In the Classroom
Research Partnership between Teaching-Centered and Research-Intensive Schools Cristi H. Hunnes* Department of Chemistry and Biology, Rocky Mountain College, Billings, MT 59102; *
[email protected] David M. Dooley Department of Chemistry and Biochemistry, Montana State University, Bozeman, MT 59717-3400
It is well-established that undergraduate research is an important learning experience for students (1–5). However, at small teaching-centered institutions with limited resources, research opportunities on campus can be insufficient to accommodate all interested students. We have traditionally encouraged our students to apply for research opportunities with NSF-REU (Research Experiences for Undergraduates) (6) and other programs. While continuing to encourage students to apply for such opportunities, we have developed another model for providing research experiences to our students that has proven to have additional benefits. This model involves establishing a partnership with a research-intensive school. In our case, Rocky Mountain College (RMC), a small liberal-arts school with 800 students, partnered with Montana State University (MSU), a state university with 10,000 students. This partnership provided RMC students with the opportunity to undertake a ten-week summer research project in a biochemistry laboratory at MSU. The research interests of this particular laboratory center on the structures and mechanisms of metalloproteins. Many different types of questions are addressed, including elucidating enzyme mechanisms, determining the role of copper, characterizing the structures of the copper sites in the protein, studying copper incorporation, and investigating the regulation of processes involving copper proteins. Applications of the research, particularly in the arena of developing new antibiotics and antifungal agents, are also an active area of study available to the students. The research in the MSU laboratory covers the full spectrum of biochemistry, ranging from molecular biology to protein structure and function. It also involves using sophisticated instrumentation that the RMC students would not otherwise get an opportunity to use. The majority of the science students at RMC are interested in biological sciences. Thus this area of research has the advantage, with its many different types of projects, of providing a good fit with the interests and skill sets of a wide range of students. This partnership has been in place for four years. Following a successful first-year pilot project involving one student funded entirely by MSU, RMC secured a Camille and Henry Dreyfus Foundation grant to continue the partnership. For the next three years, two–four RMC students were selected through a competitive process to do summer research at MSU. Flexibility in the exact number of students selected ensures that the maximum number of strong applicants can participate without mandating selection of under-prepared students to simply fill a quota. Each year 15–20% of approximately thirty eligible students apply. Completion of organic chemistry prior to starting the research is a minimum requirement, with preference given to students who have successfully completed at least one semester of biochemistry. www.JCE.DivCHED.org
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Students are eligible to participate only one time in order to provide this opportunity to the greatest number of students, although MSU did pay for one exceptional student to return outside of this program. Students submit a brief description of their background, an essay discussing their motivation for participating, and a transcript. These applications are evaluated by the RMC faculty member and ranked. Final selections are made jointly by MSU and RMC. The joint selection process, where the undergraduate institution takes the lead, helps build confidence between the partners. MSU paid the costs of conducting the research out of existing research funds, while RMC paid the costs of stipends ($2500 per student) and of conference attendance with the funding received from the Dreyfus Foundation. The stipend allows students to pay modest room and board expenses during the summer as well as save some money to put towards their schooling the next fall. RMC students generally need a summer job, so this opportunity provides a job that furthers their education and benefits their careers as well. Upon their return to RMC, the students have the opportunity to present the results of their work at regional scientific meetings centered on undergraduate research. One student also applied and was accepted to give an oral presentation at the National Conference on Undergraduate Research (7, 8). Posters from the regional meetings are displayed in the RMC science building. The students give oral presentations in biochemistry and general chemistry classes, and to other interested students and faculty at RMC as well. About 15 biochemistry students, 30–40 general chemistry students, and 5–6 science faculty members hear presentations each year. The presentations given to the general chemistry students are different from those given to the biochemistry students, and the level of detail presented is adjusted appropriately. In general, the presentations expose students to the process by which scientific knowledge is obtained, teach them a little about a specific area of research, and hopefully excite them about the possibility of doing research. Presenting the work to different audiences has proved to be a superb learning tool for the presenting students, and it lets the students feel good about what they accomplished. As is generally the case for summer research students, the participants return as better students, with improved problem-solving and critical thinking skills and a greater knowledge base. This partnership offers the additional benefit of what we call a “shared experience”, which mimics an on-campus research experience. The students gain comfort from working closely with some of their peers. Because the students have a shared experience, they continue to talk about ideas after they return from MSU. The students talk about their research and the excitement of discovery. Juniors and
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In the Classroom
seniors who have worked on continuing or related projects discuss their research with each other. These discussions develop interest among other potential research students, who seek the opportunity to work on a project that they heard an enthusiastic report about from their peers. Some students who do not feel qualified to pursue research gain the confidence to apply upon learning about the success of their peers. The continued dialogue also helps students retain the knowledge better than students who undertake research at other institutions in isolation from their RMC peers. Another major advantage is that the professors at the two schools can take into account the specific interests and academic background of the students, so that each student is matched to an appropriate project to ensure a quality experience. Participants have found that the experience makes them more competitive for good jobs or good graduate or professional schools. Ten students, six women and four men, have participated to date; of these, two are currently working towards Ph.D.s in biochemistry. Only one had such a goal in mind when she started her research, and the experience confirmed her career choice. The other student lacked the confidence to pursue a Ph.D. and is thus going further with his education than he would have considered possible. Among the other students, one is in medical school, one is completing a physician assistant degree while another has been accepted to a physician assistant program, one has been accepted to a Ph.D. program, two are working in the chemical industry, and two plan to apply to health-related professional schools. MSU also benefits from this partnership, receiving a guaranteed set of quality, motivated students to conduct research. The graduate students and post-doctoral students in the lab enjoy the opportunity to teach undergraduates. One
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RMC student joined the MSU laboratory as a graduate student and another as a research assistant as a result of this collaboration so far. The success of this program left both schools excited about the possibility of expanding the research opportunities to include additional laboratories at MSU. This expansion would allow more RMC students to take advantage of this opportunity and more laboratories at MSU to gain access to quality undergraduate research students. Both partners are eager to continue this program, and RMC is currently seeking funding from private foundations and local donors. Larger stipends, comparable to those in the NSF-REU program, will be required in order to continue to attract the stronger RMC students to the program. Acknowledgments This project was supported by The Camille and Henry Dreyfus Foundation, Inc. (Award # SG-99-045). We would like to thank Eric Shepard for being the first RMC student to participate in this partnership. Literature Cited 1. Hutchison, A. R.; Atwood, D. A. J. Chem. Educ. 2002, 79, 125–126. 2. Moore, J. W. J. Chem. Educ. 2001, 78, 431. 3. Lindsay, H. A.; McIntosh, M. C. J. Chem. Educ. 2000, 77, 1174–1175. 4. Craig, N. C. J. Chem. Educ. 1999, 76, 595–597. 5. Halstead, J. A. J. Chem. Educ. 1997, 74, 1390–1391. 6. Wink, D. J. J. Chem. Educ. 2000, 77, 1549. 7. Cochran, J. C.; Neidig, M. J. Chem. Educ. 2000, 77, 146– 147. 8. Karukstis, K. K. J. Chem. Educ. 2000, 77, 1388–1389.
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