Keeping Students Connected and Engaged in a Wet-Lab Research Experience during a Time of Social Distancing via Mobile Devices and Video Conferencing Software.

Two major COVID-19 pandemic challenges presented for in-person instruction included adhering to social distancing guidelines and accommodating remote learners who were temporarily isolated or permanently participating from afar. At Binghamton University, our First-year Research Immersion (FRI) program was challenged with providing students with a wet lab course-based undergraduate research experience (CURE), an intense hands-on experience that emphasized student teamwork, lab protocol development, iteration, troubleshooting, and other elements of the scientific process that could not be replicated in a fully remote environment. We developed an innovative technology approach to maximize all students' connection to the lab research experience, utilizing dedicated mobile devices (iPod Touch) and video conferencing software (Zoom) to synchronously connect remote learners to in-person learners, peer mentors, and instructors in our FRI research labs. In this way, despite limited lab capacities and fluctuating remote learning populations, we were able to connect remote learners to their peers and mentors in real-time and give them responsibilities that allowed them to be engaged and feel like meaningful participants in the research process. Although our students reported a preference for in-person labs, they noted that this hybrid model was better than other traditionally employed remote-learning lab options. We believe that the lessons learned here can be applied to improve access to research in all situations and allow us to be prepared for other catastrophic disruptions to the educational system.

Training program for Research Educators of sequential course-based undergraduate research experiences.

Science education studies have shown that a sequence of course-based research experiences has many positive effects for undergraduates. To maximize those benefits, we created a training program for the instructors (aka Research Educators). The program guides them in how to move students early in their college years through the process of science such that students then can successfully apply their learning to conduct real research projects. The key to instructors' training is creating a supportive community of practice in which everyone participates, including by taking leading roles.

Role of Research Educator in sequential course-based undergraduate research experience program.

In our First-Year Research Immersion (FRI) program, students take a sequence of three CUREs (course-based undergraduate research experiences). Each Research Educator (Research Assistant Professor, aka RE) oversees the day-to-day work of about 30 first-year and 25 second-year students in a dedicated research-training lab. Instead of the typical work-load division for faculty between their teaching responsibilities (typically lecture) and research programs, REs combine these two responsibilities into one endeavour that better engages and teaches beginning students intending to major in science or engineering. Although more challenging for REs, their work in FRI expands their professional development substantially. Examples from the microbiology research track (specifically, Microbial Biofilms in Human Health) illustrate both the challenges and rewards for the REs.

Emphasizing iterative practices for a sequential course-based undergraduate research experience in microbial biofilms.

Iteration is a fundamental area of course design in course-based undergraduate research experiences (CUREs). Iteration includes development of many skills necessary for laboratory work, experimental design, data analysis, communication and teamwork. With a focus on the microbial biofilm research track of the First-year Research Immersion (FRI) program, the perceptions of four student cohorts were examined at the end of the three-term CURE sequence, relative to exposure to iterative tasks, learning gains and benefits from the research experience. Based on results from the first two cohorts, substantial changes were made in the CURE sequence to increase iterative tasks and discussion with students about the iterative nature of research. In turn, the results for the latter cohorts reached FRI program targets. In sum, novice researchers benefit from a deliberate step-wise approach for developing skills to meet the requirements and understand the complex role of iteration in real research.

Pentiptycene-Derived Fluorescence Turn-Off Polymer Chemosensor for Copper(II) Cation with High Selectivity and Sensitivity.

Fluorescent conjugated polymers (FCPs) have been explored for selective detection of metal cations with ultra-sensitivity in environmental and biological systems. Herein, a new FCP sensor, tmeda-PPpETE (poly[(pentiptycene ethynylene)-alt-(thienylene ethynylene)] with a N,N,N'-trimethylethylenediamino receptor), has been designed and synthesized via Sonogashira cross-coupling reaction with the goal of improving solid state polymer sensor development. The polymer was found to be emissive at λmax ~ 459 nm under UV radiation with a quantum yield of 0.119 at room temperature in THF solution. By incorporating diamino receptors and pentiptycene groups into the poly[(phenylene ethynylene)-(thiophene ethynylene)] (PPETE) backbone, the polymer showed an improved turn-off response towards copper(II) cation, with more than 99% quenching in fluorescence emission. It is capable of discriminating copper(II) cation from sixteen common cations, with a detection limit of 16.5 nM (1.04 ppb).

METAL-CONTAINING CONJUGATED POLYMERS AS FLUORESCENT CHEMOSENSORS IN THE DETECTION OF TOXICANTS.

Fluorescent conjugated polymers have received a great deal of recent interest due to their ability to act as chemosensors to detect various chemical species in both environmental and biological systems with sensitivity and selectivity. Examples from the literature include polymer chemosensors that operate on either fluorescence "turn-on" or "turn-off" as mechanisms of sensor response. These responses can be related to either photoinduced electron transfer or electronic energy transfer mechanisms. Recently, a series of metal-containing polymers or metallopolymers have been explored by various research groups for their use as chemosensors. In many cases, these metallopolymers have been shown to be more sensitive and selective for specific chemical species. This review focuses on fluorescent conjugated polymers as chemosensors, with a specific concentration on recent advances in metallopolymer chemosensors.