Understanding Curriculum Effectiveness and the Student Experience in a Modular Undergraduate Laboratory Experience Integrating Research and MALDI‐TOF MS
Authors: Grant Jennifer E. , Lutz Christopher , Huffman Douglas 
Published: June 2021

Although undergraduate Organic Chemistry laboratory classes routinely incorporate nuclear magnetic resonance spectroscopy and gas chromatography‐mass spectrometry, hands‐on experiences with Matrix‐Assisted Laser Desorption Ionization‐Time of Flight Mass Spectrometry (MALDI‐TOF MS) are exceedingly rare. This is despite the increased importance of MALDI‐TOF MS in drug discovery, protein identification, biofuels research, and materials analysis. A research‐infused MALDI‐TOF MS experience for undergraduates was created and implemented as the centerpiece of a National Science Foundation Advanced Technological Education grant. Data collected on the student experience with this module indicated both overall satisfaction and future directions for curriculum development.

An organic chemistry II class participated in a modular experience centering around MALDI‐TOF MS, which culminated in travel to a mass spectrometry facility to collect data on student‐prepared research samples. Elements incorporated into this experience included active research on biofuels, POGIL activities, videos, and quizzes.

A survey instrument assessed the student experience in three areas: satisfaction, quality of the experience, and impact. For each statement presented, students were offered four or five responses that best described their opinion. For example, when asked if the experience were enjoyable, the students were presented with the options “strongly agree”, “agree”, “neutral”, “disagree” or “strongly disagree”. Over a three‐year period, fifty‐two participants completed the survey.

The majority of students reported they either strongly agreed or agreed with the statements ‘the purpose was clear’ (90%), as were ‘goals and priorities' (88%); that the experience was educational (94%) and provided an overall high‐quality experience (86%). Items that scored least well were the content was presented “at just the right pace” (63%), included the “right amount of info” (70%) and was a model of effective instruction (76%). With regards to the quality of training, 92% of respondents indicated that content was relevant to learning MALDI TOF MS to either a great extent or a fair amount, and that their active participation was encouraged and valued, while 88% indicated that the sessions provided opportunities to consider applications of what was covered. The lowest scoring item was “adequate opportunities were provided for me to share my experiences and insights” (75%). Additional data were collected on the degree to which individual components of the MALDI TOF MS experience contributed to the success of the enterprise, including an analysis of the perceived effectiveness of the students' presentations to the corporate partners.

While significant challenges remain to integrating MALDI‐TOF MS into the laboratory experience of the average undergraduate organic chemistry II course, this systematic analysis of the students' experience and perceptions offers insight into issues with expectations and engagement. Specific elements within the data suggest recurrent themes that could be used to improve a MALDI‐TOF MS experience, or any hands‐on experience with Major Research Instrumentation. Engaging students in real‐world industry experience, and providing hands‐on experience with MALDI TOF MS were two of the most significant aspects of the student experience.

Support or Funding Information

This work was supported by a National Science Foundation Advanced Technological Education Grant 1400885 to CL (PI) and JEG (Co‐PI)

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.