undergraduate research integrated throughout a major research integrated throughout a major 2011...
TRANSCRIPT
Undergraduate Research Integrated Throughout a Major
2011 ACA-UNCA Faculty Institute on Undergraduate Research in the Arts, Humanities, and Humanistic Social Sciences
July 6, 2011
Dr. Keith E. Krumpe Dean of Natural Science and Professor of Chemistry UNC Asheville One University Heights Asheville, NC 28804
(828) 250-3880 [email protected]
Presentation Overview
• Introduction
• 2010-11 Department of Chemistry
• Research Program Evolution
• Curriculum Rationale
• Course Details
• Issues, Concerns, and Opportunities
Introduction
• Keith Krumpe - Professor and Chair of Chemistry • Education
BS - Allegheny College - 1981-85 PhD - Emory University - 1985-91 Postdoc - University of Pittsburgh - 1991-92
• Professional Experience UNC Asheville - 1992 - present
• Undergraduate Research Experience Undergraduate Senior Thesis National Conference on Undergraduate Research (NCUR)
Abstract Review - NCUR 10 (1996) & NCUR 20 (2006) Proceedings Editorial Staff - 1996 to present Proceedings Site Editor - 2005 to present
Undergraduate Research Faculty Advisor - 1993 - present
2010-11 Department of Chemistry
• American Chemical Society (ACS) Approved • Faculty and Staff
7 (8) Tenure-track – 2 (3) Full, 4 Associate and 1 Assistant 2 Full-time lecturers and 2 adjuncts 1 Office Manager and 1 Laboratory Manager
• Infrastructure Operating Budget ≈ $46,000 Equipment Holdings > $1,5000,000
• Students Annual Graduates - 5 to 17 per year
• Degrees BA and BS - three concentrations in each
2010-11 Department of Chemistry
• Cognates - 16 - MATH (8) and PHYS (8)
• BS - Chemistry Concentration - 50 credits (ACS) CHEM (47) and MATH (3) 12 Lectures (37), 6 Labs (8), 5 Research (5)
• BS - Biochemistry Concentration - 57 credits CHEM (47) and BIOL (8) 14 Lectures (41), 8 Labs (11), 5 Research (5)
• BS - Environmental Concentration - 49 credits CHEM (42) and ENVR (7) 12 Lectures (35), 7 Labs (9), 5 Research (5)
2010-11 Department of Chemistry
• Cognates - 16 - MATH (8) and PHYS (8)
• BA - Chemistry Concentration - 38 credits CHEM (38) 9 Lectures (26), 5 Labs (7), 5 Research (5)
• BA - Biochemistry Concentration - 50 credits CHEM (39) and BIOL (11) 12 Lectures (35), 7 Labs (10), 5 Research (5)
• BA - Chemistry with Teacher Licensure - 63 credits CHEM (32), EDUC (21), ENVR (3) and PSYC (7) 9 Lectures (26), 5 Labs (7), 4 Research (5)
Program Evolution
• Before 1996 BA and BS (ACS) - no concentrations 2 two-credit elective research courses Advanced Chemical Research I and II (425 and 426) no major credit senior status required 3/5 research active faculty Traditional lab courses - “cookbook”
• 1996 to 2000 BA and BS (ACS) - two concentrations each 2 one-credit required research courses 416 - Chemical Research I - semester 7 417 - Chemical Research II - semester 8 5/6 research active faculty Traditional lab courses - “cookbook”
Program Evolution
• 2000 to 2006 BA and BS (ACS) - three concentrations each 3 one-credit required research courses 380 - Chemical Research Methods - semester 6 416 - Chemical Research I - semester 7 417 - Chemical Research II - semester 8 3 variable-credit elective research courses added 190 (1-2) - Introduction to Research I 290 (1-2) - Introduction to Research II 390 (1-6) - Introduction to Research III 6/7 research active faculty Some lab courses progress to projects 145 - General Chemistry II 234 and 235 - Organic Chemistry I and II 314 and 315 - Physical Chemistry I and II
Program Evolution
• 2006 to present BA and BS (ACS) - three concentrations each 5 one-credit required research courses 380 - Chemical Research Methods - semester 4 (BA/BS) 415 - Chemistry Seminar - semester 5 (BA/BS) 406, 407, and 408 - Chemical Literature Research semesters 6, 7, and 8 (BA) 416, 417, and 418 - Chemical Research I, II, and III semesters 6, 7, and 8 (BS) 3 Variable-credit elective research courses remain (190, 290, 390) 8/10 research active faculty All lab courses progress to projects
Curriculum Rationale
• Many faculty did research as undergraduates Noah Allen - UNC Wilmington George Heard - Melbourne University Bert Holmes - College of Emporia Herman Holt - Kenyon College Charles James - UNC Asheville Keith Krumpe - Allegheny College Debra Van Engelen - Washington University Sally Wasileski - Juniata College
• Rich institutional history in undergraduate research Founded National Conference on Undergraduate Research (NCUR) John Stevens - Department of Chemistry Mike Ruiz - Department of Physics Merritt Moseley - Department of Literature and Language 1987, 1988, 1996, 2006 (2016)
Curriculum Rationale
• 1995 NSF Introductory Chemistry Initiative • $5 million spent on five major initiatives. Commonalities are:
• Active engagement of students • Group learning or peer-led teams help students to develop
communication skills, cooperative attitudes and teamwork experiences
• Lecture and laboratories are closely integrated and laboratories should be discovery-based and project oriented. • Eliminate verification experiments • Focus on problem solving • Identify, develop, and refine methods of solving scientific
problems • Facilitate sophisticated data acquisition, analysis, and
communication • More research intensive
Curriculum Rationale
• Literature on student learning suggests that a research-oriented approach • accommodates more diverse learning styles, • empowers each student to contribute independently, • exposes students to the true nature of the scientific enterprise, • allows student to learn and achieve more, • enables students to feel more confident and motivated to learn, • increases the critical thinking ability of students, • improves student attitudes toward the subject, • improves collaboration, • promotes the acceptance of differences, and • is particularly beneficial to the learning of female, minority and
handicapped students.
Current Program
• 2006 to present BA and BS (ACS) - three concentrations each 5 one-credit required research courses 380 - Chemical Research Methods - semester 4 (BA/BS) 415 - Chemistry Seminar - semester 5 (BA/BS) 406, 407, and 408 - Chemical Literature Research semesters 6, 7, and 8 (BA) 416, 417, and 418 - Chemical Research I, II, and III semesters 6, 7, and 8 (BS) 3 Variable-credit elective research courses remain (190, 290, 390) 8/10 research active faculty All lab courses progress to projects
Course Details
• CHEM 380 - Chemical Research Methods • Spring of the sophomore year • Traditional course - single instructor - 100% of grade • Instructor determined content/objectives - variable • Department determined content/objectives - constant
• 30 minute faculty research presentations • Minimum of three research conferences with faculty • Students complete application with appropriate signatures • Students submit a proposal outlining their intended research
• Research committee is assigned to each student at the end of the semester. • Research advisor • Chemistry faculty from same or similar area • Chemistry faculty from an unrelated area
Course Details
• CHEM 415 - Chemistry Seminar • Fall of the junior year • Team Evaluated Course
• Presentation Instructor - exclusively evaluates presentation effort and accomplishments up to the final presentations
• Research Committee - evaluates the “background” paper that is the basis of the final presentation
• Evaluation Team - research committee and presentation instructor - evaluate the final presentation - feedback solicited from other department faculty.
• Presentation Instruction • Information on what is required for a successful presentation • Speaking assignments build throughout the semester • Formative and summative evaluations occur throughout
Course Details
• CHEM 415 - Chemistry Seminar (cont.) • Background Paper
• Substantial formal paper consistent with department thesis standards
• Becomes the bulk of the introduction of the senior research thesis
• Formative evaluations of drafts by the research advisor occur throughout the writing process
• A penultimate draft is submitted to the research committee at least one weak prior to the presentation
• Written formative evaluation (comments and suggestions) from each research committee member are both saved by the committee and returned to the student
• A corrected final draft of the paper is turned into the research committee during final exam week
Course Details
• CHEM 415 - Chemistry Seminar (cont.) • Final Presentation
• Open to the public on a Saturday during final exams • 20-30 minutes using PowerPoint • Background information for the research project • Report previous work by others at UNCA • Outline work to be done • Present results to date (not required, but encouraged)* • Q&A - 15 minutes
• Grading • Specific criteria reaffirmed prior to the start of each semester • Presentation instruction - 50% • Background Paper - 20% • Final Presentation - 30%
Course Details
• CHEM 416 (406) - Chemistry (Literature) Research I • Team evaluated course**
• One faculty member of record for all students** • Research Committee - evaluates paper, poster, question
responses • Department faculty - evaluates poster and questions responses
• Paper (15% + 70%) • “Final” version of introduction • Results and discussion and experimental sections to date • Submission and evaluation occur as before
• Poster (15%) • ACS type poster • Department poster session • Formative focus
Course Details
• CHEM 417 (407) - Chemistry (Literature) Research II • Team evaluated course**
• Research Committee - evaluates paper, presentation, question responses
• Department faculty - evaluates presentation and question responses
• Paper (15%) • Content, submission and evaluation as before
• Presentation (15%) • 20 minutes • Shortened introduction + results and discussion • Q&A used to determine major competency*** • Commentary provided to improve project in last semester
• Progress and Competency (70%)
Course Details
• CHEM 418 (408) - Chemistry (Literature) Research III • Team evaluated course**
• Research Committee - evaluates paper, presentation, question responses
• Department faculty - evaluates presentation and question responses
• Thesis (65%) • Content, submission and evaluation as before
• Presentation (35%) • 20 minutes + 15 minutes of Q&A
• Daylong Celebration*** • Food and beverages • Parents and friends • Students (freshmen, sophomores, CHEM 380, etc.)
Issues, Concerns and Opportunities
• Research (WWW) • Definition/Level/Quality • Academic Year or Summer • Home or Away
• Students • Recruiting • Preparation • Access • Support • Major Competency • Majors v. Nonmajors • Skill Enhancement • Post-Graduation+
• Faculty • Expectations • Rejuvenation • New Faculty Searches • Professional Development • Teaching Loads • Reappointment, Tenure and
Promotion • Non-Tenure Track
Participation • Funding
• External • Institutional • Departmental • Donors
Graduate Institutions Berkeley Carnegie Mellon University
California Institute of Technology Case Western Reserve University Duke University Emory University
Johns Hopkins University North Carolina State University Stanford University of California at Davis
University of California at Irvine University of California at San Diego University of Cincinnati University of Colorado at Boulder University of Florida University of Illinois
University of North Carolina University of Oregon University of Pittsburgh University of Rochester University of Tennessee University of Texas at Austin University of Virginia University of Washington
Virginia Tech Wake Forest University Yale University
Issues, Concerns and Opportunities
• Research (WWW) • Definition/Level/Quality • Academic Year or Summer • Home or Away
• Students • Recruiting • Preparation • Access • Support • Major Competency • Majors v. Nonmajors • Skill Enhancement • Post-Graduation
• Faculty • Expectations • Rejuvenation • New Faculty Searches • Professional Development • Teaching Loads • Reappointment, Tenure and
Promotion • Non-Tenure Track
Participation • Funding
• External • Institutional • Departmental • Donors
Issues, Concerns and Opportunities
• Dissemination • Publications+ • Presentations+ • Conferences+
• Curriculum - The Rest of It • Space and Infrastructure • SCH/FTE Generation • Budgetary Support
• Funds • Budget Management • Purchasing • Accounts Payable
• F&A Distribution
• Collaboration • Intradepartmental • Interdepartmental • Interinstitutional
• Value Added • General Education • Community Partnerships • Service Learning • Public Relations • Fund Raising
• Conclusion • Questions
Recent Student Publications
Professional Journals Archiv der Pharmazie, Pharm. & Med. Chem. Bioorganic and Medicinal Chemistry Letters
Heterocyclic Communications International Journal of Chemical Kinetics
Journal of Chemical Education Journal of Physical Chemistry
Journal of Physical Chemistry A Letters in Drug Design and Discovery
Medicinal Chemistry Research Molecules Pharmazie
Tetrahedron Theoretical Chemistry Accounts
Recent Student Presentations
University of Texas at Austin University of Rochester (New York) Salisbury State University (Maryland) University Montana - Missoula
University of Kentucky University of Utah Research Triangle Park (North Carolina) Charleston (South Carolina)
Lynchburg (Virginia) Orlando (Florida) Chicago (Illinois) New Orleans (Louisiana)
San Francisco (California) San Diego (California) Oxford University (Oxford England) Washington, DC
Conferences The National Conference of Undergraduate Research (NCUR)
Southeast Regional Meetings of The American Chemical Society (SERMACS) National Meetings of The American Chemical Society (ACS)
International Conference on the Applications of the Mossbauer Effect (ICAME)
Locations
Issues, Concerns and Opportunities
• Dissemination • Publications • Presentations • Conferences
• Curriculum - The Rest of It • Space and Infrastructure • SCH/FTE Generation • Budgetary Support
• Funds • Budget Management • Purchasing • Accounts Payable
• F&A Distribution
• Collaboration • Intradepartmental • Interdepartmental • Interinstitutional
• Value Added • General Education • Community Partnerships • Service Learning • Public Relations • Fund Raising
• Conclusion • Questions