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Catalyzing the Development of Self-Efficacy and Science Identity: A Green Organic Chemistry CURE

Catalyzing the Development of Self-Efficacy and Science Identity: A Green Organic Chemistry CURE
Contributors
Jesse Morin
Lecturer | Brown University
Learning Objets
Summary
To remain globally competitive, education in the United States must focus on retaining students in science, technology, engineering, and mathematics (STEM). As laboratory courses have the potential to be powerful attractors or deterrents to a field, developing effective laboratory pedagogies is important to retain students in STEM. A course-based undergraduate research experience (CURE) is one model for laboratory instruction that has generated an increasing amount of attention. This has been driven by their success, especially in increasing students’ self-efficacy and science identity, two long-term indicators of persistence in STEM. Herein is reported a large introductory organic chemistry CURE course framework that focuses on green reaction optimization. Students were given an unoptimized alkene epoxidation procedure, split into small “research” groups, and tasked with improving conversion while minimizing reaction inputs. After three rounds of optimization, groups increased conversion 10–20-fold compared to baseline conditions. Then, students investigated the substrate scope of their conditions and analyzed trends in relative reactivities based on principles learned in lecture and from the literature. Lastly, students summarized their findings in a final slideshow presentation. Surveys were used to evaluate different aspects common to CURE courses and students’ sense of project ownership. The scores obtained were consistent with other reported CURE courses. Importantly, students saw large gains in self-efficacy and science identity. Students had an overwhelmingly positive response to the curriculum based on informal and written feedback. This approach is generalizable to a wide range of institutions with different equipment availability, reaction types, and course coverage schedules.

Other Authors: Luke Wilczek, Alannah Clarke, Maria Guerrero Martinez
Keywords
Organic Chemistry
Epoxide
Laboratory Instruction
CURE (Course Undergraduate Research Experience)

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Moderation state
Published
Object Type
Journal articles
Audience
Introductory Undergraduate
Other Faculty Educators/Teachers
Published on
Green Chemistry Principles
Less Hazardous Chemical Syntheses
Safer Solvents and Auxiliaries
Catalysis
Learning Goals/Student Objectives
Students who successfully complete this course will be able to:
-describe safe work habits for working in the laboratory.
-explain proper waste disposal methods for different types of waste.
-investigate new topics in chemistry by searching the chemical literature.
-explain common separation/purification methods in chemistry, including column chromatography, gas chromatography, liquid-liquid extraction, filtration and recrystallization.
-analyze data from spectroscopic techniques, including IR spectroscopy, NMR spectroscopy (1H and 13C), and mass spectrometry.
-analyze separations using thin layer chromatography and GC.
-evaluate the outcome of a chemical reaction in terms of yield, regiochemistry, and stereochemistry.
-hypothesize the mechanisms by which chemical reactions occur under different conditions based on experimental data.
-design experiments to test hypotheses.
-evaluate hypotheses based on experimental data.
-collaborate with peers to design experiments and interpret data.
write technical reports in a format similar to that found in the chemical literature.
communicate effectively via oral presentation.
Common pedagogies covered
Collaborative/cooperative learning
Hands-on learning
Time required (if applicable)
one semester

Submitted by

Jesse Morin
Safety Precautions, Hazards, and Risk Assessment
The major hazards are 30% hydrogen peroxide, which is handled by graduate student TAs or the instructors. Reactions are quenched using 10% sodium thiosulfate to destroy any remaining hydrogen peroxide at the end of the reaction. The catalyst is a lachrymator and should be handled in a fume hood. Gloves should be worn while handling the reaction and epoxide products.
Teacher Recommendations or Piloting Data (if available)
I will post and link the materials that go along with this publication. Some are in the Supporting Information, but I have different iterations depending on the semester in which I taught it. Please email me if you have any questions!
Link to external
Link to J Chem Ed page for this article.