Publication Date
4-8-2008
Abstract
In response to calls from agencies, such as the NSF and NAS, for the introduction of authentic research experiences early in the undergraduate science curriculum [1], and for the provision of opportunities for students “acquire literacy in [STEM] subjects by direct experience with the methods and processes of inquiry” [2], I have created an undergraduate component of The Arsenic Project. The Arsenic Project has grown out of my interests in the environmental chemistry of arsenic, and the first offshoot was a program for middle school students in STEM Connections, funded by the NSF’s Graduate Student in K-12 Education program. The undergraduate component of The Arsenic Project consists of a one-credit, independent study Honors Colloquium involving several small groups, each of which consists of one graduate student mentor, one student taking a junior-level analytical chemistry course, and several students taking freshman chemistry. The program, which started in fall of 2004 and so far has involved about 220 freshmen and 55 juniors, is designed to have many of the characteristics of an authentic research project. It takes place over a significant time period, allowing students the opportunity (a) to become familiar with the relevant big picture, detailed background, and previous work, (b) to conduct a series of experiments, in which the designs of the later ones can be based on the outcomes of earlier ones, (c) to draw conclusions, summarize the findings, make suggestions for further work, and (d) write a report containing the findings of interest to the broader community. Each group (a) researches background topics, which I select, and writes about their findings, (b) works on a project that I select in conjunction with the graduate student mentor, (c) writes a proposal and final report, and (d) makes 2 or 3 oral presentations to the other groups. Most of the projects involve taking environmental samples and measuring the arsenic content, which can be done either with a simple test kit or in my research laboratory. Feedback indicates that participants acquired relevant content knowledge and skills, and that they were motivated to look for further research experiences.