Course-based undergraduate research experiences in chemistry and physics have a high positive impact both on students, by addressing multiple learning objectives, and on faculty, by advancing their research agenda. In the present work, we share our experience in involving non-chemistry majors in computational chemistry research projects incorporated in undergraduate curricula. <br/>      Engaging non-chemistry majors in research projects is valuable for faculty in small chemistry departments teaching service courses. Students enrolled in general chemistry and physics courses in the department of Chemistry and Physics at Monmouth University are involved in genuine faculty-led research activities. As an example, the students participate in molecular modeling of organic ligands (potential anti-cancer agents) and their binding to DNA. Participation in research-based activities provides students with opportunities to learn the foundations of the scientific method, including formulating a hypothesis, drafting a plan of procedures to validate the hypothesis, obtaining and analyzing the results with state-of-the-art computational quantum chemistry techniques, and presenting them in forms of oral presentations and written reports. Acquired knowledge and skills transfer well into upper-division chemistry courses, such as physical and computational chemistry. Collaborative group projects help the students to strengthen their teamwork skills and reach their potential as productive scientists and team members. The activities also include cultural awareness and societal impact components to help students put the learned concepts in a broader perspective.

Balancing instructional and research goals in introductory chemistry and physics courses

256th National Meeting (2018)

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