Upper-division Laboratory Course Research Articles

Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class.

Laboratory courses offer a unique opportunity, and sometimes challenge, to engage students in projects where they can experience ownership and authentic science practices. An important science practice is writing, which can lead to increased learning about concepts and science communication. Experiencing a sense of ownership in research can lead to various student outcomes, such as increased motivation, greater interest in research, and higher retention in STEM fields. Although previous work has extracted aspects of ownership from students' descriptions of research experiences, studies have not examined directly how students define and perceive ownership. In addition, we do not have a clear idea of whether a sense of ownership is related to student attitudes toward scientific writing in a lab course setting. To better understand the relationship between ownership and writing directly from students' perspectives, we used analysis of student responses to surveys and interviews in an upper-division laboratory course. Using a grounded theory approach for the analysis of 167 survey responses and 9 interviews, we found that students have varying perceptions of project ownership, with the most frequent being opportunities to contribute ideas and shape the project (autonomy), doing the work, and leadership. Students largely perceived that increased ownership had positive influences on their writing, such as increased understanding and thinking, freedom in writing, and increased motivation. Learning about how students perceive ownership in the context of a lab course is useful for considering how lab course structure may support the development of a sense of ownership and may influence how we can engage students in meaningful writing practices.

Spectroscopy of neon for the advanced undergraduate laboratory

We describe a spectroscopy experiment, suitable for upper-division laboratory courses, that investigates saturated absorption spectroscopy and polarization spectroscopy in a neon discharge. Both experiments use nearly identical components, allowing students to explore both techniques in a single apparatus. Furthermore, because the wavelength of the laser is in the visible part of the spectrum (640 nm), the experiment is well-suited for students with limited experience in optical alignment. The labs nicely complement a course in atomic or plasma physics, provide students with the opportunity to gain important technical skills in the area of optics and lasers, and can provide an introduction to radio-frequency electronics.

A practical lesson in polarization optics: Creating a 3D image using a liquid crystal cell

ABSTRACTTo demonstrate a practical application of polarization physics, a liquid crystal pi cell is used as a variable retarder to create different types of polarization. By varying the applied voltage to the cell, the polarization of the outgoing light can be controlled. Because of the rapid switching time of the pi cell, it is possible to alternate between orthogonal circular polarizations or orthogonal linear polarizations at a speed faster than can be reconciled by the human eye. Synchronizing images intended for different eyes with the polarization state of the cell, light of orthogonal polarization is incident upon a polarization maintaining screen. Through use of passive glasses that allow one state of polarization to pass while blocking the orthogonal state for each eye, the visual information will create a 3D image in the viewer's mind. The physics behind this can be described using bra-ket notation, and the experimental method is similar to that used in movie theatres and theme park attractions. It can be used as a practical demonstration of polarization physics and liquid crystal physics as well as an experiment in an upper-division laboratory course for physics majors.

Design and implementation of instructional videos for upper-division undergraduate laboratory courses

Well-designed laboratories can help students master content and science practices by successfully completing the laboratory experiments. Upper-division chemistry laboratory courses often present special challenges for instruction due to the instrument intensive nature of the experiments. To address these challenges, particularly those associated with rotation style course structures, pre-laboratory videos were generated for two upper-division laboratory courses, Analytical Measurements and Physical Measurements. Sets of videos were developed for each experiment: a pre-laboratory lecture, an experimental, and a data analysis video. We describe the theoretical principles that guided the design of the instructional videos as well as the process. To assess the impact of the videos on students' successful completion of the experiments, a mixed-methods approach to data collection was used, which included video-recorded laboratory observations, student one-on-one interviews, and the Meaningful Learning in the Laboratory Inventory (MLLI) survey. Our findings indicate that video-based resources can help alleviate some challenges associated with rotation-style labs, particularly the temporal disconnect between pre-laboratory lectures and experiment completion as well as the need for more student autonomy in upper-division laboratory courses.

Practice makes pretty good: assessment of primary literature reading abilities across multiple large-enrollment biology laboratory courses.

Primary literature is essential for scientific communication and is commonly utilized in undergraduate biology education. Despite this, there is often little time spent training our students how to critically analyze a paper. To address this, we introduced a primary literature module in multiple upper-division laboratory courses. In this module, instructors conduct classroom discussions that dissect a paper as researchers do. While previous work has identified classroom interventions that improve primary literature comprehension within a single course, our goal was to determine whether including a scientific paper module in our classes could produce long-term benefits. On the basis of performance in an assessment exam, we found that our module resulted in longitudinal gains, including increased comprehension and critical-thinking abilities in subsequent lab courses. These learning gains were specific to courses utilizing our module, as no longitudinal gains were seen in students who had taken other upper-division labs that lacked extensive primary literature discussion. In addition, we assessed whether performance on our assessment correlated with a variety of factors, including grade point average, course performance, research background, and self-reported confidence in understanding of the article. Furthermore, all of the study conclusions are independent of biology disciplines, as we observe similar trends within each course.

Creating, implementing, and sustaining an advanced optical spectroscopy laboratory course

An upper-division laboratory course in atomic and molecular spectroscopy is described. Examples of outcomes that also benefit second-year physics laboratories and demonstrations in introductory courses are presented. The overarching goal that drove the development of the course was to assist students in understanding the fundamental connections between atomic and molecular spectra and the underlying structures. A selection of laboratory experiences supporting this goal, and the equipment and techniques necessary to provide them, are outlined.

Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

Integration of laboratory exercises in developmental biology and neurobiology courses using the Xenopus oocyte expression system

This collaborative laboratory exercise integrates two upper division laboratory courses (Developmental Biology and Neurobiology) offered to biology majors at Wake Forest University. The laboratory exercise involves the use of the Xenopus oocyte expression system to study the function of specific membrane receptors and ligand-activated channels. cDNA or mRNA for receptor proteins is injected into Xenopus oocytes. The oocytes are assayed for expression of receptor proteins and two-electrode voltage clamping is done to determine whether the expressed proteins are functional in the oocyte system. This series of laboratory exercises is innovative in its interdisciplinary and collaborative approach to undergraduate teaching, and in its use of sophisticated molecular biological and physiological techniques in the undergraduate teaching laboratory. Students learn first-hand how these techniques have been used to achieve a new level of understanding of both development and neurobiology. Journal of Industrial Microbiology & Biotechnology (2000) 24, 353–358.