Chemical Education Today edited by
Association Report: 2YC3
Ann Cartwright
Research Not Foreign to Two-Year Colleges
San Jacinto College, Central Campus Division of Science & Mathematics Pasadena, TX 77501-2007
by Georgianna Whipple-VanPatter
Why is research a word not usually found in the twoyear college vocabulary? At a 2YC3 conference held in New York in 1995, it appeared that undergraduate research in twoyear colleges tended to be a very regional and limited undertaking. Webster defines research as: “1. Careful or diligent search; 2. Studious inquiry or examination; and 3. The collecting of information about a particular subject.” These are things performed in our laboratories, so why not do them in a formal setting, making the students more aware that they are performing research? The challenge is to develop an investigative spirit in ourselves and thus in our students. This does not mean that we have to be inventing new procedures or making profound discoveries. Instructors, however, hesitate to implement a research program, claiming a lack of equipment, time, interest, training, or support. By sharing my experience, I hope it will make it easier for you to overcome some of these obstacles and enjoy the experiences of student research. I have the traditional two-year college chemistry teaching load with General Chemistry I and II, Organic Chemistry I and II, and Elements of Chemistry, etc. I am also an advisor for our Science Technology Program which trains students for careers as laboratory assistants and prepares them to transfer to four-year colleges and universities. Regardless of their career plans, the students in the Science Technology Program most likely will be involved in some form of research, whether it be developing new products, monitoring plant production, or collecting field samples. Realizing its importance, I arranged for these students to perform some type of research. For the past four years, my Quantitative Analysis II students have been required to design, conduct, analyze, and present a research project. A requirement is that at least one analytical technique taught in the course be applied. The last five weeks of the course (out of a 16-week semester) are dedicated to their research project. Research ideas are shared with the class. Listed in the box are a few of the topics and analytical techniques selected over the past four years. It is clear that an elaborately equipped laboratory is not necessary. The students obtain the analytical procedures from the literature and industry contacts. Their experimental designs are reviewed to ensure that blanks, controls, replicates, and proper sampling techniques are used. While the students conduct the research, I monitor their analytical techniques and record-keeping. The collected data are analyzed by the students using a minimal amount of statistics. The proper use of graphs, charts, and tables to present the data is discussed with the class. Final written reports are submitted, and a day for oral presentations is arranged. Since most have never presented scientific material in this fashion, a practice ses-
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Selected Research Topics and Techniques •
Effect of Storage on Vitamin C Oxidation (titration)
•
Iron and Zinc Concentrations in Beef, Chicken, and Pork (AA)
•
Sodium Content in Cooked and Uncooked Bacon (titration and AA)
•
Nitrogen Content in Various Brands of Dog Food (Kjeldalh)
•
Water Quality of the Little Blue River in South Central Nebraska (UV–Vis and DO)
•
Caffeine Concentrations in Different Brands of Soft Drinks and “Over-the-Counter Drugs” (HPLC)
sion is held with the entire class. For the final presentation, each student gives a 15-minute review of his or her project before invited local industry representatives, college administrators, staff, and other students. One student made a presentation at a national 2YC3 conference. A photograph of each student, conducting his or her research, is displayed along with their resumes. That has resulted in some employment opportunities. Grades are earned, based on points assigned to each stage of the project. After completing the course, some students continue their projects through an internship, co-op assignment, or special topics course. This program has been recognized by some four-year colleges in our area, and undergraduate research credits have been transferred to their institutions. Students request summer research at our institution. The project has expanded into service–learning opportunities for all of my chemistry students in that they design teaching materials and present chemical demonstrations to young children for National Chemistry Week and other times throughout the year. When such a program is implemented, it is thrilling to see the creative minds of the students in the process of applying the theories, techniques, and skills learned. The students enjoy applying laboratory procedures to something they have created and designed, and they learn first-hand the importance of organization and planning. For all instructors who conduct a research program at their institutions, the time and energy they invest is rewarded a hundred times over. Georgianna Whipple-VanPatter teaches at Central Community College, P. O. Box 1024, Hastings, NE 68902-1024; phone: 402/461-2489;
[email protected].
Journal of Chemical Education • Vol. 75 No. 10 October 1998 • JChemEd.chem.wisc.edu
