Effectiveness of Course-Embedded Research to Address

Multiple Student Learning Outcomes in an Analytical Chemistry Course

Greg D. Pillar
Department of Environmental Science & Chemistry, Queens University of Charlotte

Introduction
Undergraduate research is one of several high-impact practices
proven to engage students in meaningful learning experiences
through enhanced faculty-student interactions. It has been well
documented that the introduction of undergraduate students to
authentic scientific research experiences lead to significant
development in general skills (e.g. oral, visual and written
communication) as well as specific research-associated skills (e.g.
experimental design, data analysis). Utilizing a problem based
learning approach an authentic research project examining
bisphenol-A (BPA) and bisphenol-S (BPS) exposure in thermal
receipt paper was integrated into the lecture and lab curriculum of
an analytical chemistry course. The project was designed to help
address course learning outcomes focused on analytical
separations and chromatography as well as program learning
outcomes focused on quantitative reasoning, critical thinking and
communication skills.

Course Structure

Problem Based Learning & Course Embedded Research

Project Results
Overall the students reported a strong sense of ownership
throughout the research project. One student noted that
connecting course material with a research project helped them
contextualize and master course content.

Step 1: Define the Problem: Is BPA still being utilized

as a color developer in thermal receipt paper? What
alternative chemicals are being utilized? How do we
analyze thermal receipts to determine or detect the
presence of BPA and alternative compounds.

Step 6: Evaluate the Process:

Students reflect on the overall
experience and assessment tools
are utilized.

Step 2: Evaluate Existing Knowledge & Determine

Needs: Students conducted a literature review of BPA
and alternative compounds (BPS, BPF, BPAP) in the
primary literature. Journal discussions were used to
understand the problem and useful methodology.
Instrument training prepared students for the operation
of HPLC or GC equipment.

Steps
of
PBL
Step 5: Contextualize the
Information and Apply it to
the Problem: Students are
involved in discussions and data
analysis. Research posters are
prepared and presented.

Figure 2. Problem-based learning (PBL) is a learning approach that challenges

students to individually (or as a group) learn within a framework of a realistic problem
(Boud & Feletti, 1997; Amador, et. al., 2006).

Step 3: Inquiry & Innovation: Students develop

an approach and methodology to investigate the
problem and begin a trial and error process to
finalize methods of analysis.
Figure 3. Students presented their research at a University research
symposium called Marking Excellence and also at the 16 th Annual Poster
Vendor Night hosted by the Central North Carolina Section of the American
Chemical Society.

Step 4: Research and Share Information: Students

develop an experimental design, collect over 50 thermal
receipts and begin lab work. Information and data
(including primary literature obtained by students) is
shared on the University LMS

Another student noted that they ..liked the BPA/BPS project

as they felt that they are really doing real and important
research. In the course evaluation students strongly agreed
(4.4/5.0 = 9 students) that the course (research) experience
intensified their sense of engagement with faculty. Additionally,
students strongly agreed (4.7/5.0 = 9 students) that they felt
more confident in their ability to engage in research activities.

Assessment of Student Learning Outcomes

85%

Course Learning Outcome Students will be able to separate

and identify unknown compounds using chromatography.
85% (n = 12) of the 14 students successfully answered exam
questions on the use, application and limitations of chemical
extractions and liquid chromatography in academic research

Figure 1. Course syllabus highlighted the course embedded research project and how it
was integrated into the student learning outcomes as well as the course schedule.

The course, CHM 305 Analytical Chemistry is a traditional

analytical chemistry/quantitative analysis course required by all
Chemistry, Biochemistry & Environmental Chemistry majors as well
as students minoring in Chemistry (Figure 1).

57%

At the beginning of the first unit covering analytical separations

students were presented with previous research around the use,
exposure and toxicity of bisphenol-A (BPA) as a component of color
developing resins used on thermal receipt paper.
Utilizing a problem based learning framework (Figure 2) students
were charged with the problem/question With the health and
exposure concerns around BPA in thermal receipt paper is this
compound still being utilized and/or what is being used as a
replacement additive in the color developing resin.

71%

University Learning Outcome Disciplinary/Professional

Expertise. 57% (n = 8) of the 14 students felt that the course
experience intensified their sense of engagement with faculty.

Program Learning Outcome Demonstrate an appropriate

level of skill in carrying out a complete and meaningful inquiry
or investigation that makes a contribution to the discipline.
Assessment of student laboratory notebooks and the final poster
presentation using an AAC&U VALUE rubric for inquiry and
analysis found that 71% (n=10) of the students achieved an overall
score of 3.0 or above on each of the six dimensions (topic
selection, existing knowledge/research, design process, analysis,
conclusions and limitations/implications).

79%

Program Learning Outcome

Effectively communicate evidencebased arguments using scientific
and mathematical information.

Assessment of student laboratory notebooks and final

poster presentation using an AAC&U VALUE rubric for
written communication found that 79% (n=11) of the
students achieved an overall score of 3.0 or above on each
of the five dimensions (context, content development,
genre & disciplinary conventions, sources & evidence and
mechanics).

64%

Program Learning Outcome

Demonstrate an appropriate
level of skill in carrying out a
complete and meaningful inquiry
or investigation that makes a
contribution to the discipline..

64% (n=9) of the students felt that the course experience

led to an increase level of confidence in their ability to
engage in research activities.

Lessons Learned

The research project was introduced and completed in the

last 4-5 weeks of the semester. To improve the experience,
introduce new skills and increase the learning potential for
students the project needs to be embedded throughout the
entire semester.

With multiple students handling multiple samples more focus

is needed on standardizing the methodology to assure
consistency.

Since the project only occurred over the last 4-5 weeks
students demonstrated varying degrees of willingness to
learn how to use the instrumentation and awareness of the
application of this research project.

To fully maximize the learning potential of this model and

project certain skills need to be embedded throughout the
entire semester. Additional connections to other courses
(i.e. General Chemistry, Environmental Chemistry,
Toxicology, etc.) would deepen this experience.

The author would like to acknowledge funding from a

Title III Strengthening Institutions Grant to support the development
and implementation of the course embedded research project.