An innovative bioanalytical research project course to train undergraduate students on liquid chromatography-mass spectrometry

Teaching mass spectrometry: A compilation of approaches to teaching theory and practice of mass spectrometry

The areas of mass spectrometry applications seem to be much larger than those of any other analytical techniques. They extend from the determination of molecular mass in organic chemistry, through the analytical applications in forensic, environmental and omics sciences, the application in extra-terrestrial exploration and many others. Mass spectrometry, usually coupled with chromatographic techniques, has also found wide application in the pharmaceutical industry, forensic laboratories, laboratories of sanitary inspection or environmental inspection, etc. The growing areas of applications give rise to the demand for the comprehensive mass spectrometry education of undergraduates. This overview covers the body of literature describing various interesting ideas that can be successfully used for teaching mass spectrometry. Since mass spectrometry is a multidisciplinary field, old but dynamically developing, teaching mass spectrometry may be more problematic in comparison to teaching other analytical techniques, for example, there is the problem of position of mass spectrometry in the chemistry curriculum. On the other hand, it is obvious that the mass spectrometry community, besides difficult scientific work, does great and admirable teaching work, in order to perfectly educate undergraduates in the field of mass spectrometry and to make learning mass spectrometry as attractive as possible.

Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review

A systematic review of the literature was conducted to identify course-based undergraduate research experiences (CUREs) in science, technology, engineering, and math (STEM) courses within the years 2000 through 2020. The goals of this review were to 1) create a resource of STEM CUREs identified by their discipline, subdiscipline, and level; 2) determine the activities included in each CURE, particularly the primary components listed in the CURE definition as well as specific science practices we identified as key to scientific reasoning; and 3) identify the next steps needed in CURE creation and implementation. Our review found 242 CURE curricula described in 220 total articles, with most described in biology, although STEM disciplines, including chemistry and biochemistry, have begun to publish CURE curricula as well. We also found that most CUREs include the primary components. However, when we look at the specific science practices essential to scientific reasoning, we found that these are less common in many CUREs and are implemented differently. We encourage CURE authors to consider including these science practices and potentially measuring their impact on student outcomes. The present work provides a summary of the current published CUREs, their disciplines, course levels, primary components, and specific science practices.

Addressing Foodborne Illness in Côte d'Ivoire: Connecting the Classroom to the Community through a Nonmajors Course-Based Undergraduate Research Experience

The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Côte d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.

Never let a crisis go to waste: Repurposing independent research projects to enhance students' critical thinking skills

The recent lockdown of laboratories in the COVID-19 era has negatively impacted many lab-based courses for undergraduate students; however, research project classes have been hardest hit. Unlike the lab-based lecture courses, where many of the lab instructors have resorted to virtual experiments and videos to substitute for actual lab experiments, senior year independent research courses, which are supposed to involve real lab-based research, are struggling to find an appropriate solution. A possible solution to cases where the coronavirus pandemic lockdown has led to no or little student-generated lab data are to shift the focus of these research project courses such that they are taught as mentor-guided critical thinking exercises, using the primary literature. As an example, the lack of complete understanding for the molecular basis of protein thermostability can be used to promote such higher-level thinking skills.

LC-MSMS based screening of emerging pollutant degradation by different peroxidases

Background

The presence of a wide range of bioactive organic pollutants in wastewater and municipal water sources is raising concerns about their potential effects on humans. Not surprisingly, various approaches are being explored that can efficiently degrade these persistent organic pollutants. Use of peroxidases has recently been recognized as a novel remediation approach that may have potential advantages over conventional degradation techniques. However, testing the abilities of different peroxidases to degrade diverse emerging pollutants is tedious and cumbersome.

Results

In the present study, we present a rapid and robust approach to easily test the degradability of 21 different emerging pollutants by five different peroxidases (soybean peroxidase, chloroperoxidase, lactoperoxidase, manganese peroxidase, and horseradish peroxidase) using an LC-MSMS approach. Furthermore, this approach was also used to examine the role of a redox mediator in these enzymatic degradation assays. Our results show that some of the organic pollutants can be easily degraded by all five of the peroxidases tested, whereas others are only degraded by a specific peroxidase (or when a redox mediator was present) and there are some that are completely resistant to degradation by any of the peroxidases tested (even in the presence of a redox mediator). The degradation of furosemide and trimethoprim by soybean peroxidase and chloroperoxidase, respectively, was investigated in detail by examining the transformation products generated during their degradation. Some of the products generated during enzymatic breakdown of these pollutants have been previously reported by others, however, we report many new transformation products.

Conclusions

LC-MSMS approaches, like the one described here, can be used to rapidly evaluate the potential of different peroxidases (and redox requirements) to be used as bioremediation agents. Our preliminary result shows peroxidases hold tremendous potential for being used in a final wastewater treatment step.