P627: Multiple perspectives on formal training in support of undergraduate research participation

Author: David Cartrette, South Dakota State University, USA

Co-Author: Matthew Miller, South Dakota State University, USA

Date: 8/5/14

Time: 3:05 PM3:25 PM

Room: LMH 114

Related Symposium: S51

Many undergraduate science students do not experience the nuances of scientific discovery until late in their formal educational training. By this point, most students have become accustomed the to expository teaching methods from laboratory coursework and tend to equate such methods with the doing of science. A laboratory based course designed to assist students in understanding scientific inquiry and prepare them for undergraduate research participation will be described. Perspectives from current students, alumni of the course, and undergraduate research mentors will be discussed as metrics of course efficacy in preparing students to participate in authentic research activity as undergraduates.

P233: Building up STEAM: A cross-disciplinary course between visual arts and chemistry

Author: David Cartrette, South Dakota State University, USA

Co-Author: Diana Behl, South Dakota State University, USA

Date: 8/4/14

Time: 10:15 AM10:35 AM

Room: MAK B1112

Related Symposium: S27

Integration of the humanities and sciences has demonstrated potential to increase the creativity of students in these disciplines while they complete formal schooling, and may lead to a greater degree of innovation once employed in their respective fields. The design, implementation, and assessment of a cross-disciplinary course for visual arts/design and chemistry/biochemistry majors will be described. The overarching goal of the course was a focus on process rather than outcome, where process was led by creative thinking strategies. Student reflections of the course will be shared, as well as implications for broadening disciplinary participation toward the larger goal of creating broad-based liberal arts education improvements.

P55: Developing a community of researchers through shared experiences by first- and second-year students in the chemistry laboratory [WITHDRAWN]

Author: Angelica R. Reyes, South Dakota State University, USA

Co-Author: Matthew L. Miller, South Dakota State University, USA; David P. Cartrette, South Dakota State University, USA; Kenneth Emo, University of Minnesota, Morris, USA

Date: 8/3/14

Time: 4:40 PM5:00 PM

Room: MAN 123

Related Symposium: S8

A transformative model of laboratory instruction was developed to increase retention by creating a community across undergraduate chemistry and biochemistry majors (NSF-1044419). The model was based on three premises: incorporating research-level instrumentation into the laboratory curriculum, progressing from verification to authentic experimentation, and choreographing activities to create opportunities for interactions between student cohorts. Observational data from the fall of 2012 focused on the development of a community of first- and second-year students. A published rubric (Laboratory Instructional Practices Inventory: Sadler et al., J. Coll. Sci. Teach., 41, 1, 25), adjusted for this work, measured discourse, engagement, and collaboration between groups of students in the laboratory. Each of the categories (discourse, engagement, and collaboration) encompasses a range of codes to classify what was observed. For example, the category discourse has five codes ranging from no discourse (ND) to integrative discourse (ID) where ID denotes conversation held by students that integrates concepts and theories. Observations of each group were taken every 20 minutes, describing the type of discourse, engagement, and collaboration that occurred. The data was grouped based on collaboration codes and arranged in ascending order by time and then coded. The collaboration between first- and second- year students revealed the development of a community that exhibited social interactions and cognitive processes.