Fostering Undergraduate Research with a Nontraditional Student

Jul 17, 2018 - Involvement in undergraduate research experiences influences a student's confidence and identity as a scientist. At traditional undergr...
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Fostering Undergraduate Research with a Nontraditional Student Population Kate Ries* and Sarah Dimick Gray

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Metropolitan State University, 700 East Seventh Street, Saint Paul, Minnesota 55106, United States ABSTRACT: Involvement in undergraduate research experiences influences a student’s confidence and identity as a scientist. At traditional undergraduate institutions, undergraduate research requires a large commitment of a student’s time. For summer research experiences, students are often required to dedicate the entirety of their time during the duration of the program and are restricted from working or taking classes. Metropolitan State University, of St. Paul, Minnesota, serves primarily older students (mean age of approximately 31) with diverse backgrounds. A large majority (63%) of our population attends part-time due to employment and familial responsibilities. Undergraduate research opportunities have been designed to better accommodate our students’ more restrictive schedules. The independent study course has been limited to two credits, which equates to 60 hours of laboratory time per semester. The course has been designed to maximize the experience for students, through incorporation of essential soft skill assessments to better prepare students for industry or academic career paths in an effort to create a fulfilling experience. KEYWORDS: Upper-Division Undergraduate, Curriculum, Hands-On Learning/Manipulatives, Undergraduate Research

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process.10,11 For an undergraduate curriculum, these soft skill assessments better prepare students to become successful professionals in the chemistry field.12 Another major factor contributing to undergraduate success is the importance of collaboration and mentorship by a faculty member in these undergraduate experiences.13−15 A comprehensive review of undergraduate research experiences by Linn et al. states (ref 16, p 1261757-2) Mentors ideally orient undergraduates to develop and integrate (i) conceptual knowledge and background information in the topic of research experience; (ii) science practices such as developing an argument from evidence; and (iii) insights into the culture of the lab, including the requirements of the funding and the roles of participants. Effective mentorship assists in building connections among experimental setup, data analysis, scientific literature, and overall understanding of the research process for undergraduates.6 Mentor feedback throughout the research project can affect a student’s scientific identity and confidence, plans for graduate school, and future careers in scientific research.17−19

n quantitative and qualitative studies, undergraduate research has had an overall positive influence and enhanced students’ undergraduate experience.1,2 Undergraduate research students have demonstrated long-term growth in their ability to detail research protocols and results for an experiment, evaluate related scientific literature, and present their findings in written and/or oral forms.3 Personal development of undergraduate researchers in addition to gained laboratory skills has been noted. Students express having enhanced selfconfidence, autonomy, and ability to overcome laboratory impediments.4 Analysis of the National Survey of Student Engagement (NSSE) determined faculty-led research results in a student’s ability to “persist, gain more intellectually and personally, and choose a research-related field as a career”.5 Students involved in undergraduate research have improved academic motivation in terms of increasing task and performance-approach goals compared to nonparticipants.6

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UNDERGRADUATE RESEARCH EXPERIENCES

What Makes a Good Undergraduate Research Experience?

Undergraduate research experiences vary greatly, and analyses have determined the fundamental components that lead to a successful program. The Council on Undergraduate Research defines undergraduate research as “an inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline”.7 Inclusion of written and oral communication assessments are recommended to prepare students for academic or industrial success.8 Professional skills are developed by maintaining a quality laboratory notebook, reading primary scientific literature, collaborating with peers in a research setting, and writing and presenting findings on laboratory or literature research.9 Evaluation and feedback of initial drafts of student’s research report have been found to improve the final submission significantly and further engage students in the © XXXX American Chemical Society and Division of Chemical Education, Inc.

Traditional Undergraduate Research Experiences

Undergraduate research experiences are traditionally implemented as semester-long research projects with an on-campus faculty advisor or as internships during 8−10 weeks in the summer.20 Students are encouraged to participate in these research experiences after their sophomore year which allows students the opportunity to participate in more than one experience. Literature has shown a direct correlation between lengths of time in a research experience to overall research intelligence of the undergraduate participant.15,21 For inReceived: April 18, 2018 Revised: June 26, 2018

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DOI: 10.1021/acs.jchemed.8b00284 J. Chem. Educ. XXXX, XXX, XXX−XXX

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semester undergraduate research, the University of Minnesota system workload requirements for undergraduates are generally 3 h of work per credit.22 This is consistent with several primarily undergraduate institutions in the Twin Cities metropolitan area who reported a 3−4 h workload per credit per week.23−25 For a summer Research Experiences for Undergraduates (REU) internship, students are required to dedicate the entirety of their time through the duration of the program. They are restricted from working or taking classes during the summer research experience. The assumption of these summer REU internships is that the undergraduate participants can travel freely within the continental United States.

The Natural Science Department at Metropolitan State University offers degrees in Biology (BA, BS), Chemistry (BS), and Environmental Science (BS), and in anticipated Biochemistry (BS) expected Fall 2018.33 The department consists of 11 full-time tenure-track and tenured faculty with 18 part-time adjunct faculty. Natural Sciences currently serves 721 total majors consisting of 553 Biology (BA, BS), 144 Chemistry (BS), and 24 Environmental Science (BS). Compared to Metropolitan State University as a whole, the Natural Sciences Department is 55% students of color and 50% of our student population is part-time. Specifically in chemistry, 60% of the student population is students of color and 60% attend part-time.34

THE NONTRADITIONAL UNDERGRADUATE According to the National Center for Education Statistics, nontraditional students are most often defined as students over the age of 24.26 Typically, nontraditional students expect to utilize college for personal development and preparation for careers and are less focused on the social scene in college.27 Nontraditional students tend to be more mature and motivated toward their career goals. Unlike traditional students, nontraditional students have family and work responsibilities that can distract from their educational ambitions.28 Nontraditional students are more likely to work full-time and attend class parttime due to time constraints.29 The additional outside demands can create time limitations and may lead to stress overload when combined with school.30 The traditional undergraduate research experiences described above are not always well-suited for students of nontraditional backgrounds. Many adult students are geographically constrained and have a limited number of summer research opportunities available depending on location.31 The required time commitment for traditional research experiences may be prohibitive to those adults with family and work responsibilities. Time management is critical to the success of a nontraditional student population.

Undergraduate Research at Metropolitan State University

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At Metropolitan State University, students participate in research through an elective research course typically for a single semester. Though encouraged to participate in REU internships, many of our students are unable to travel outside of the Twin Cities metropolitan area due to family or employment commitments or do not have the flexibility to commit to these programs full-time. Undergraduate research opportunities in chemistry are offered at Metropolitan State University through a Faculty Designed Independent Study (FDIS) course. The FDIS is intended to provide students the opportunity to do independent research in the field of chemistry under the supervision of a tenure-track or tenured chemistry faculty member. This elective course is offered every semester, fall, spring, and summer, and faculty consistently advise two to four students in each offering. A student is required to meet with a faculty advisor to discuss their research interest, projects available, time commitment, and general course requirements before enrolling for the semester. Direct mentorship from faculty continues throughout the FDIS building a stronger connection between the students and their research experience. The faculty have limited the course to two credits which equates to 60 hours of total laboratory commitment time. Previously, students attempted to take the course for three or four credits, and students and faculty had difficulties navigating a complicated schedule. Course completion was inconsistent with the prior course design. In its current iteration, the fall and spring semester offering of the FDIS is traditional in the sense that it tends to be a semesterlong course. However, the faculty work closely with the students to provide a mutually beneficial and flexible schedule. This can translate into 4 h 1 day a week per semester, 4 h 2 days a week per half-semester, etc. During the summer, further flexibility can be provided and the faculty have had students come in four half-days over the course of a month as well as students who work full-time come in one-half day over the course of the summer. The credit and time limit have been very carefully designed to best accommodate our students’ demanding schedule while still providing a meaningful research experience. From Fall 2014 through Spring 2018, 38 students have taken the FDIS elective research course. Table 2 illustrates the demographical backgrounds of the students who enrolled during this time period.34 Of the students who have taken the FDIS, 50% were students of color and 74% would be considered adult students. Only five students worked on the same project for two semesters. An average of two faculty mentors advised students during a given semester. While the FDIS research course is an elective course, 63% (27 out of 43)

Metropolitan State University

Metropolitan State University was founded in 1971 and serves primarily older students of diverse backgrounds. The undergraduate student population is primarily transfer or prior degree undergraduates and has an average age of 31 (Table 1).32 Metropolitan State University is the only public university Table 1. Metropolitan State University Key Facts Enrollmenta 11,375 total students served 95% transfer and prior degree undergraduates

Student Demographicsb 91% undergraduate students 4% first time full-time students 63% part-time students 45% students of color 31 average age of students 15−84 age range of students

a

Fiscal year 2016−2017. bFall 2016.

alternative to the University of Minnesota for Twin Cities metropolitan area residents. Metropolitan State University is a commuter campus, and the majority of students attend parttime navigating their undergraduate degree around employment and family commitments. Our student population is reflective of the Twin Cities demographics, including large populations of Somali Americans and Hmong Americans. B

DOI: 10.1021/acs.jchemed.8b00284 J. Chem. Educ. XXXX, XXX, XXX−XXX

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Table 2. Demographic Backgrounds of FDIS Studentsa Ethnicity

Student Count

Age Range

Student Count

Native American Asian Black Hispanic White

1 8 8 2 19

19−23 24−29 30−39 40−49 50−59

9 17 9 2 1

petences appropriate for chemistry industry positions. Students are encouraged to utilize feedback and submit revisions throughout the semester with the goal of having a working resume as well as an appropriate cover letter before graduation. At the end of the semester, students have the option of turning in a final draft of their resume or a personal statement, ensuring relevance for either career or graduate applications. The subsequent assignments revolve around refining interpretation and presentation of primary literature. First, students are required to construct an abstract from a primary literature paper with only the body of the document. Students are then required to locate a recent primary literature paper relevant to their project and submit a one-page summary of the article, including central reaction schemes where applicable. Last, students present a PowerPoint summary based on a second relevant primary literature paper structured similarly to a group meeting in graduate school giving students disciplinespecific public speaking skills. Since Organic Chemistry I serves as a prerequisite, students are expected to have experience keeping a laboratory notebook. However, in the previous rendition of the course, students often neglected their notebooks and realized pertinent information needed was missing. Currently, three notebook evaluations implemented in the beginning, middle, and end of semester have allowed for improvement in proper laboratory documentation. At the end of the semester, emphasis turns to the completion of the 10-page ACS-style research report. Students are required to turn in an initial draft of their introduction and initial draft of their experimental procedures, and results and discussion, 7−8 weeks before the end of the semester. The final 10-page ACS-style research report is assigned with the intent of culminating the students’ experience with scientific writing to the highest level. Students have expressed being better prepared for the final report, because the drafts allow them to start earlier than they would on their own and provide feedback toward the desired structure of the end document. Two students who performed research in the FDIS course twice, before and after implementation of these soft skill assessments, were surveyed. These students were asked if they found the additional assignments helpful to which they responded: “I did find the change helpful. The assignments gave more structure to the course and kept me on track for the final paper. The resume portion also allowed me to have an updated resume by the end of the semester, which saved me time when applying for jobs. The graded assignments also gave me more opportunity to improve on certain skills where I was lacking.” “Yes! The presentation was really helpful because I had to do another presentation in another class during finals, so it was good practice. The abstracts were also good practice for the final research paper” Faculty have commented that students who proceeded through the course had varying success in their completion of projects; however, they were encouraged that 100% of those enrolled completed the course. Participating faculty have received the final report in a more timely fashion and have observed improved quality after the drafts were implemented. After the course was revised, an increased interest in graduate school was observed. Two students currently in graduate programs had successfully completed the FDIS research course.

a

Data from Fall 2014−Spring 2018 semesters.

of our chemistry graduates participated for at least one semester. Research project design has been a major consideration in the implementation of the FDIS. Faculty have integrated the successful aspects of traditional undergraduate research discussed previously while they worked within the time constraints of our nontraditional student population.8−11 Incoming faculty are encouraged to design concise and amenable projects where students can gain insight into experimental design while having the ability to adjust procedures as needed. Students are tasked with researching related primary literature, selecting appropriate reagents, and contributing to its design. Students receive project-specific safety training and are encouraged to consider green design and disposal. Students on the same project participate in peerto-peer discussions and collaborate together with each other to find solutions to obstacles instead of relying solely on faculty instruction. Students are exposed to multidisciplinary techniques such as synthetic design implementation and manipulation, purification techniques, and a variety of analysis methods (e.g., HPLC, FTIR, GC-MS, gel electrophoresis, etc.). Many of the projects involve the two to three step synthesis of novel small molecules and assay of the compound for specific properties. As many of the Metropolitan State University students have already gained work experience, concepts of time management in the lab, discipline, and efficiency were assets already in place for the streamlined research project. Direct research funding is not available, and materials must be purchased through the instructional laboratory funds, which requires careful consideration of materials implemented by faculty. In the initial inception of the FDIS elective research course, students were evaluated on the basis of participation effort and a final 10-page ACS-style research report. However, it became apparent that the evaluation method was limiting and additional analyses were needed. In keeping with writing across the curriculum (WAC) principles, 10 additional assessments were integrated into the course to better prepare students for industry or academic career paths.35,36 The additional assignments are intended to have students create a resume (and cover letter) ready for the chemistry industry, gain more confidence in reading primary literature, and create better quality research documentation. These assignments not only increase mentorship between the faculty and student, but also provide students with the essential communication skills, critical thinking, and ability to accept and learn from critique needed for industry or academia. With student time constraints in mind, assignments were due bimonthly. Initially, students were required to turn in a resume for a chemistry industry position for their first assignment. While several of our students have resumes for their current positions, students have a difficult time integrating their academic experience as confirmation of professional laboratory comC

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(11) Slade, D. J.; Miller, J. S. A Project Provides an Opportunity: Multiple Drafts of an Introduction Require Students To Engage Deeply with the Literature. J. Chem. Educ. 2017, 94 (10), 1458−1463. (12) Marteel-Parrish, A. E.; Lipchock, J. M. Preparing Chemistry Majors for the 21st Century through a Comprehensive One-Semester Course Focused on Professional Preparation, Contemporary Issues, Scientific Communication, and Research Skills. J. Chem. Educ. 2018, 95 (1), 68−75. (13) Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering; Institute of Medicine, National Academy of Sciences, and National Academy of Engineering, The National Academies Press: Washington, DC, 1997. DOI: 10.17226/ 5789. (14) Pawson, R. Mentoring Relationships: An Explanatory Review. ESRC UK Centre for Evidence Based Policy and Practice Working Paper 21 (Online); 2004; pp 1−98. https://www.kcl.ac.uk/sspp/ departments/politicaleconomy/research/cep/pubs/papers/assets/ wp21.pdf (accessed Jan 2, 2018). (15) Feldman, A.; Divoll, A.; Rogan-Klyve, A. Becoming Researchers: The Participation of Undergraduate and Graduate Students in Scientific Research Groups. Sci. Educ. 2013, 97 (2), 218−243. (16) Linn, M. C.; Palmer, E.; Baranger, A.; Gerard, E.; Stone, E. Undergraduate Research Experiences: Impacts and Opportunities. Science 2015, 347 (6222), 1261757. (17) Eagan, M. K., Jr.; Hurtado, S.; Chang, M. J.; Garcia, G. A.; Herrera, F. A.; Garibay, J. C. Making a Difference in Science Education: The Impact of Undergraduate Research Programs. Am. Educ Res. J. 2013, 50 (4), 683−713. (18) Taraban, R.; Logue, E. Academic Factors that Affect Undergraduate Experiences. J. Educ Psychol. 2012, 104 (2), 499−514. (19) Thiry, H.; Laursen, S. L.; Hunter, A.-B. What Experiences Help Students Become Scientists? A Comparative Study of Research and Other Sources of Personal and Professional Gains for STEM Undergraduates. J. Higher Educ 2011, 82 (4), 357−388. (20) REU Sites: Chemistry; National Science Foundation. https:// www.nsf.gov/crssprgm/reu/list_result.jsp?unitid=5048 (accessed Dec 20, 2017). (21) Thiry, H.; Weston, T. J.; Laursen, S. L.; Hunter, A.-B. The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research. CBE Life Sci. Educ 2012, 11 (3), 260−272. (22) Directed Study, Directed Readings, and Directed Research Courses: Twin Cities, Crookston, Morris, Rochester. https://policy. umn.edu/education/directedstudy (accessed Dec 20, 2017). (23) Feng, V. Z. Augsburg University, Minneapolis, MN, 2017. Personal communication. (24) Kuwata, K. Macalester College, Saint Paul, MN, 2017. Personal communication. (25) Majerle, R. S. Hamline University, Saint Paul, MN, 2017. Personal communication. (26) National Center for Education Statistics. Nontraditional Undergraduates/Definitions and Data. https://nces.ed.gov/pubs/ web/97578e.asp (accessed Feb 2, 2018). (27) Forbus, P.; Newbold, J. J.; Mehta, S. S. A Study of NonTraditional and Traditional Students in Terms of Their Time Management Behaviors, Stress Factors, and Coping Strategies. Acad. of Educ Leadership J. 2011, 15 (S1), 109−125. (28) Shiber, J. G. Teaching Nontraditional Students. J. Chem. Educ. 1999, 76 (12), 1615−1616. (29) Berker, A.; Horn, L.; Carroll, C. D. Work First, Study Second: Adult Undergraduates Who Combine Employment and Postsecondary Enrollment. Postsecondary Education Descriptive Analysis Reports NCES-2003-167; National Center for Educational Statistics, 2003. (30) Giancola, J. K.; Grawitch, M. J.; Borchert, D. Dealing with the Stress of College: A Model for Adult Students. Adult Educ Q. 2009, 59 (3), 246−263. (31) Erisman, W.; Steele, P. Adult College Completion in the 21st Century: What We Know and What We Don’t (Online). June 18,

CONCLUSION For nontraditional students who are time constrained and place-bound, the options for undergraduate research opportunities are limited. At Metropolitan State University, we have intentionally designed an undergraduate research course that works well to address the needs of our nontraditional student population. The FDIS research course has provided undergraduate research opportunities our students can fit into their complicated schedules while implementing elements from traditional undergraduate research experiences that have proven successful. Having 63% of our chemistry graduates participate, and of those, 100% successfully complete, the elective research course suggests that this has been a viable format for our nontraditional student population.

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AUTHOR INFORMATION

Corresponding Author

*E-mail: [email protected]. ORCID

Kate Ries: 0000-0003-0199-2964 Notes

The authors declare no competing financial interest.

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ACKNOWLEDGMENTS Data on the Natural Sciences Department demographics provided by Barbara Savage and Metropolitan State University Institutional Research.

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REFERENCES

(1) Lopatto, D. Undergraduate Research Experiences Support Science Career Decisions and Active Learning. CBE Life Sci. Educ. 2007, 6 (4), 297−306. (2) Hunter, A.-B.; Laursen, S. L.; Seymour, E. Becoming a Scientist: The Role of Undergraduate Research in Students’ Cognitive, Personal, and Professional Development. Sci. Educ. 2007, 91 (1), 36−74. (3) Adedokun, O. A.; Parker, L. C.; Childress, A.; Burgess, W.; Adams, R.; Agnew, C. R.; Leary, J.; Knapp, D.; Shields, C.; Lelievre, S.; Teegarden, D. Effect of Time on Perceived Gains from an Undergraduate Research Program. CBE Life Sci. Educ. 2014, 13 (1), 139−148. (4) Lopatto, D. Undergraduate Research a High-Impact Student Experience. Peer Rev. 2010, 12 (2). https://www.aacu.org/ publications-research/periodicals/undergraduate-research-highimpact-student-experience (accessed Dec 15, 2017). (5) Kuh, G. D. Experiences that Matter: Enhancing Student Learning and Success; Annual Report; Center for Postsecondary Research: Bloomington, IN, 2007. (6) Hernandez, P. R.; Schultz, P. W.; Estrada, M.; Woodcock, A.; Chance, R. C. Sustaining Optimal Motivation: A Longitudinal Analysis of Interventions to Broaden Participation of Underrepresented Students in STEM. J. Edu Psychol. 2013, 105 (1), 1−36. (7) Council on Undergraduate Research. https://www.cur.org/ about_cur/ (Accessed Dec 18, 2017). (8) Wenzel, T. J.; Larive, C. K.; Frederick, K. A. Role of Undergraduate Research in an Excellent and Rigorous Undergraduate Chemistry Curriculum. J. Chem. Educ. 2012, 89 (1), 7−9. (9) Carpenter, N. E.; Pappenfus, T. M. Teaching Research: A Curriculum Model That Works. J. Chem. Educ. 2009, 86 (8), 940− 945. (10) Bressette, A. R.; Breton, G. W. Using Writing to Enhance the Undergraduate Experience. J. Chem. Educ. 2001, 78 (12), 1626−1627. D

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2015; p 48. https://higheredinsight.files.wordpress.com/2015/06/ adult_college_completion_20151.pdf (accessed June 20, 2018). (32) Key Facts at a Glance. Metropolitan State University. https:// www.metrostate.edu/about (accessed Feb 12, 2018). (33) Natural Science Department. Metropolitan State University. https://www.metrostate.edu/academics/college-of-sciences/naturalsciences (accessed Feb 13, 2018). (34) Savage, B. Metropolitan State University, Saint Paul, MN, 2018. Personal communication. (35) Schepmann, H. G.; Hughes, L. A. Chemical Research Writing: A Preparatory Course for Student Capstone Research. J. Chem. Educ. 2006, 83 (7), 1024−1028. (36) Bressette, A. R.; Breton, G. W. Using Writing to Enhance the Undergraduate Research Experience. J. Chem. Educ. 2001, 78 (12), 1626.

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DOI: 10.1021/acs.jchemed.8b00284 J. Chem. Educ. XXXX, XXX, XXX−XXX