to emphasize experimentation skills over reinforcing lecture content. Evaluation instruments have been developed to measure the achievement of learning goals, and one such instrument is the Physics Lab Inventory of Critical thinking (PLIC). The PLIC measures respondents’ ability to evaluate models, evaluate methods, and to suggest the next steps for an investigation. In the present work, we give consideration to the validity of our Finnish translation of the PLIC and we show results from our baseline study of first-year introductory lab courses with labs mixing content- and skills-related learning goals. We observed no statistically significant change in students’ critical thinking skills over the period of our study.

Students’ views about experimental physics in a large-enrollment introductory lab focused on experimental scientific practices

A large-enrollment, introductory physics laboratory course at the University of Colorado Boulder has undergone a recent transformation to help students’ develop lab skills and better align students’ views and beliefs about experimental physics with those of expert experimental physicists through engagement with authentic scientific practices. We examine the impact of the transformation on women and men in the course and report the effect of this transformation on the students’ views and beliefs using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) as a measurement tool. We analyze over 3000 student responses from both before and after the transformation for both women and men on overall E-CLASS scores, as well as item-by-item. The results show statistically significant increase in the overall average E-CLASS score after the transformation as compared to that of the course before the transformation regardless of gender. In addition, item-by-item analysis indicates that there are larger gains in a few E-CLASS items, especially those related to the new course learning goals and some of these items are different for women and men. Our results show that students can have different lab experiences depending on their identity, an important aspect that should to be taken into account when designing educational interventions.Received 4 May 2022Revised 9 November 2022Accepted 16 December 2022DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010116Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasEpistemology, attitudes, & beliefsInstructional strategiesLearning environmentPhysics Education Research

Crisscrossing Learning Experiences in an Undergraduate Research-Based Laboratory Course to Promote Reciprocal Peer Learning

In an effort to improve student learning, authentic research experiences have been incorporated into introductory laboratory courses as a means to teach students scientific inquiry and engage them in the scientific process. Here, we describe the development and implementation of a novel undergraduate research-based laboratory course for first-year students where students swap projects midsemester. Swapping research projects establishes reciprocal peer learning partnerships, thereby empowering students to simultaneously be both peer teachers and active learners in an introductory laboratory course. Our Crisscrossing Learning Experience (CCLE) course was designed to promote a high level of collaboration, sense of ownership, and science identity among first-year students through the learning by teaching paradigm and close mentoring.

Do-It-Yourself 5-Color 3D Printing of Molecular Orbitals and Electron Density Surfaces

This report outlines an approach for preparing 5-color 3D printed plastic models of molecular orbitals and electron density surfaces using a hobby-grade 3D printer. Instructions are provided for preparing 3D orbital and electron density surface (EDS) models using solid or mesh representations in ground state and transition state structures. We show that the information content of 3D orbital and surface models can be enhanced with text annotation, bisection, strut and dashed bond placement, and composite orbital-EDS model constructions. Example prints illustrate orbital concepts in organic and inorganic chemistry, such as the ethyl cation (σ–p hyperconjugation), methane (hybridization and C–H bonding), ethane (σ–σ* hyperconjugation in the staggered and eclipsed conformations), 2-hydroxytetrahydropyran (the anomeric effect/n−σ* hyperconjugation), the water dimer (hydrogen bonding/n−σ* overlap), ethylene, 1,3-butadiene, and benzene (π molecular orbitals), Re2Cl82–, and U2(COT)2 (metal–metal quadruple bonds). Transition state models illustrate orbital interactions in the SN2 reaction of cyanide with methyl, ethyl, and isopropyl chloride and in a hydroboration reaction of BH3 with propene. Composite EDS models of methyl and isopropyl chloride (for exploring their relative reactivities as SN2 electrophiles) and methylcyclohexane (visualizing 1,3-diaxial interactions) are described. Student perceptions of a multicolor 3D orbital print used in an introductory organic chemistry laboratory course are reported.

An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.

Laboratory courses can serve as important avenues to equitably support introductory biology students to develop foundational scientific literacy skills while experiencing the authentic research process. We present a model for an equity-focused redesign of an introductory organismal biology laboratory course at a teaching institution with limited research infrastructure. We incorporated elements of inquiry, structure, and climate into our three redesigned course components: weekly research investigations, skill-building assignments, and student-designed group projects. Students were trained in the research process through weekly experiments using locally relevant model organisms, collecting and analyzing novel data and writing brief results sections in the conventions of a research journal article. Student groups then collaborated to complete a student-designed research project and poster presentation using one of the model organisms. Through weekly inquiry labs and practice in skill-building assignments, most students in the sample mastered skills in analyzing, graphing, and writing about experimental results. Notably, students mastered skills that were practiced more frequently throughout the lab course, demonstrating the value of repeated and scaffolded practice. Students reported significant gains in self-efficacy and science identity, as well as sense of project ownership. Student gains were influenced by instructor but not their major or the semester in which they took the course, and growth occurred across students regardless of their incoming score on the presemester survey. This intentional course design model, combined with consistent expectations for instructors across multiple sections, has the potential to equitably support students with a range of prior knowledge and experiences to make meaningful gains in science literacy skills during an introductory semester.

Finding the variables that react: Relationships between ability beliefs and student achievement in an inquiry‐based introductory chemistry laboratory course

AbstractThis quantitative, exploratory study examined whether a Project‐Based Guided Inquiry (PBGI) chemistry laboratory course supported more incremental ability beliefs among students, examined achievement outcomes for students grouped based on changes in student‐reported chemistry ability beliefs from pre‐ to post‐course, and provided explanations for differences in achievement and chemistry ability beliefs. Data sources included pre/post surveys of 367 undergraduate students' and 18 teaching assistants' (TAs) content knowledge, ability beliefs, sociodemographics (e.g., gender, race), and prior chemistry experience. The hierarchical linear regression (HLR) model accounted for 27.4% of the variance in post‐content scores, with male students and students with more prior chemistry experience scoring significantly higher than their counterparts. Student ability beliefs was not a significant predictor of content knowledge at the end of the course. Women had a significant decrease in their ability beliefs while male students did not. Furthermore, there were significant differences in achievement depending upon whether and how students' chemistry ability beliefs changed during the course. HLR indicated that student race and TA research experience significantly predicted students' ability beliefs and accounted for 32.7% of variance in this model. Finally, students had more positive perceptions of their TA when their TA held more incremental ability beliefs. These results also indicate that redesigning undergraduate chemistry labs to a PBGI approach does not necessarily level the academic playing field for students who identified as Black, Hispanic, or Multi‐racial, women, or students with less chemistry experience. Providing additional scaffolding for students and developing professional learning experiences to explicitly support TAs incremental ability beliefs may be beneficial in reform‐based laboratory contexts. Further research is needed to understand who benefits from reform‐based instruction and for what reasons.

Motivating and Shaping Scientific Argumentation in Lab Reports.

Writing a lab report can be an opportunity for students to engage in scientific thinking. Yet students' lab reports often do not exhibit evidence of such engagement. Students' writing can appear focused on "filling in" required components and reporting on predetermined conclusions. We conducted a design experiment in an introductory biology laboratory course and examined the impact on students' engagement in argumentation in lab reports. Over two design iterations, students' arguments more often considered and integrated multiple claims, included a broader range of evidence and ideas, and gave appropriate attention to uncertainty in conclusions. We argue that two interrelated changes to the design of the lab course made these shifts possible. First, we restructured the role of instructors to position them as an audience interested in students' thinking. Second, we introduced more uncertainty into the lab activities to provoke consideration of multiple interpretations. We propose that these changes created a different rhetorical context that helped motivate and shape students' engagement in argumentation. More broadly, we suggest that an important alternative to explicitly scaffolding knowledge and skills is to design learning environments that can inspire students to engage in a range of scientific practices more authentically.

Combining virtual simulations with take-home projects as a replacement for face-to-face labs in introductory biology laboratory courses

ABSTRACT Due to the COVID-19 pandemic and the stay-at-home order implemented by the New York State Governor, the introductory undergraduate biology courses were changed to an at-home remote learning modality. To provide conceptual learning and hands-on experience, the second semester introductory biology laboratory course utilised a multi-modal learning approach through the use of take-home experiments with virtual labs and meetings. This study aims to determine whether learning outcomes in conceptual understanding, hands-on experience, writing skills, and critical thinking are enhanced. There is little data showing the impact of take-home experiments on learning and in combination with virtual labs. Although student preference is for face-to-face learning, the average lab report, exams, and final grades were significantly increased during remote learning. The grade increase may be due to the repetitive nature of instruction in combination with the independent at-home experiments. This multi-modal approach seems to enhance conceptual learning and suggests that the combination of take-home experiments with virtual learning improves the core learning objectives in the second semester introductory biology labs.

Implementation and evaluation of the Model of the Use of Evolutionary Trees (MUET) curricular module in an introductory organismal biology course

ABSTRACT The Model of the Use of Evolutionary Trees (MUET)-curricular module that systematically and comprehensively introduces the learning of evolutionary trees for the lower-level college students was developed and implemented in an introductory organismal biology laboratory course at a mid-size, doctoral degree-granting institution. A quasi-experimental, nonrandomised control group, pretest–posttest research design was used to assess students' improvement of their tree-thinking ability. In this study, the students in the MUET-curricular module were the experimental group (N = 174) and the students in the traditional curricular module were the control group (N = 170). Paired t-test results revealed a statistically significant increase in students' tree-thinking ability in the MUET-curricular module (t(173) = −4.38; p < 0.001). Wilcoxon signed rank test results demonstrated a statistically significant increase in students' self-reported perceptions of their tree-thinking ability in the cognitive dimension in the MUET-curricular module (z = −5.68, p < 0.01, r = −0.32). Results show that the MUET-curricular module can be used in the introductory biology contexts as an effective teaching resource in the teaching and learning of tree-thinking.

The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation

ABSTRACT Recent emphasis on learning biology through scientific investigations has focused instruction on understanding and using scientific evidence. To unpack the complexities of evidentiary reasoning, here we present a novel laboratory investigation for teaching the Hardy Weinberg Equilibrium (HWE) in an introductory biology laboratory course that was informed by the Conceptual Analysis of Disciplinary Evidence (CADE) framework. This HWE laboratory investigation highlights evidentiary reasoning with scaffolding questions to target reasoning with and about scientific evidence and it provides students with detailed disciplinary knowledge underpinning their investigation and evidentiary reasoning. To indicate how CADE influenced instruction on evidentiary reasoning during the investigation, changes in one instructor’s laboratory discussion questions before and after implementing CADE are provided. Also, our CADE-informed HWE laboratory investigation is compared to other published activities for engaging students with HWE. Findings show that with CADE, the instructor implemented more scaffolds for directing students to consider multiple aspects of evidentiary reasoning and encouraged students’ epistemic considerations about the nature, scope and quality of scientific evidence. These changes suggest that CADE can be a practical pedagogical tool to inform improvements in HWE laboratory investigations and to help instructors develop and implement scaffolds to guide students’ evidentiary reasoning during a scientific investigation.

Bringing three-dimensional learning to undergraduate physics: Insight from an introductory physics laboratory course

Three-dimensional learning (3DL) is an approach to science instruction that was developed for K-12 science education and that can provide guidance for improving undergraduate physics laboratories. In this paper, we describe efforts to comprehensively integrate 3DL into a sequence of undergraduate introductory physics for life sciences (IPLS) laboratory courses. This paper is tailored for introductory physics faculty interested in advancing their course's learning goals by simultaneously engaging students in experimental practices, scientific reasoning, and conceptual knowledge. We first review how several well-known laboratory curricula are already implicitly aligned with 3DL. We then describe our IPLS course sequence and show how each 3DL dimension—science and engineering practices, disciplinary core ideas, and crosscutting concepts—is integrated throughout the curriculum. To support implementation, we provide samples of our course documentation, a detailed account of our 3DL integration efforts, a guide to training and supporting teaching and learning assistants in a 3DL course, and a sample set of activities to guide students in participating in 3DL instruction in the supplementary material.

It Takes Two: Reflections on a Decade of Team Teaching

More often than not, a team‐taught course is divided among two or more faculty, such that each instructor is solely responsible for a subset of classes. We have co‐developed and team‐taught an introductory laboratory course in experimental biology targeted at first‐year undergraduate students and an interactive lecture course in animal physiology with both undergraduate and graduate students. Both of these courses were designed using evidence‐based pedagogical approaches to engage students in active learning. We combined our unique experiences, expertise, and creativity to design these courses and actively participated in co‐teaching throughout the semester. For example, one instructor took the lead in organizing the course structure and content and the other took the lead in developing laboratory and classroom activities. We also created assessments together or shared assessments that we had used in our other courses. Sharing the grading promoted a more objective evaluation of student work as well as helped us catch each other’s mistakes. Students greatly benefitted as they did not have to adjust to different styles of teaching and assessment midway through a course as would be the case with traditional team teaching. Having two instructors circulating among groups in the lab or in the classroom helped ensure that all teams received the attention they needed during the allotted time. Our students have given us much positive feedback, suggesting that the synergism resulting from sharing a course among more than one instructor has led to better instruction and a more successful learning environment than what they would have experienced in a course with a single instructor or with two or more instructors teaching back‐to‐back. Here we share some of our strategies for intentionally designing a team‐taught course and describe a few lessons we have learned along the way in over a decade of collaborative teaching. All protocols were approved by Rice University IRB (Protocol FY2017‐294).

Understanding undergraduate students' eHealth usage and views of the patient-provider relationship.

eHealth has grown exponentially alongside technology and has become widely accessed by some populations, but little is documented about how undergraduate students use eHealth or perceive their eHealth literacy. As access to online information and non-traditional options for interacting with providers has increased, patient views of the provider-patient relationship may also be changing. This study evaluates how frequently undergraduates use eHealth, how they perceive their ability to use eHealth appropriately, and how they view their patient-provider relationships. A mixed methods approach was used to address the research questions, with quantitative data from a survey and qualitative data from follow-up interviews of twelve of the survey respondents. The survey was distributed to over 650 undergraduate students in introductory biology laboratory courses for students of all fields of interest at one university. Based on 527 survey responses and 12 interviews, students reported commonly using eHealth but being skeptical of telehealth appointments. Although students generally felt capable of finding and interpreting eHealth sources, they were not strongly confident in their ability to do so. Use of eHealth was not seen as altering the patient-provider relationship, but students expressed a desire for their physician to act more as a counselor or advisor than a guardian. Students from minority populations were more likely to use eHealth in comparison to their peers. In addition, student comfort with their provider differed by race and ethnicity, as well as whether they shared the same gender identity as their provider. This research highlights how undergraduate students, who are often making medical decisions for themselves for the first time as adults, access health information and view the patient-provider relationship differently than the traditional guardian or paternalistic model. In addition, having diverse, culturally competent medical providers are critical for students to develop the relationship with their provider that they desire.

NeuroStudies: A Model of an Interdisciplinary Neuroscience Studies Minor.

With nationwide demand for neuroscience programs increasing, faculty and administrators at a public institution with a liberal arts curriculum sought to develop a distinctive program building on existing strengths that would best fit our primarily undergraduate population. The creation of an interdisciplinary Neuroscience Studies minor was the result of collaborations with university stakeholders. Students taking Longwood University's Neuroscience Studies minor are trained to incorporate neuroscience into their areas of interest. Students take three core courses in neuroscience, including an introductory course, laboratory course, and interdisciplinary capstone experience. Additionally, students select three neuroscience-related courses from their major discipline. To gain broad support, the program was intentionally designed to support the university's mission, academic strategic plan, and several key university initiatives. Importantly for our smaller institution, the minor was implemented using existing university faculty, university resources, and a single hire. Since starting in 2015, the minor has quickly become the third largest on campus with increasing popularity among honors students. Program graduates have applied their training to careers paths as neuroscience Ph.D. candidates, master's degrees in a range of fields such as counseling, speech pathology, nursing, education, and neuropsychology, and others have benefited upon entering the workforce. Longwood's success developing an interdisciplinary Neuroscience Studies minor represents a blueprint for smaller institutions with limited resources, to provide students with an opportunity to learn about neuroscience and prepare for the future job market.

Learning to design for social justice in community‐engaged engineering

AbstractBackgroundCommunity‐engaged learning initiatives in engineering often struggle to achieve equitable outcomes for community partners because students in such programs often possess a design‐for‐charity mindset, which is characterized by an uncritical desire to help and the design of solutions that address symptoms of inequity without meaningful community involvement. The paradigm of design‐for‐justice seeks more equitable outcomes by illuminating positions of power, leveraging community knowledge, facilitating community participation, and altering the structural causes of inequity.PurposeLittle is known about how to support students in developing a design‐for‐justice mindset. This work investigated how students in one particular community‐engaged engineering program with a social justice orientation learned to shift mindsets from charity toward justice.MethodI conducted a case study of a community‐engaged engineering learning project during a single academic term using participant observations and semi‐structured interviews of eight undergraduates with varying levels of project experience. I performed thematic analysis to identify learning processes students employed in making mindset shifts.ResultsStudents employed four primary learning processes in developing and deepening a design‐for‐justice mindset: (1) drawing upon prior experience with inequity; (2) connecting to course content; (3) imitating experienced team members; and (4) empathizing with community members. The three core elements of the program experience—introductory course, laboratory course, and field practicum—each fostered shifts along distinct mindset dimensions.ConclusionThis research offers insights into creating community‐engaged engineering learning experiences that may help students shift toward a design‐for‐justice mindset and has broader implications for how all engineering students might develop socio‐technical thinking skills.