Chemistry and Physics Faculty Articles

Title

Responses to the COVID-19 Pandemic by the Biochemistry Authentic Scientific Inquiry Lab (BASIL) CURE Consortium: Reflections and a Case Study on the Switch to Remote Learning

Document Type

Article

Publication Date

8-17-2020

Publication Title

Journal of Chemical Education

Keywords

Upper-division undergraduate, Biochemistry, Laboratory instruction, Computer-based learning, Distance learning, Self instruction, Inquiry-based/discovery learning

ISSN

0021-9584

First Page

1

Last Page

8

Abstract

Campus shutdowns during the SARS-CoV-2 pandemic posed unique challenges to faculty and students engaged in laboratory courses. Formerly hands-on experiments had to be quickly pivoted to emergency remote learning. While some resources existed prior to this period, many currently available online modules and/or simulations focus on a single technique. The Biochemistry Authentic Scientific Inquiry Lab (BASIL) curriculum has, for several years, provided a robust, linked, holistic inquiry experience that allows students to make connections between multiple techniques, both computational in nature as well as wet-lab-based. As a course-based undergraduate research experience (CURE), this flexible, module-based curriculum allows students to generate original hypotheses based on analysis of proteins of unknown function. We have taught this curriculum as the upper-level laboratory course on our campuses and were obliged to transition to remote instruction at various points in the course sequence. We report on the experiences of faculty and students over the transition period in this course. Additionally, we report as a case study results of one of our campus’ ongoing discipline-based education research (DBER) on the BASIL curriculum prior to and during remote delivery.

Comments

©2020 American Chemical Society and Division of Chemical Education, Inc.

ORCID ID

0000-0001-6295-9928

DOI

10.1021/acs.jchemed.0c00729

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