Integration of the Biology and Organic Chemistry Laboratories through a Huntington’s Disease Research Practicum

 

Ariana L. Boltax, Jason K. Pontrello, & Melissa S. Kosinski-Collins

Tested Studies in Laboratory Teaching, 2015, Volume 36

Poster file:

Abstract

Many universities have recognized the need to advance introductory science teaching for undergraduates. Introductory laboratory courses have employed interdisciplinary project-based labs that address real-world problems, and grant students the independence to influence experimental methodologies. Some non-majors courses approach science from a liberal arts perspective; however, few initiatives intended for science majors have combined these approaches into one course. A multidisciplinary research practicum was developed for Brandeis University’s introductory Biology and Organic Chemistry laboratories. Students were granted considerable independence in the design and implementation of an experiment to target polyglutamine protein aggregates in Huntington’s Disease. Students also engaged with the material from a sociological perspective through literary analysis of a graphic novel and screening of a documentary. Responses to feedback surveys indicated that having ownership of their work in a collaborative, multidisciplinary environment resulted in a heightened appreciation of and interest in experimental processes, awareness of the connections between disciplines, recognition of the sociological context of scientific content, and increased focus, camaraderie, and engagement in the course. Future course design initiatives are intended to use this practicum as a model to integrate other introductory science courses.

Keywords:  introductory biology, research, interdisciplinary, organic chemistry, experiential

University of Oregon (2014)