Course-based undergraduate research experiences (CUREs) can have many positive effects on students' learning and sense of self-efficacy. We have developed a networked CURE between four different institutions designed for courses in analytical chemistry that focuses on the process of adapting published solution-phase colorimetric assays into microfluidic paper analytical devices (μPAD) assays. We used a backward design process to develop 5 scaffolded learning outcomes: (1) identify and assess relevant literature sources, (2) propose a viable experimental plan to answer a well-defined scientific question based on literature information and experimental results, (3) apply appropriate methods of data analysis to interpret experimental results, (4) evaluate multiple pieces of experimental data to support conclusions, and (5) contribute to a team by working collaboratively toward common goals. Students begin the project by completing a literature search assignment to identify a published colorimetric assay they plan to adapt. They then write a proposal which identifies their analyte, sample of interest, and the figures of merit required for successful sample analysis using their μPAD. During the 3-5 weeks of laboratory work, students conduct their experiments, and each week evaluate the significance of their data and propose an experimental plan for the upcoming week. At the end of the μCURE project, students present their results in a joint, asynchronous poster session. Student artifacts are assessed for evidence of particular skills using rubrics from the Enhancing Learning by Improving Process Skills in STEM (ELIPSS) Project. Scores on the rubrics indicate partial to full attainment of each of the five learning outcomes.
Frederick et al. (Tue,) studied this question.
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