Undergraduate Chemistry Curriculum Research Articles

Keeping Analytical Chemistry Training Up-to-Date.

The undergraduate analytical chemistry curriculum serves to equip students with the knowledge and skills for work outside of classroom training. As such, instructors face a challenging task in deciding the breadth and depth of topics for their courses to ensure their syllabi can remain up-to-date with today's needs. We propose that instructors consider covering capillary electrophoresis (CE) and lab-on-a-chip (LOC) technologies in their analytical chemistry courses. Past surveys of the curriculum show a noticeable lack of emphasis on these topics, which we feel is a missed opportunity and one that holds potential for the collective benefit of instructors and students. CE and LOCs are utilized in a diverse array of fields like biochemistry, pharmaceutical production, materials science, and environmental analysis, and their applications are becoming increasingly important amidst the growing movement toward environmentally sustainable practices and green chemistry. They are also more accessible in the analytical chemistry classroom compared with typical benchtop instruments due to the flexibility of their size and cost. This makes them easier to obtain, maintain, and transport for use and demonstration purposes. Additionally, interwoven in these topics are core concepts that are fundamental to analytical chemistry; thus, covering them will inherently reinforce students' understanding of fundamental knowledge. Therefore, we believe increased coverage of CE and LOCs can better prepare undergraduates for modern analytical chemistry work in various industries and fields of research.

Ungrading in organic chemistry: students assessing themselves and reflecting on their learning

The focus on grades has diminished the focus on learning. One strategy that aims to return students’ attention to what they are actually learning (and not just earning) is ungrading. Ungrading is thought of as any strategy in which instructors do not assign a number or letter grade to students’ assignments and assessments. Instead, faculty may (1) provide thorough feedback and engage in dialogue with students about their work, and perhaps, (2) allow students to assign their own grade. Whichever style of ungrading they choose, the scholars that have been forging the path for ungrading come from a variety of fields and perspectives, including STEM instructors in more recent years. The focus on incorporating ungrading practices into the organic chemistry curriculum provided here is adapted from a variety of practitioners, and especially the foundational work of chemistry professor Clarissa Sorensen-Unruh. In addition to discussing the current ungrading practices in various fields, we will use this perspective article to share our own experience with and lessons learned from beginning to incorporate ungrading in the undergraduate organic chemistry curriculum, both as it relates to the implementation of the practice and our own perceptions of the student experience and learning outcomes. Ultimately, the goal is to allow students to see the significance of the process of learning and to engage in some metacognitive work that they can apply to different assignments, whether in our class or not. If we want students to focus on learning, perhaps they should do the grading themselves.

Experiences with an Inquiry-Based Ionic Liquid Module in an Undergraduate Physical Chemistry Laboratory.

The topic of ionic liquids is typically not taught at the undergraduate level. Many properties, such as conductivity, vapor pressure, and viscosity, of these so-called "green solvents" are unique compared to traditional molecular solvents. Using active learning techniques, we introduced an ionic liquid module in the physical chemistry laboratory where their structures and physical properties, namely, viscosity, conductivity, and vapor pressure, were explored in relation to molecular solvents. Summative and formative assessments show that a majority of the participants were able to grasp the key concepts of ionic liquids. We envision that our methods and strategies can be one of the building blocks of introducing ionic liquids into the undergraduate chemistry curriculum.

An Undergraduate Laboratory Module Integrating Organic Chemistry and Polymer Science.

Polymer science is receiving wider acceptance in the organic chemistry community; thus, it is imperative to include it in the undergraduate organic chemistry curriculum. Despite the ever-increasing popularity of the topic of polymer chemistry in undergraduate curricula, a comprehensive laboratory experiment module describing a polypeptide synthesis by ring-opening polymerization of N-carboxyanhydride (NCA ROP) and a homopolymer synthesis by activators-regenerated by electron-transfer for atom transfer radical polymerization (ARGET ATRP) has yet to be proposed. Herein, we report a semester-long, ten week undergraduate laboratory module focusing on the synthesis and analytical characterization of polyalanine and polystyrene for an advanced organic chemistry class. Students received hands-on-experiences in synthesizing polymers followed by their characterization via proton nuclear magnetic resonance (1H NMR) spectroscopy, electrospray ionization-mass spectrometry (ESI-MS), gel permeation chromatography (GPC), thermogravimetry (TGA), differential scanning calorimetry (DSC), and transmission electron microscopy (TEM), which are not well-presented in the typical organic chemistry curricula. These engaging hands-on lessons in the newly designed laboratory module not only increase students' interests in an interdisciplinary environment of organic chemistry and polymer science but also cultivate their research interests and communication skills and promote critical thinking.

Spectroscopic Monitoring and Modeling Drug Dissolution for Undergraduate Chemistry Curriculum.

The pharmaceutical and medicine manufacturing industry has become the largest industrial sector for the employment of chemists, indicating a need for experiments with a pharmaceutical sciences context in the undergraduate chemistry curriculum. In the pharmaceutical industry, testing drug dissolution is a key analytical task for solid oral dosage forms that is performed in different phases of drug development to test the release behavior of new formulations, ensure consistency between manufacturing lots, and help predict the in vivo absorption of the drug substance after administration. However, there are a limited number of laboratory experiments in dissolution testing developed for the undergraduate chemistry curriculum. To help students obtain hands-on experience in dissolution testing, a protocol has been developed for an undergraduate chemistry laboratory course for students to build a dissolution apparatus, monitor dissolution processes, model the dissolution to extract kinetic parameters, and evaluate the consistency between dissolution curves with FDA regulated methods. Students successfully collected dissolution curves and completed the modeling analysis with nonlinear least-squares fitting. The designed dissolution protocol has been evaluated to have consistency and reproducibility to be implemented in the undergraduate chemistry laboratory curriculum.

Emerging Areas in Undergraduate Analytical Chemistry Education: Microfluidics, Microcontrollers, and Chemometrics.

Analytical chemistry is a fast-paced field with frequent introduction of new techniques via research labs; however, incorporation of new techniques into academic curricula lags their adoption in research and industry. This review describes the recent educational literature on microfluidics, microcontrollers, and chemometrics in the undergraduate analytical chemistry curriculum. Each section highlights opportunities for nonexpert faculty to get started with these techniques and more advanced implementations suitable for experienced practitioners. While the addition of new topics to any curriculum brings some opportunity costs, student engagement with cutting edge techniques brings many benefits, including enhanced preparation for graduate school and professional careers and development of transferable skills, such as coding. Formal assessment of student outcomes is encouraged to promote broader adoption of these techniques. Expected final online publication date for the Annual Review of Analytical Chemistry, Volume 17 is May 2024. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Factors associated with chemistry faculty members’ cooperative adoption of evidence-based instructional practices: results from a national survey

Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members’ cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (n = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members’ perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members’ perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members’ cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members’ perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (e.g., course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.

Assessing microbial diversity in soil samples along the Potomac River: implications for environmental health.

In this study, we investigated the microbial diversity and community composition of soil samples collected from various sites along the Potomac River within an urbanized region. The study integrates microbial analysis into an undergraduate chemistry curriculum, bridging theoretical education with practical, real-world applications. Our findings revealed the presence of both typical marine soil bacteria and bacterial taxa indicative of urbanization and waste runoff. Notably, the identified taxa shared among all samples demonstrated a strong presence of Burkholderiaceae, Nitrosomonadaceae, and Pedosphaeraceae, which are associated with agricultural pollution, organochlorine pesticide contamination, and bromochloromethane pollution. We observed significant variations in microbial community diversity across different sampling sites, emphasizing the influence of environmental factors on microbial abundance and diversity. These insights carry significant implications for understanding the consequences of urbanization on soil microbial communities along the Potomac River and can inform strategies for managing and preserving these ecosystems. Further research is warranted to elucidate the effects of soil health and microbial diversity in this region. IMPORTANCE This study integrates microbial analysis into an undergraduate chemistry class, offering students a hands-on approach to environmental research. We examined the soil along the urbanized Potomac River, discovering a mix of common marine microbes and others that are indicators of urban waste and pollution. Our findings provide valuable insights into the environmental impacts of urbanization on soil health and reveal the effectiveness of using modern genetic tools to teach students about real-world issues. This innovative educational approach not only deepens students' understanding of chemistry and ecology but also prepares them to be thoughtful, informed participants in addressing contemporary environmental challenges while shedding light on the state of the soil microbiome near and around the DC metro area.

Exploration and Practice of Blended Teaching Model in Textile Chemistry Course

Higher education of postpandemic has undergone significant transformations compared to prepandemic standards. Various blended teaching models, including online/offline blending, flipped classroom, etc. have been rapidly developed. This paper presents a method of blended teaching for undergraduate Textile Chemistry curriculum based on its characteristics and the limitations in our college while ensuring high educational standards and students’ satisfaction. Firstly, it proposed the necessity of practicing blended learning in Textile Chemistry. Then, it designed and constructed the online teaching resources for this course. Finally, the new blended learning model was conducted on the sophomore experimental class. Feedback from students showed that blended learning mode is suitable and accepted by most of the students, and it has improved the course’s classroom efficiency.

Conservation Science Education Online (CSEO) – A heritage science resource

Abstract Conservation Science Education Online (CSEO) is a new online resource that shares strategies for teaching science in art conservation and related cultural heritage fields. An overview will be given of how undergraduate chemistry curricula in the United States have used examples from cultural heritage. The field of art conservation will then be described with an emphasis on the science curricula taught in art conservation programs around the world. Challenges include relating theoretical learning to real-world applications and teaching scientific terminology and concepts to students who may have limited science backgrounds; as well, there is a lack of textbooks and resources with appropriate case studies. The newly launched CSEO online resource offers freely available, effective teaching methods in the form of modules developed by international educators in the field. The inaugural CSEO Conference 2022 served as an introduction to the online resource for a global audience and was the first dedicated conference to bring together heritage science educators to discuss challenges and teaching strategies with the goal of building such a resource. The conference facilitated discussions among participants about teaching strategies, with the intention that these topics would become modules for the online resource, available to all science educators.

A Resource to Support Decolonization of the Undergraduate Chemistry Curriculum

In our taught chemistry curricula, the majority of individuals who are used to illustrate historical aspects of chemistry topics are white, western chemists. Decolonizing the undergraduate chemistry curricula is increasingly recognized as an important step toward developing a more inclusive higher-education environment for students from minoritized ethnic backgrounds. Here, we provide the first openly accessible resource that provides examples of both individual scientists and groups that can be used to illustrate chemistry teaching, and hence provide role model examples of scientists from different cultures. More generally, the resource provides a significant body of examples for chemistry educators to use as they begin working toward decolonizing their curricula.

Computer-Aided Drug Design Project for Introductory High School Students

The pharmaceutical industry has been a major player in improving life expectancies and driving chemistry employment. While computational chemistry tools increasingly guide pharmaceutical research decisions, high school and undergraduate chemistry curricula do not reflect the prevalence of such techniques. Incorporation of computational tools into chemistry education is warranted to support industry-relevant learning experiences, student motivation to pursue chemistry careers, and public understanding of STEM careers and medicines. Therefore, this paper outlines how a computer-aided drug design (CADD) tool was introduced to high school students as a classroom project in tandem with traditional course material. Materials are provided to assist instructors in replicating this project in their own courses.

Revisiting the Conformational Isomerism of Dihaloethanes: A Hybrid Computational and Experimental Laboratory for the Undergraduate Curriculum.

The conformational isomerism of disubstituted ethanes is a well-known concept that is part of every chemistry curriculum. Due to the species' simplicity, studying the (free) energy difference between the gauche and anti isomers has been the testing ground of experimental and computational techniques, such as Raman and IR spectroscopy, quantum chemistry, and atomistic simulations. While students normally receive formal training in spectroscopic techniques during their early undergraduate years, computational methods often receive less attention. In this work, we revisit the conformational isomerism of 1,2-dichloroethane and 1,2-dibromoethane and design a hybrid computational and experimental laboratory for our undergraduate chemistry curriculum with a focus on introducing computational techniques as a complementary research tool to experimentation. We show how commonly available Raman spectrometers and atomistic simulations performed on desktop computers can be combined to study the conformational isomerism of disubstituted ethanes while discussing the advantages and limitations of the different approaches.

Integrating Multiple Library Instructions into Undergraduate Chemistry Curriculum: A Practical Model for Information Literacy Training

ABSTRACT Chemistry is a unique science discipline, which requires special search techniques to locate its enormous information collection. Systematic information literacy training for chemistry students has long been recognized important. Built into chemistry curriculum, a series of library instructions with follow-up assignments have been integrated into the designated core course in a large public university for about a decade. The science librarian implemented this practical model to provide chemistry information training to undergraduates majoring in chemistry or related disciplines, which has been demonstrated effective by the assessment of pre-lecture and post-lecture student opinion surveys conducted over a ten-year period.

Alternative Products Selling Sustainability? A Brazilian Case Study on Materials and Processes to Produce Plant-Based Hamburger Patties

Plant-based protein-production and consumption have been booming recently, requiring novel, greener sources and processes that can make a real contribution to sustainability. Alternatives offered as patties can be found all over the world, promising less environmental and health risks compared to animal-based protein. In this context, a case study on soy-based patties from Brazil is presented, pointing out sustainable aspects of this value chain, from farm to fork, whilst presenting a theoretical discussion on consumer behavior. The implications of extensive land use for soy monoculture and aspects of the soy patty industrial processes, such as use of hexane, lack of information on labels, excess ingredients, and inconclusive data on food additives (such as methylcellulose), as well as integration of these concepts to design new undergraduate Chemistry curricula, are analyzed. Heavy processing in plants to achieve the taste, texture and appearance of meat increases the environmental footprint of vegetarian diets containing these items, disrupting the idea of sustainability that these products come with. Although meat production has a significant environmental impact, plant-based patties demonstrate that less impactful meat substitutes can also have environmental, social and health risks.

Instrumentation Use in Postsecondary Instructional Chemistry Laboratory Courses: Results from a National Survey

Instrumentation plays a critical, ubiquitous role in modern chemistry. The undergraduate chemistry curriculum must therefore cultivate students’ ability to investigate chemical phenomena via relevant instruments. The instructional laboratory serves as the primary context in which undergraduates learn about instrumentation, where use of instruments in these settings is requisite to meaningful learning. However, little is known about what instruments are incorporated and students’ level of hands-on experience. Also, prior research points toward differences in instrumentation access, and in turn use in the instructional laboratory, across institutional contexts. This study investigates instrumentation use in postsecondary instructional chemistry laboratory courses via a national survey of chemistry faculty members (n = 574). Results suggest that courses incorporate a distinct set of instruments aligned with their respective curricula. These data provide an empirical foundation for relevant stakeholders (i.e., instructors, departments, curators of degree programs, and professional organizations authoring postsecondary chemistry education policy) to engage in evaluative discussions and possible curricular reform. Further, there was no evidence that incorporating instruments into the lab or students’ hands-on experience is associated with institutions’ terminal chemistry degree, receipt of NSF funding for improving undergraduate courses, or ACS approval of undergraduate degree programs. Findings collectively suggest similar instrumentation use across institutional contexts and possibly the elimination of previously reported disparities in access. However, students still obtain little hands-on experience with several instruments despite their incorporation into courses. Furthermore, instructors across institutional contexts report barriers to incorporating instrumentation beyond access. This work provides stakeholders with implications for improving undergraduate laboratory instruction.

The Confusion Between Intravenous Sodium Chloride and Potassium Chloride: A Potential Application for a Problem Based Learning (PBL) in Nursing Education to Minimize Medication Errors

Sodium chloride and potassium chloride are two metal halides easily distinguishable by chemistry students. Nevertheless, it has been shown that the confusion between sodium chloride and potassium chloride is the underlaying cause of serious medical mistakes that may potentially culminate with the death of the patient. In the present literature review, a qualitative approach is used to examine relevant teaching practices, such as a problem base learning (PBL) approach that could be integrated in the undergraduate chemistry curriculum for nursing students to minimize the confusion between the two chemicals.

A Review of Research on the Teaching and Learning of Chemical Bonding

We review the literature, from 2006 to 2020, focused on the teaching and learning of chemical bonding. The studies included in our review (48 studies set in 19 different countries overall) involved secondary and postsecondary students as well as K-12 teachers and university faculty. We synthesize these studies’ findings to provide implications for future research and instruction. To this end, our analysis summarizes the range of methodological choices employed and reports on students’ understanding of chemical bonding. On the basis of our analysis, we find that studies tended to overemphasize the cataloging of alternative conceptions in the context of first-year general chemistry, which suggests the need for more work that emphasizes students’ reasoning regarding advanced models of bonding in higher levels of the undergraduate chemistry curriculum.

Survey of the Undergraduate Analytical Chemistry Curriculum

This article reports the results of a curriculum survey of 322 analytical chemistry instructors (92% U.S.-based) conducted during Spring 2021. This snapshot of current course formats, topics, and pedagogical methods will be useful to both seasoned and novice teachers of analytical chemistry. The majority of respondents reported that their major requires two analytical chemistry courses, and 97% of respondents reported that at least one analytical course is required. Over 80% reported a required analytical lab course. The topic rated most important was standardization and calibration methods, followed by UV–vis absorbance spectroscopy, data handling, HPLC, GC, statistical analysis, general chromatographic theory, sources and types of error, mass spectrometry, and acid–base theory/equilibria/buffers. In general, topics that were rated as important were likely to be taught in required courses and addressed in hands-on laboratories. Over 80% of instructors reported the use of at least one evidence-based active learning strategy. In response to open-ended questions, instructors shared their strategies for student career preparation, project-based learning, and inclusive teaching, with these responses summarized using thematic analysis. Responses from 117 instructors give a snapshot of current efforts to promote diversity, equity, and inclusion, including cultivation of an inclusive environment, implementation of active learning, and examples of diverse scientists and culturally relevant examples. Respondents also reported the biggest challenge to their teaching, which was most frequently associated with obtaining and maintaining instrumentation. The results of this survey will help inform curricular updates in individual courses and programs and may inspire larger community-wide efforts to improve undergraduate analytical instruction.

Simulating Electronic Absorption Spectra of Atmospherically Relevant Molecules: A Systematic Assignment for Enhancing Undergraduate STEM Education

Computational and atmospheric chemistry are two important branches of contemporary chemistry. With the present topical nature of climate change and global warming, it is more crucial than ever that students are aware of and exposed to atmospheric chemistry, with an emphasis on how modeling may aid in understanding how atmospherically relevant chemical compounds interact with incoming solar radiation. Nonetheless, computational and atmospheric chemistry are under-represented in most undergraduate chemistry curricula. In this manuscript, we describe a simple and efficient method for simulating the electronic absorption spectral profiles of atmospherically relevant molecules that may be utilized in an undergraduate computer laboratory. The laboratory results give students hands-on experience in computational and atmospheric chemistry, as well as electronic absorption spectroscopy.