Dataset Information

CoLab: A workshop-based undergraduate research experience for entering college students.

ABSTRACT: The goal of undergraduate chemistry laboratories is to allow students to learn about chemical systems and key laboratory skills. They should then apply this knowledge to solve problems and connect macroscopic observations in the laboratory with those occurring at the submicroscopic level. Unfortunately, these needs are not met through traditional confirmation labs. Therefore, many chemistry instructors are turning towards research-based labs course-based undergraduate research experiences (CUREs). There are also many cases where summer workshops, often with non-traditional pedagogy, are used for students. This article describes the STEM CoLab Program, a novel type of summer workshop that seeks to build student chemistry knowledge and skills in research and presentation at the beginning of their college work. This program uses the principles of CUREs for students who are just entering the university, mostly as freshmen. Several different phenomena have been investigated during the program. In this paper, we report the overall work of the program from 2016 through 2021 and provide additional details on the program's implementation in 2020 and 2021 when students conducted their work from home, using a combination of a take home research kit for studying salivary amylase "in vitro" and computer-based visualizations of amylase-inhibitor interactions "in silico" using PyMOL and online docking tools.

SUBMITTER: Wierzchowski A

PROVIDER: S-EPMC10373424 | biostudies-literature | 2022 Dec

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

CoLab: A workshop-based undergraduate research experience for entering college students.

Wierzchowski Adrian A Wink Donald J DJ Zhang Hongyang H Kambanis Kristy K Robles Jacqueline O Rojas JOR Rosenhouse-Dantsker Avia A

Journal of chemical education 20220511 12

The goal of undergraduate chemistry laboratories is to allow students to learn about chemical systems and key laboratory skills. They should then apply this knowledge to solve problems and connect macroscopic observations in the laboratory with those occurring at the submicroscopic level. Unfortunately, these needs are not met through traditional confirmation labs. Therefore, many chemistry instructors are turning towards research-based labs course-based undergraduate research experiences (CUREs ...[more]

PMID: 37519308

Similar Datasets

Project description:The benefits of mentored undergraduate research to student success, retention, and persistence in science, technology, engineering, and mathematics (STEM) have long been identified. However, many students miss out on the opportunity to engage in research often due to unfamiliarity of various research opportunities or how to approach potential research mentors. To address this, we developed a scalable online badge, Introduction to Research, that draws on aspects of the Entering Research curriculum (Branchaw, Pfund, & Rediske, 2010) to help students explore and prepare for undergraduate research in the biomedical and behavioral sciences. Students in the BUILD Training Program, part of the larger STEM BUILD at UMBC Initiative, completed the badge in conjunction with a 3-week classroom-based undergraduate research experience (CURE) before the start of their second year of undergraduate study at the University of Maryland, Baltimore County (UMBC). We were interested in investigating how this intervention, online badge plus CURE, correlated to students engaging in undergraduate research before the end of their second year at UMBC. We did this through student self-report, comparing students who had participated in the online badge plus CURE (BTP) to those who participated in neither (Control). Our data demonstrate that students who participated in the Introduction to Research Badge and CURE entered into mentored research at a significantly higher rate than students who were exposed to neither. Further, previously validated instruments of students 'research self-efficacy and science identity were used to compare how the Introduction to Research Badge and CURE may impact these two psycho-social variables. Students who participated in the Introduction to Research Badge and CURE had significantly higher gains in research self-efficacy compared to the control group. However, no change was observed in science identity for either group. Collectively, our results suggest that students who engage in the Introduction to Research Badge in combination with a CURE engage in mentored research within a year of completion at higher levels than students who engage in neither.

Dataset Information

CoLab: A workshop-based undergraduate research experience for entering college students.

Publications

CoLab: A workshop-based undergraduate research experience for entering college students.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets