Two Holy Cross Science Programs Highlighted in ‘Successful Practices’ Book

Three professors at the College of the Holy Cross have contributed two articles in a new book dedicated to enhancing undergraduate learning opportunities by sharing effective research-supportive undergraduate programs.

Developing and Sustaining a Research-Supportive Curriculum: A Compendium of Successful Practices, published by the Council for Undergraduate Research, aims to promote “learning through research,” long considered a successful practice for engaging students in the sciences.

The book offers examples of effective courses and programs colleges and universities nationwide can implement in an effort to enrich educational learning for students in the critical fields of science, technology, engineering and mathematics. It is also directed toward policymakers. Improving science and technology education is crucial to advancing America’s competitiveness in the global economy.

The approach to teaching chemistry at Holy Cross is distinct from most schools, in that it integrates lecture and lab, with lab driving the course in order to introduce concepts through student application of the scientific method, as done in research, said Ronald M. Jarret, professor of chemistry at Holy Cross.

“Student involvement in an active, visible research program is vital to the health of an excellent chemistry curriculum,” said Jarret. “The ‘discovery approach’ in our courses develops and inspires students of all backgrounds to become researchers. It is an easy transition to go from working with professors in a lab course to working with them in a research lab. These creative problem solvers will go on to lead advances in science, technology and medicine. Others will enter fields that do not directly draw on the scientific method but their experiences and appreciation for the process will make them more enlightened members and leaders of society.”

Jarret authored the article titled “Developing 180 Researchers Each Year in Chemistry at Holy Cross,” which describes the track of courses taken by biology majors, chemistry majors and minors, and premedical students.

“The lab-driven, discovery-based approach is the common thread through these introductory courses,” wrote Jarret. “When working at its best, students make an observation in lab which can be used to answer a scientific question. … There is the typical emphasis on proper technique and on record keeping in a notebook but the lab also provides a special opportunity for students to engage the material as they are learning it. They are guided through the operations of asking a scientific question, proposing an answer, devising a method to test the answer, interpreting the results and drawing a conclusion.”

Robert M. Bellin, assistant professor of biology, and Kenneth V. Mills, assistant professor of chemistry, wrote “The Holy Cross Biochemistry Concentration: An Integrated Four-Year Program to Develop Undergraduate Research Scholars.” The concentration — which focuses on the chemistry that underlies biological structure and function — also stresses the importance of a research-based approach. The core of the concentration is a traditional major in biology or chemistry. Integral to the program is the requirement of a year-long program of thesis research carried out in students’ senior year.

“Overall, the Biochemistry Concentration at Holy Cross has been a very successful program for encouraging student achievement in undergraduate research,” they wrote. “With a structured program that directs students by a combination of classroom and laboratory training as preparation for a senior research project, the Concentration has helped prepare many Biology and Chemistry majors at the College for future careers in science and medicine.”

The book, released Feb. 21 is available on the Council on Undergraduate Research Web site and is available for $35 for members and $45 for non-members.

Related Information:

* Department of Chemistry * Biochemistry Concentration