Primarily Undergraduate Institutions Research Articles

2018 Southwest Regional Meeting

The ACS Central Arkansas Local Section will host the 2018 Southwest Regional Meeting (SWRM) at the Little Rock Marriott and Statehouse Convention Center on Nov. 7–10. The general cochairs are Marty Perry of St. Louis College of Pharmacy, and Grover Miller of the University of Arkansas for Medical Sciences. Technical program. The meeting theme is “The Natural State of Chemistry.” Symposia will feature various aspects of nanotechnology and a keynote address by John Wright of the University of Wisconsin, Madison. Other highlights of the technical program include symposia on bioanalytical chemistry, natural products chemistry, and drug discovery. The Cope Scholars Symposium, as well as technical sessions on medicinal chemistry, nanotechnology, chemical education, and chemical toxicology, will also take place. Workshops. Faculty at primarily undergraduate institutions (PUIs) will benefit from the Reaxys Education workshop. Reaxys Education is developing a series of open education resources that are available t...

Publication Rates of Molecular Versus Non-Molecular Biologists: A Case Study of Seven Primarily Undergraduate Institutions

At many primarily undergraduate institutions, biology faculty members mentor student research collaborators. If publication is required for tenure and promotion, this research is expected to result in periodic publications; and publication rates are a common metric used to assess faculty productivity. However, we have uncovered a highly significant difference in the time required to publish articles based on biological sub-discipline. It takes, on average, twice as long for molecular biologists to publish articles than scholars from other sub-disciplines in biology. We believe that this analysis can be used to assess whether this phenomenon generalizes to other disciplines and/or other categories of institutions.

Factors affecting the number and type of student research products for chemistry and physics students at primarily undergraduate institutions: A case study.

For undergraduate students, involvement in authentic research represents scholarship that is consistent with disciplinary quality standards and provides an integrative learning experience. In conjunction with performing research, the communication of the results via presentations or publications is a measure of the level of scientific engagement. The empirical study presented here uses generalized linear mixed models with hierarchical bootstrapping to examine the factors that impact the means of dissemination of undergraduate research results. Focusing on the research experiences in physics and chemistry of undergraduates at four Primarily Undergraduate Institutions (PUIs) from 2004–2013, statistical analysis indicates that the gender of the student does not impact the number and type of research products. However, in chemistry, the rank of the faculty advisor and the venue of the presentation do impact the number of research products by undergraduate student, whereas in physics, gender match between student and advisor has an effect on the number of undergraduate research products. This study provides a baseline for future studies of discipline-based bibliometrics and factors that affect the number of research products of undergraduate students.

An IDeA for enhancing undergraduate research at rural primarily undergraduate institutions.

This study documents the efforts of the North Dakota (ND) IDeA Networks of Biomedical Research Excellence (INBRE) program to assist in the development of undergraduate research programs at four state-supported primarily undergraduate institutions (PUIs) in ND. The study was initiated in the 2004-2005 academic year and continues to the present. The study shows that gaining initial institutional support for undergraduate research was assisted by providing salary support for faculty involved in undergraduate research. Once research was ongoing, each institution evolved their own unique plan for the use of support from the ND INBRE. Undergraduate student researchers have prepared, presented, and defended their research results on 188 unique posters since initiation of the program, with many posters being presented at more than one meeting. PUI faculty have authored 35 peer-reviewed manuscripts. Evaluation has shown that over 95% of the undergraduate students performing research matriculated with their bachelor's degree. Career choices of 77.2% of these graduates was determined, and 37% pursued a career in the health professions. Of the students not pursuing a post-baccalaureate degree, 81.2% chose careers directly linked to science. The study reinforces the concept that undergraduate research can be performed directly on the PUI campus and be of value in preparing the next generation of health professionals in research, service, and teaching.

A Primarily Undergraduate Institution and a Research Hospital Collaborate on a Research Initiative in Central Pennsylvania

A Primarily Undergraduate Institution and a Research Hospital Collaborate on a Research Initiative in Central Pennsylvania

Influential Players in Twitter Networks of Libraries at Primarily Undergraduate Institutions

This study presents an analysis of Twitter networks from academic libraries housed in medium-sized, primarily undergraduate universities. Previous investigations on this topic have used networks of followers, i.e. attention, to show that accounts associated with a library's home institution are the prime influencers in library Twitter networks. That is, they are in key positions to disseminate library-related information. The library itself was found to be positioned to contribute to the institution-wide conversation as well. Networks of followers, however, are susceptible to unwanted influence from inactive users. The present study utilizes networks constructed from tweeting behavior to identify influencers. These networks are, thus, insensitive to inactive followers. The results are compared to those of the previously published follower networks. The behavior networks are significantly smaller and contain far fewer interactions than the follower networks; however, institutional accounts are found to be the principal influencers in these networks as well. Additionally, the social network analysis allows for the quantification of relationship strengths. The closest relationships are between library/institutional and library/student accounts. The former demonstrates that the libraries are active participants in the university-wide exchanges on Twitter and the institutional accounts often include the libraries in their messages.

Support and Expectations for Biochemistry and Molecular Biology Faculty Promotion and Tenure at PUI Institutions

Biochemistry and Molecular Biology (BMB) faculty at Primarily Undergraduate Institutions (PUI) work in very diverse environments. PUI institutions are those defined by the NSF as U.S. four‐year, masters‐level, and small doctoral colleges and universities, that award on average no more than 2 Ph.D. or D.Sc. degrees per year in a department. BMB faculty work at private and public universities, in chemistry and biology departments, and with a varied ratio of teaching, research and service expectations. Within these parameters characterizing, comparing and developing expectations for promotion and/or tenure is challenging, with limited data to assist in important decision making. In order to assist faculty and administrators with strategic planning, goal setting, measuring productivity, and to provide guidance for internal and external program/departmental reviewers, we have initiated a survey to collect a broad set of data from PUIs. After writing and testing sample survey questions and responses, a final survey was developed to query participants about parameters such as teaching load, research support, and output. Initial survey results and plans to disseminate the results including using interactive graphical tools will be presented.

Teaching Chemical Biology at a Primarily Undergraduate Institution

Chemical biology is a cutting edge subject that is constantly turning out new advances. Many of these advances are particularly interesting as they involve interdisciplinary science and give rise to novel solutions to traditional problems. As chemical biology becomes more established as a field, classes teaching the important concepts of the discipline are needed. Herein is described a chemical biology course that is offered at a primarily undergraduate institution (PUI) and that is aimed at third and fourth year students majoring in chemistry, biochemistry, and biology. The material for this course is derived entirely from the primary literature and follows current trends in the field. Currently, the course is divided into four units that reflect four important topics in chemical biology: observing and characterizing protein‐protein interactions involved in transcription, modifying genes and gene expression, bioorthogonal tag and capture studies, and studies involving bacterial quorum sensing. These topics are used to give students a thorough grounding in the types of questions chemical biologists ask, and serve as a basis for introducing students to the techniques that are central to chemical biology. A blended lecture/seminar style is used in this course to accomplish three major course goals: introducing students to relevant techniques in chemical biology, increasing students' ability to read and analyze the current chemical biology literature, and increasing students' ability to present and discuss science with their peers. A discussion of the details of the course (including specific topics covered, assignments given, and grading metrics), and the tactics that have been employed in bringing a traditionally graduate‐level course to an undergraduate setting will be given. Data gathered from student performance and feedback indicate that chemical biology is a valuable and enjoyable course that can be successfully taught to undergraduates at PUIs.

Expanding the Scope of Single Molecule FRET Spectroscopy towards Primarily Undergraduate Institutions

Single molecule fluorescence methods provide a unique and ultrasensitive set of probes for monitoring the conformations and dynamics of protein chains within physiologically relevant contexts. In particular, single molecule fluorescence resonance energy transfer (smFRET) is capable of monitoring the distances between two fluorescent dyes with sub-nanometer spatial and nanosecond temporal resolution. Unfortunately, smFRET remains inaccessible to many biophysical researchers and most of all to students at primarily undergraduate research institutions. This is in part due to the difficulties involved in making dual-labelled protein samples but also stems from the expense and/or complexity of existing single-molecule fluorescence detection platforms. To address the first issue, we have developed a sample generation protocol suitable for making large libraries of dual-labelled proteins and ribosome-bound nascent chains (RNCs). This method consists of using a purified and reconstituted in-vitro translation system for protein expression, the incorporation of azide or alkyne-bearing non-standard amino acids, and finally click-chemistry-based dye attachment. Here, we show that this approach is simple and robust enough to be used by undergraduate students to make large libraries of dual-labelled protein samples in about a day. To enable smFRET-based screening of these libraries we have also built the first-ever confocal smFRET microscope at a primarily undergraduate institution. This instrument was built for less than $20K largely using second-hand optical components. It has a 3-axis piezo-scanning stage which enables single-molecule imaging and trajectory analysis on surface-immobilized molecules. It also has alternating laser excitation capabilities which enable digital sorting of single molecules using multi-dimensional histograms. This work marks the first implementation of smFRET as a research tool at a primarily undergraduate research institution.

A Model for Materials Science in Physics and Chemistry Curricula and Research at a Primarily Undergraduate Institution

ABSTRACTMaterials science skills and knowledge, as an addition to the traditional curricula for physics and chemistry students, can be highly valuable for transition to graduate study or other career paths in materials science. The chemistry and physics departments at Weber State University (WSU) are harnessing an interdisciplinary approach to materials science undergraduate research. These lecture and laboratory courses, and capstone experiences are, by design, complementary and can be taken independently of one another and avoid unnecessary overlap or repetition. Specifically, we have a senior level materials theory course and a separate materials characterization laboratory course in the physics department, and a new lecture/laboratory course in the chemistry department. The chemistry laboratory experience emphasizes synthesis, while the physics lab course is focused on characterization techniques. Interdisciplinary research projects are available for students in both departments at the introductory or senior level. Using perovskite materials for solar cells, WSU is providing a framework of different perspectives in materials: making materials, the micro- and macrostructure of materials, and the interplay between materials to create working electronic devices. Metal-halide perovskites, a cutting-edge technology in the solar industry, allow WSU to showcase that undergraduate research can be relevant and important. The perovskite materials are made in the chemistry department and characterized in the physics department. The students involved directly organize the collaborative exchange of samples and data, working together to design experiments building ownership over the project and its outcomes. We will discuss the suite of options available to WSU students, how we have designed these curricula and research, as well as some results from students who have gone through the programs.

Collaborative Research Networks Provide Unique Opportunities for Faculty and Student Researchers

We discuss the benefits that a collaborative research network, a group of faculty from different institutions who jointly conduct a research project, can have on undergraduate research (UR) by enhancing the diversity and significance of projects and by improving student motivation and breadth of learning. The main example used is the Ecological Research as Education Network (EREN), founded in 2010 to enhance undergraduate research in ecology at primarily undergraduate institutions (PUIs) by (1) providing networking and collaborative research opportunities for both faculty and students and (2) developing free educational resources. EREN comprises about 280 ecology faculty and staff nationally and has facilitated development of nine continental-scale, collaborative research projects. Project leaders design a research project that can be conducted by faculty and students at just about any college. Faculty and their students carry out the data collection at their home institution and submit it to the publicly available project database. Then participants (and even non-participants) can avail themselves of the large, multi-year, continent-wide data set. Substantial benefits have been reported for programs, faculty, and students. Undergraduate research programs are broadened and faculty benefit because they gain insights and laboratory techniques from colleagues in other institutions and fields, thereby expanding the diversity of potential undergraduate research projects and resulting in more broadly trained undergraduates. The research projects themselves have become educational resources incorporated into courses at all levels, as well as independent research projects. Because data collection happens nationwide, college faculty and students at small colleges are now able to investigate large-scale ecological questions. Preliminary assessments have shown significant improvements for some student-learning outcomes, including thinking across scales, use of best practices in data management, and describing scientific collaboration techniques. Students demonstrate increased motivation and retention through participation in a nationwide, authentic research project with publication-quality data, becoming part of a community of scholars and gaining a sense of belonging and responsibility. Despite challenges with coordination and communication, students are exposed to a wider range of techniques and subfields of ecology than they would be without this network.

Professional Practices in Undergraduate Research Programs.

The undergraduate research experience (URE) is an important avenue within a college trajectory in which students enhance their critical thinking, learn about the scientific process, and develop the knowledge and values that will guide their future scientific and professional careers. Individual institutions, programs, departments, and faculty administer undergraduate research differently, but each should adhere to a common set of guidelines which govern the research mentoring process. Adherence to standard practices will enhance the research experience for both students and mentors. This article examines standards and guidelines for professional practices involving undergraduate research and scholarship, and will discuss lapses and limitations that students and faculty frequently confront. The growth, support, and proper management of undergraduate research programs (URPs) at primarily undergraduate institutions (PUIs) is important for maintaining a talented pool of young scientists, as students benefit greatly from direct interactions with faculty mentors that predominate at PUIs.

Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development. Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for “cook book-style” laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class. This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read – Think –Write/Draw/Calculate – Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor’s point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

Stimuli-Responsive Hydrogel Films Based on Crosslinked Chitosan

Electrochemical research has been particularly difficult at primarily undergraduate institutions (PUIs) because students entering a research lab in their freshman and sophomore years have no or little knowledge of analytical chemistry or physical chemistry, let alone electrochemistry. However, considering the limited resources and amount of time faced by students at PUIs, electrochemistry presents a great opportunity to expose the students to multi-disciplinary research that encompasses chemistry, biology, material science and engineering. Here we report the development of a stimuli-responsive hydrogel film based on crosslinked chitosan on the surface of an electrode. The film shows a pH-responsive, switch-like behavior. The negatively charged redox probe, Fe(CN)6 3-/4-, is found to be trapped and enriched in the catechol-crosslinked chitosan film under acidic conditions, and released into solution by either increasing pH or applying a negative voltage. The release of negative species from the film can be controlled by the amplitude and duration of the applied voltage. This pH- and voltage-responsive material has promising applications in biofabrications, biosensors and drug delivery systems. Future studies and incorporation of similar research in undergraduate curriculum will also be discussed. Figure 1

(Invited) Fundamentals for Effective Research in Materials Science at a Primarily Undergraduate Institution

Over the past 15 years, Rowan University has strived to include hands-on experiences into the curriculum for science and engineering majors. While it may seem that such efforts lead to increased faculty load and a concomitant reduction in scholarly work, proper integration of education and research is synergistic. Consider that since 2001, more than 40 undergraduates have co-authored over 50 peer-reviewed papers with the speaker, and many more have worked on a variety of other projects. The list of majors involved includes chemistry, engineering, physics, and even science education. Not only can these opportunities boost the productivity of cutting-edge research, but they prepare students for success in graduate school or careers in industry and greatly enhance their chances for admission or hiring. There are several important factors that are key to effective implementation. These include flexibility in the curriculum, institutional support, interdisciplinary collaborations, summer programs, and institutional partnerships. We will discuss each of these areas in detail and how each component is necessary for sustaining advanced research programs with students at undergraduate institutions.

Research and Teaching: Implementing Comprehensive Reform of Introductory Physics at a Primarily Undergraduate Institution: A Longitudinal Case Study

Research and Teaching: Implementing Comprehensive Reform of Introductory Physics at a Primarily Undergraduate Institution: A Longitudinal Case Study

Mentoring Undergraduate Students in Computational Materials Research

ABSTRACTComputation has become an increasingly important tool in materials science. Compared to experimental research, which requires facilities that are often beyond the financial capability of primarily-undergraduate institutions, computation provides a more affordable approach. In the Physics Department at Eastern Illinois University (EIU), students have opportunities to participate in computational materials research. In this paper, I will discuss our approach to involving undergraduate students in this area. Specifically, I will discuss (i) how to prepare undergraduate students for computational research, (ii) how to motivate and recruit students to participate in computational research, and (iii) how to select and design undergraduate projects in computational materials science. Suggestions on how similar approaches can be implemented at other institutions are also given.

Selection, Evaluation, and Modification of a Standard Operating Procedure as a Mechanism for Introducing an Undergraduate Student to Chemical Research: A Case Study

In an effort to broaden the selection of research opportunities available to a student registered in a one-semester, upper-level independent study course at a primarily undergraduate institution (PUI), a highly motivated student was asked to select, evaluate, and modify a standard operating procedure (SOP). The student gained valuable experience in the decision-making processes involved with selecting an SOP based on discernment of which procedures could be performed at our institution. Once a procedure was selected, the student set up and evaluated the performance of the procedure, enabling mastery of the process. After demonstrating competence, the student was asked to suggest and perform modifications to the procedure thereby providing an opportunity to gain a better connection between the procedure and results. In this work, the QuEChERS (quick easy cheap effective rugged and safe) method for the analysis of hexachlorobenzene (HCB) was examined demonstrating the effectiveness of using an SOP as a tool...

Careers in virology: teaching at a primarily undergraduate institution.

A faculty position at a primarily undergraduate institution requires working with undergraduates in both the classroom and the research lab. Graduate students and postdoctoral fellows who are interested in such a career should understand that faculty at these institutions need to teach broadly and devise research questions that can be addressed safely and with limited resources compared to a research I university. Aspects of, and ways to prepare for, this career will be reviewed herein.

Psychophysiology at a Primarily Undergraduate Institution: Teaching and Research

Psychophysiology at a Primarily Undergraduate Institution: Teaching and Research