Traditional Laboratory Course Research Articles

Research on Intelligent Development and Practice of Accounting Laboratory Courses in Colleges and Universities in the Context of Interdisciplinary Cooperation

Abstract In this paper, an innovative solution is proposed to address the problems of single content design, lack of relevance and specialized training in traditional accounting laboratory courses. In interdisciplinary cooperation, an efficient intelligent assistance model for accounting laboratory courses is constructed by combining the collaborative filtering recommendation model and K-Means clustering algorithm. The model significantly improves the recommendation accuracy and computational efficiency by optimizing the cosine similarity calculation and introducing the similarity-weighted average, combined with the enhanced dichotomous K-means algorithm. After dataset testing and practical application verification in a university, the model effectively improves the quality of personalized recommendation of teaching resources. In particular, students’ mastery of knowledge points K2 and K3 is more adequate through the model recommendation, while their mastery of K8 is significantly improved. In addition, the model successfully identifies the similarity between students, which lays the foundation for providing more personalized learning resources. Overall, the model solves the traditional problem of accounting laboratory courses and provides a practical methodology for intelligent recommendation of teaching resources in universities.

Gender Identity and Student Perceptions of Peer Research Aptitude in CUREs and Traditional Laboratory Courses in the Biological Sciences.

While several studies have investigated gender inequities in the social learning environment of biology lecture courses, that same phenomenon remains largely unexplored in biology laboratory contexts. We conducted a mixed methods study to understand the influence of gender on student perceptions of their peers' research aptitude in introductory biology CUREs and traditional laboratory courses. Specifically, students (N = 125) were asked to complete a name generator survey at three time points across the semester. This survey asked students to list the names of peers whom they viewed as "most proficient" in the course investigations and to justify their choice via an open-ended response prompt. Using social network analysis, exponential random graph modeling (ERGM), and thematic analysis, we demonstrate that student gender identity did not influence nomination behaviors in CURE or traditional laboratory courses. However, the ERGMs reveal the presence of a popularity effect in CUREs and demonstrate that mutual nominations were more prevalent in traditional laboratory courses. Our qualitative data further provide insights into the reasons students nominated peers as proficient in CURE and traditional courses.

Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC).

Course-based undergraduate research experiences (CUREs) are laboratory courses that integrate broadly relevant problems, discovery, use of the scientific process, collaboration, and iteration to provide more students with research experiences than is possible in individually mentored faculty laboratories. Members of the national Malate dehydrogenase CUREs Community (MCC) investigated the differences in student impacts between traditional laboratory courses (control), a short module CURE within traditional laboratory courses (mCURE), and CUREs lasting the entire course (cCURE). The sample included approximately 1,500 students taught by 22 faculty at 19 institutions. We investigated course structures for elements of a CURE and student outcomes including student knowledge, student learning, student attitudes, interest in future research, overall experience, future GPA, and retention in STEM. We also disaggregated the data to investigate whether underrepresented minority (URM) outcomes were different from White and Asian students. We found that the less time students spent in the CURE the less the course was reported to contain experiences indicative of a CURE. The cCURE imparted the largest impacts for experimental design, career interests, and plans to conduct future research, while the remaining outcomes were similar between the three conditions. The mCURE student outcomes were similar to control courses for most outcomes measured in this study. However, for experimental design, the mCURE was not significantly different than either the control or cCURE. Comparing URM and White/Asian student outcomes indicated no difference for condition, except for interest in future research. Notably, the URM students in the mCURE condition had significantly higher interest in conducting research in the future than White/Asian students.

Does exposure to research experiences have different learning outcomes than prior exposure to lab techniques in non-research settings?

A large body of literature has established the benefits of undergraduate research experiences via the traditional apprenticeship model. More recently, several studies have shown that many of these benefits can be recapitulated in course-based undergraduate research experiences (CUREs) that are more scalable and easier for students to participate in, compared to the apprenticeship-based research experiences. Many Biology curricula also incorporate more traditional laboratory courses, where students learn to use common laboratory techniques through guided exercises with known outcomes. Indeed, many programs across the nation provide such programs or courses for students early in their careers, with a view toward increasing student interest and engagement in Biology. While there is general consensus that all lab experiences have some benefits for students, very few studies have examined whether either research experiences or learning biological techniques in more traditional lab courses directly impacts student performance in lecture courses. Here, we show that prior familiarity with laboratory techniques does not improve student performance in a lecture course, even if these techniques are directly related to content being taught in the course. However, having prior research experience improves performance in the course, irrespective of whether the research experience included the use of course-related laboratory techniques.

Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems

This study aimed to investigate the effect of the analytical chemistry laboratory course, designed, and conducted according to the flipped learning approach (FL) on prospective science teachers' meaningful understanding and interpretation of knowledge in the context of the environment. 73 second grade prospective science teachers (PSTs) participated in this action research, and the interventions lasted for thirteen weeks. The analytical chemistry laboratory (ACL) course was reorganized by replacing the traditional laboratory approach with the FL approach that established the context with the environment. The data were obtained through a conceptual understanding test (CUT) which was developed by the researchers, which consisted of five open-ended questions. The CUT was used as a pre-test and post-test along with an interview form. Results showed that the reorganization of the traditional laboratory course in accordance with the nature of action research and its integration with the flipped learning approach had a positive effect on the prospective teachers’ learning and opinions about the course. Also, it was determined that PSTs’ interpretation ability related to environmental problems in the chemical dimension improved significantly. However, despite this increase, it was concluded that they could not reach a sufficient level in terms of producing solutions to environmental problems. Considering that the effectiveness of FL practices both teaching subjects and environmental problems in ACL course, it is thought to be beneficial to use this approach in another laboratory course.

Student Outcomes Differ Based on Length of a Course‐based Undergraduate Research Experience (CURE)

Course‐based Undergraduate Research Experiences (CUREs) offer an inclusive means to engage students in the scientific process and enhance student learning gains and persistence in STEM. To realize the benefits of CURE implementation, is there a minimum length of CURE? We studied the learning and attitudinal outcomes of more than 1,000 undergraduate students across the United States involved in chemistry, biochemistry, and molecular biology CUREs using malate dehydrogenase as the model system. There were three conditions, complete semester CURE (cCURE), modular CURE of about six weeks in length embedded into a laboratory course (mCURE), and no CURE (control). We also looked at the impact these conditions had on students who are persons excluded [from STEM] due to ethnicity or race (PEER). We hypothesized that the longer the students spent in a CURE the better their outcomes. We measured student outcomes using several validated measures and compared the conditions using ANOVA, ANCOVA, and chi‐square analyses. We found cCURE students had higher experimental design learning and STEM support than control students. We found cCURE>mCURE>control for student’s report of their interest in conducting research in the future, support for STEM students, and their interest in a STEM career. Students in the cCURE and control had higher positive attitudes about scientific research than students in the mCURE. There were no differences between conditions for negative attitudes towards science, science literacy, and beliefs about learning science. We found PEER students reporting the same results as White/Asian students, except for their interest in conducting research: PEER students in mCUREs had higher interest than their White/Asian counterparts in conducting research. We conclude that the overall pattern was for students in the cCURE condition to have better learning and attitudinal outcomes than students in the mCURE and control conditions. Additionally, PEER student outcomes in CURE conditions were similar to their White/Asian counterparts. These results should encourage faculty to use CUREs in laboratory courses to improve all students’ outcomes and indicate that even a short CURE embedded within a traditional laboratory course can benefit students.

Impact of Authentic Course-Based Undergraduate Research Experiences (CUREs) On Student Understanding in Introductory Biology Laboratory Courses

We present data displaying course-based undergraduate research experiences (CUREs) effectiveness in providing authentic cutting-edge research experiences to undergraduates, which both private and government organizations recognize as essential. A total of 68 students were enrolled in this research with 50 students being in a traditional laboratory course and 18 students participating in the CURE implemented laboratory. Results from mid- and postsemester surveys were compared to assess knowledge and attitude. Knowledge showed no change; however, students who experienced the CURE responded with increased enjoyment, strong feelings of scientific contribution, and high project ownership, and overall they were more confident in research than their non-CURE peers.

Effective Development of a Remote Full-Day Summer Neuroscience Program at the University of Pennsylvania.

Online education programs are becoming increasingly prevalent, with the COVID-19 pandemic greatly accelerating their prominence. Even as colleges and universities have returned to in-person learning, the need for effective remote learning options remains relevant. Importantly, online programs can increase access for non-traditional students, international students, and under-represented minorities. While information has been published about methods to successfully transition traditional lecture and laboratory courses online, one area that has received less attention has been that of summer programs. Because these programs are typically full-day programs, they present a unique challenge for online engagement. In this study, I describe the development of an online full-day summer neuroscience program that was taught over a three-week period. The main goal of the program was to promote students' future interest in the field of neuroscience. Three additional goals were to introduce them to neuroscience content, give them exposure to reading scientific journal articles, and give them practice with oral presentations. In order to promote these goals, four complementary components were incorporated into each day's programming: 1. Synchronous full-group lectures, 2. Synchronous small-group Journal Clubs, 3. Synchronous small-group Neuroethics Clubs, and 4. Asynchronous lab activities. Student evaluation feedback showed that the program was successful in stimulating the students' future interest in neuroscience. These levels of interest were similar to past in-person versions of the program. Students also gained increased experience with neuroscience content, journal articles, and presentations. Therefore, this program can serve as a template for the design of an effective online neuroscience summer program.

Repurposing an Introductory Organic and Inorganic Laboratory Course from the Focus on Teaching Theory to the Focus on Teaching Practical Technique

A traditional laboratory course with the primary learning outcome of improving students’ theoretical knowledge has received much criticism over the years due to the lack of evidence that these goals have achieved. We report our efforts to redesign a traditional first-year organic and inorganic (also known as synthetic) laboratory course from having a focus on teaching theory to the development of practical skills. With better alignment between the core learning outcomes of the course and the type of experiments embedded into the curriculum, we report that the redesigned course improved students’ practical skills from a number of measures, including students’ grades pre- and postcourse and from students’ self-assessment of core skills in synthetic chemistry.

Bacterial Unknown Project in the COVID19 Era: Transition from in-Person Lab Experience to Online Environment

The eruption of the COVID-19 pandemic forced many universities to quickly transition traditional in-person laboratory courses to an online format for remote learning. Consequently, learning objectives focused on hands-on laboratory skills shifted to ones that assess skills that could be recapitulated in the online format. We have transitioned a staple experiment in most undergraduate microbiology labs, the Bacterial Unknown Project, for online delivery using the university Learning Management System. We maintained the learning objectives suited for online delivery, such as creating an experimental design for identifying an unknown bacterium and communicating scientific results, while replacing or modifying those which could not be replicated, such as demonstration of sterile techniques, with learning objectives that highlighted skills of collaboration, peer evaluation, and scientific communication. Assessment of these new and modified learning objectives demonstrated positive student learning. Additionally, an anonymous postproject survey asked students whether they perceived the online Bacterial Unknown Project had increased their skill level in the areas highlighted by the revised learning objectives. Results reflected that 80% of the students reported the Unknown Project had increased their skills in all areas evaluated.

Comparison of Pharmacy Students' Performance in a Laboratory Course Delivered Live Versus by Virtual Facilitation

Objective. To compare academic performance in and students' perceptions of an outpatient pharmacy practice laboratory course taught in a traditional laboratory setting vs by virtual facilitation.Methods. An outpatient pharmacy practice laboratory course was taught in a traditional live laboratory setting to 69 students on two campuses in 2016. A year later, the same course was taught via synchronous virtual (ie, remote) facilitation using an internet-based video and chat conference room for communication across two campuses to 91 students. Students' academic performance was evaluated based on major assessments, individual test questions, and final course grades. A course and instructor evaluation were administered to each group of students at the conclusion of each course offering.Results. Students who completed the live traditional laboratory (2016) had a mean final course grade of 90.1%, while students who completed the virtually facilitated laboratory course (2017) had a mean final course grade of 89.6%. The mean score on course evaluations completed by students in the virtually facilitated course was lower. The difference in scores between individual course and instructor evaluations between 2016 to 2017 was not significant. There was no significant difference found between students' grades on the midterm and final objective structured clinical examinations (OSCEs) and written assessment questions between 2016 and 2017.Conclusion. Students who completed the live traditional laboratory course and those who completed the course in the virtually facilitated setting performed well. Course evaluations revealed student satisfaction with the course and instructor in both settings. These findings suggest that a virtually facilitated laboratory course does not hinder student performance and provides a similar experience as a traditional classroom.

TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

Short-Term Research Experience (SRE) in the Traditional Lab: Qualitative and Quantitative Data on Outcomes.

The San Diego Biodiversity Project introduces undergraduate students at four different 2- and 4-year schools to a short-term research experience (SRE) that was implemented as a module in the last third of a traditional laboratory course. The study assesses the qualities of this SRE for students using three different methods. Twenty-one participants were interviewed about their experiences in the traditional and research components of their course. In a repeated-measures design, 124 participants took the Persistence in the Sciences (PITS) survey immediately before and after their participation in the SRE. Finally, using a propensity score matching technique, PITS survey results for SRE students were compared with those for students in a course-based research experience (CRE). Student perceptions of the traditional lab and the SRE are different—students appreciate learning basic processes and procedures in the traditional lab, but they express having personal investment in and a sense of participating in science in the SRE. Significant increases were found for the variable of Project Ownership in the SRE condition over the traditional lab, but SRE outcomes were lower than CRE outcomes. Although the SRE may not provide the benefits of a CRE, it is a serious option for expanding access to authentic research.

UN MÓDULO CON SIMULACIONES INTERACTIVAS DIDÁCTICAS PARA LA COMPRENSIÓN CONCEPTUAL DE UN MODELO FÍSICO EN UN TRABAJO DE LABORATORIO DE FÍSICA EN LA UNIVERSIDAD

Este estudio busca construir un medio para facilitar el proceso inicial de análisis conceptual del problema experimental de un trabajo de laboratorio (TL) de Física (Fase I). En el contexto de un curso de laboratorio tradicional, donde solo hay espacio presencial para el trabajo propiamente experimental, por lo que se planteó la posibilidad de coadyuvar en la integración de los conocimientos teóricos asociados al problema y su propuesta de solución. Para tal fin se diseñó un Módulo con Simulaciones Interactivas Didácticas (MoSID) que seguía el Modelo de Aprendizaje en el Trabajo de Laboratorio en Física (MATLaF). Se ensayó con un grupo de estudiantes de la Universidad Simón Bolívar (USB) que cursaban Laboratorio. Entre los resultados destacan que los estudiantes en la post-prueba lograron expresar más ideas cercanas a las aceptadas por la ciencia que en la pre-prueba, lo cual permite considerar que la interacción con el MoSID contribuyó con la comprensión del modelo físico. Además, los estudiantes valoraron favorablemente la estrategia.

An inclusive Research Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning

Engaging undergraduate students in scientific research promises substantial benefits, but it is not accessible to all students and is rarely implemented early in college education, when it will have the greatest impact. An inclusive Research Education Community (iREC) provides a centralized scientific and administrative infrastructure enabling engagement of large numbers of students at different types of institutions. The Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) is an iREC that promotes engagement and continued involvement in science among beginning undergraduate students. The SEA-PHAGES students show strong gains correlated with persistence relative to those in traditional laboratory courses regardless of academic, ethnic, gender, and socioeconomic profiles. This persistent involvement in science is reflected in key measures, including project ownership, scientific community values, science identity, and scientific networking.

Teaching Physics through Experimental Projects

Experiments designed by students at any level is a fun way to learn physics. Laboratory activities can help students acquire, integrate and construct knowledge in a friendly way. For the last 15 years, we have promoted experimental work as projects in theoretical courses. The enthusiasm students have shown, even though they have to spend many extra hours, contrasts their dislike for traditional laboratory courses where they follow recipes. In this paper, we present the original project and its influence in other courses and in new curricula. We will not address the epistemological aspects [1] and give only a slight overview of pedagogical advantages of this approach.

Undergraduate Journal Club as an Intervention to Improve Student Development in Applying the Scientific Process

Active learning improves student performance in STEM courses. Exposure to active learning environments generally occurs through traditional laboratory courses and independent research, both of which require access to resources that are limited at many universities. A previously reported active learning-based undergraduate journal club improved student achievement in communicating science. Here, we expanded on this previous journal club to improve student performance in the process of science. We developed and implemented a series of workshops and seminars referred to as "CASL Club," an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after CASL club about their confidence in accessing, analyzing, and reporting scientific research. Post-CASL club, the students reported increases in confidence in their abilities to access and present scientific articles and write scientific abstracts. Additionally, the students reported improved confidence and performance in their courses. Compared to the previous journal club study, the majority of sampled journal club participants were not exposed to primary literature as part of their general coursework. Our results illustrate active-learning based undergraduate journal clubs as a way to expose students to primary literature and improve students' ability to apply scientific process in an active-learning environment at resource-limited universities.

Microbial life in a winogradsky column: from lab course to diverse research experience.

Many traditional lab courses include both standard and inquiry-based experiments, yet lack cooperative and authentic lab experiences. Such experiences are important for microbiology students and burgeoning researchers. In a novel lab environment, students constructed Winogradsky columns using common soil and water sources. During initial column incubation, students learned methods for identification of microbial isolates including staining, microscopy, biochemistry and 16S-rRNA sequencing. Concurrently, students challenged their columns via varied substrates and contaminants including enrichment with nitro-compounds, hydrocarbons, acids and other environmental stressors. Students were encouraged to use both basic and more advanced identification methods to study the effect of such challenges within their columns. The students were required to maintain lab notebooks and attend weekly lab meetings, which were designed to share progress and facilitate experimentation among their lab-mates. At the end of the semester, students gathered to present their data and conclusions. By engaging in weekly meetings and a final conference, students were able to construct a snapshot of the microbial diversity, including phylogeny and metabolism, in the soil and water used to construct the Winogradsky columns. By using a common source, students were able to observe an array of diversity within individual columns and extrapolate towards the tremendous microbial diversity in the initial soil and water samples. Equally important to the data obtained, the students engaged in a collaborative effort through discussion, trouble-shooting, weekly meetings and the summative conference. Such efforts enabled students to participate in an authentic research experience within a traditional undergraduate laboratory course. Editor's Note: The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 2 practices.

Improved Method for Determining the Heat Capacity of Metals

An improved procedure for laboratory determination of the heat capacities of metals is described. The temperature of cold water is continuously recorded with a computer-interfaced temperature probe and the room temperature metal is added. The method is more accurate and faster than previous methods. It allows students to get accurate measurements on multiple samples in a laboratory period, making it suitable for a traditional laboratory course as well as for a discovery lab approach. Results for 267 student trials (excluding 15 outliers) on five metals are reported. The average molar heat capacity for each metal was within 3.3% of the ideal Dulong and Petit value of 3R.

Process Control Virtual Laboratory: Temperature Control Based on LabVIEW for Convection Heat Transfer

The process control virtual laboratory is created by using LabVIEW for demonstrating process control via manipulating a simulated model of a physical process. In this study, a system of convection heat transfer in a rectangular duct is set up and connected with a data acquisition card and a computer serving for an advanced virtual laboratory aimed at supporting teaching and learning in Instrumentation and Control Engineering courses at Pathumwan Institute of Technology. The use of the virtual laboratory facilitates the ongoing evolution of the teaching method from a traditional didactic lecture and laboratory course to a more student-centered approach. The LabVIEW application is used to conduct several tasks including user interface design, publishing and sharing measured data, instrument control and remote access to a system in the Process Control Laboratory. Using LabVIEW software, students can familiarize the basic skills necessary to use equipment and software because the control systems in many industrial processes can be implemented on a computer which runs on LabVIEW.