ac educator
Undergraduate Research: A Capstone Learning Experience Thomas J. Wenzel, Bates College
Undergraduate research: An inquiry or investigation conducted by an undergraduate that makes an original, intellectual, or creative contribution to the discipline.1 his definition was developed by a group of faculty and administrators during a workshop at the April Dialogue Conference sponsored by the Council on Undergraduate Research in 1997. Several components of the definition make it a particularly suitable description of undergraduate research: 1) It does not force scholarship done by undergraduates into one model; thereby it permits flexibility among different disciplines; 2) it makes no judgement on the relative value of teacher- or student-initiated work, and allows for student–faculty and student– student collaborations; and 3) it sets a high standard for undergraduate research by maintaining that the scholarship be original and contribute to the discipline. Having an undergraduate reproduce work already described in literature is therefore not research. Having an undergraduate do nothing more than assist someone as a “pair of hands” on a project cannot be considered research either. Undergraduate research projects must be designed with the intent of creating new knowledge. Requiring that the research contribute to the discipline implies that the work be disseminated
ROBERT SOULÉ
T
among the relevant community through established means and that others in the discipline value the findings. The goals of research are the presentation of research results at confer-
ences and eventual publication in peerreviewed journals. Research, whether in analytical chemistry or another discipline, is significant because of the number of aspects that separate it
A U G U S T 1 , 2 0 0 0 / A N A LY T I C A L C H E M I S T R Y
547 A
ac educator
from other learning experiences in an undergraduate curriculum. Learning in an undergraduate curriculum can be highly impersonal. The instructor is usually at the front of a class with many students. Laboratory sections are often too large to facilitate
Another benefit is the collaboration that occurs in most science labs. Whereas public images often depict the scientist working in solitude, in actuality, most labs are engaging places to work. Working together is a key to the completion of most research projects.
Research is usually the first opportunity for undergraduates to conduct an investgation with an uncertain outcome. a significant personal interaction between the student and instructor. Students normally work alone reading texts, completing homework assignments, and writing lab reports. In contrast, learning in undergraduate research is highly personal. Through numerous one-on-one interactions, both the advisor and student share a passion for, and commitment to, the project and want it to succeed. The student gets to witness firsthand the process an experienced mentor goes through in solving problems. The student receives help and advice at critical moments when involved in a problem and learns new problem-solving techniques. Often the advice goes beyond research to career options and other professional and educational matters. Perhaps the most unique aspect of undergraduate research is the personal relationship that comes from working in close collaboration with an advisor, whether that person is a professor, postdoc, or graduate student. The experience of working closely with an individual who is both a collaborator and supervisor has value. College graduates often assume professional positions with leadership and advisory responsibilities; the research curriculum allows an undergraduate to gain the needed experience in working with people in a professional setting. The advisor is also, then, in a better position to write a meaningful letter of evaluation for the student.
548 A
The nature of the problems distinguish research from course work. In most courses, the problems and responsibilities are thoroughly prescribed. Material in the class and lab develops in a predetermined manner, and most of the outcomes are anticipated. It is rare that the solutions to problems in course work and lab work are not already known. Problems in research have exactly the opposite characteristic and are more like those that professional analytical chemists encounter. Research is usually the first opportunity for undergraduates to conduct an investigation with an uncertain outcome. In addressing openended problems, the student must use the literature, integrate knowledge from prior course work, formulate questions, design experiments, evalu-
vided suitable mentoring exists, is extremely valuable. Having to assume significant responsibility for the success of a project is also important. It is doubtful that any other activity in the undergraduate curriculum matches the intensity of problem solving, decision making, critical thought, independence, and responsibility that occurs in research. The research process is different from the rest of the undergraduate curriculum in other ways as well. Course assignments and expectations are defined in scope and ultimately in the time required to complete them. Research, on the other hand, can always consume more time and require more dedication than course work. Students gain experience budgeting time and setting priorities. The positions they will assume by virtue of their education will require the ability to establish priorities and juggle similar responsibilities. Therefore, gaining research experience as the undergraduate is useful. Undergraduate research also fosters communication at a level uncommon in most course work. Every project will involve day-to-day communication with co-workers and an advisor, requiring constant organization of thoughts to explain observations and conclusions. Most undergraduate research experiences also require more formal modes of communication—including depart-
Receiving access to a lab signifies acceptance into the discipline at a professional level. ate data, assess whether an experiment worked, and convincingly support conclusions. Although many of these processes occur in consultation with an advisor, many do not, so that undergraduate research involves considerable independent decision making. Research is also characterized by experiments that do not work. Having to handle frustration and setbacks, pro-
A N A LY T I C A L C H E M I S T R Y / A U G U S T 1 , 2 0 0 0
ment seminars, poster sessions, and a final written report. No doubt these oral and written reports are more encompassing in scope than the typical course lab reports. For many undergraduates, participation in research is an empowering experience that builds confidence. In analytical chemistry, this may be derived from the sense of accomplishment that
