An Avida-ED digital evolution curriculum for undergraduate biology

We present an inquiry-based curriculum based on the digital evolution platform Avida-ED (http://avida-ed.msu.edu). We designed an instructional sequence and lab book consisting of an introduction to Avida-ED and a set of three lessons focused on specific evolutionary concepts. These served to familiarize students with experimental evolution and Avida-ED. Students then developed independent Avida-ED research projects to test their own questions. Curriculum design and implementation occurred over the course or two semesters, with a pilot implementation in the first semester, followed by curriculum revision and full implementation in the second semester. The curriculum was implemented in an undergraduate Introductory Cell and Molecular Biology course at a major research university. Full implementation of the curriculum in semester two involved the use of Avida-ED mainly in the teaching lab in parallel with a bacterial antibiotic resistance experimental research stream, allowing students to draw connections between Avidian digital evolution and the evolution of antibiotic resistance in microbial populations. After carrying out the introductory exercises, students developed independent Avida-ED projects to test their own research questions, and presented their data to researchers in the NSF-funded BEACON Center for the Study of Evolution in Action. Preliminary results of our studies to assess the impacts of an Avida-ED curriculum indicate a positive effect on student learning of evolutionary concepts, particularly in increasing the level of complexity of student explanations about the random nature of mutation.     

Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.     

Evolving strategies for the incorporation of bioinformatics within the undergraduate cell biology curriculum

Recent advances in genomics and structural biology have resulted in an unprecedented increase in biological data available from Internet-accessible databases. In order to help students effectively use this vast repository of information, undergraduate biology students at Drake University were introduced to bioinformatics software and databases in three courses, beginning with an introductory course in cell biology. The exercises and projects that were used to help students develop literacy in bioinformatics are described. In a recently offered course in bioinformatics, students developed their own simple sequence analysis tool using the Perl programming language. These experiences are described from the point of view of the instructor as well as the students. A preliminary assessment has been made of the degree to which students had developed a working knowledge of bioinformatics concepts and methods. Finally, some conclusions have been drawn from these courses that may be helpful to instructors wishing to introduce bioinformatics within the undergraduate biology curriculum.     

结合分子生物学课程对大学生创新能力进行培养的尝试

大学教育应以建设创新型国家为己任,为培养创新型人才服务。根据分子生物学课程的特点,从课堂教学和实验教学两方面同时入手,结合教师的科研情况、学科的前沿动态以及引导学生进行课外阅读等几方面对学生的创新能力的培养进行尝试,取得良好效果。     

Data standards: a call to action

Access to data is something that every molecular biologist takes for granted nowadays, but data alone is of little use unless it is made available in a useable form through the development and global uptake of data standards. The challenge of standards development has been taken up by grass-roots movements working within several different branches of the biomedical research community. Many of these initiatives are proving extremely successful; for example, the Gene Ontology, which provides a controlled vocabulary for describing the properties of gene products, the Microarray Gene Expression Data Society's standards for describing microarray experiments, and the emerging standards developed by the Proteomics Standards Initiative are gaining broad acceptance. Standards development now faces its greatest ever challenge--the integration of diverse data types to fulfill the goals of systems biology. Now is the time for the communities that are developing these standards, the funding bodies that have invested so heavily in high-throughput data generation, and the publishers of biomedical research papers to cooperate fully to make the goals of integrated data analysis a reality.     

Integrating developmental biology into the undergraduate curriculum at the University of Bath,United Kingdom

The undergraduate curriculum for bioscience degrees at the University of Bath is outlined, and the place is described of the developmental biology components within it. In the first year, all students receive four lectures on animal development and four on plant development. In the second year, many choose substantial lecture and practical courses on animal development, which outline the early development of Xenopus, mouse and Drosophila. The third year is usually spent on placement, with a company or research institute, a few of which are developmental biology-based, and may also involve some distance learning. The fourth year is spent back in Bath. Students interested in developmental biology can opt for advanced courses covering vertebrate organogenesis, developmental neurobiology and plant development. There are also one-semester, final-year projects spent in the labs of faculty members, several of whom specialise in developmental biology and offer projects accordingly.     

Another call for the end of invasion biology

The restriction of invasion biology to non‐native species has been laid down as one founding principle of the discipline by many researchers. However, this split between native and non‐native species is highly controversial. Using a phenomenological approach and a more pragmatic examination of biological invasions, the present paper discusses how this dichotomy has restricted the relevance of the field, both from theoretical and practical viewpoints. We advocate the emergence of a broader disciplinary field.     

Endocrine physiology in a patient-centered learning curriculum

The medical curriculum at the University of North Dakota School of Medicine and Health Sciences has recently been redesigned into a problem-based/traditional hybrid model that utilizes an integrated organ systems-based approach to teach basic and clinical sciences. The number of lecture hours in general has been greatly reduced, and, in particular, lecture hours in physiology have been reduced by 65%. Students learn basic science in small groups led by a faculty facilitator, and students are responsible for a great deal of their own teaching and learning. The curriculum is centered around patient cases and is called patient-centered learning (PCL). The curriculum includes traditional lectures and laboratories supporting faculty-generated learning objectives. Endocrine physiology is taught in year one, utilizing four weeks of patient cases that emphasize normal structure and function of endocrine systems. Endocrine physiology is revisited in year two, which is primarily focused on pathobiology. The PCL curriculum, with emphasis on the endocrine component, is described in detail along with key portions of an endocrine case.     

Primary literature as a basis for a high-school biology curriculum

Textbooks, research news from the media, and review articles from popular journals are the most common sources of texts used for high-school biology education. We attempted to adopt primary literature as a means of developing scientific literacy among high-school biology majors. For that purpose, we developed and implemented a primary literature-based curriculum in developmental biology. The process of adapting original research articles to the high-school level, as well as a conversational model developed for learning through research articles, are discussed.     

A call for an end to calls for the end of invasion biology

Calls for the end of invasion biology are misguided. There is no evidence that modern invasion biology has progressed slowly in its short life. Although some aspects of biological invasions fit comfortably in the framework of ecological succession, many others do not. Some native species, particularly in the wake of various anthropogenic impacts, behave like invasive non‐native species, but the probability and degree of harmful impact are greater for non‐native than for native species. Neither native nor non‐native species suffer lack of attention and research by virtue of the fact that invasion biology focuses on the latter. Basing management solely on current observed impact is highly risky because impacts may be subtle but nonetheless important, and impacts often change, as they are contingent on the physical or biotic environment. The known harmful impacts of many non‐native species suggest that recent introductions warrant attention even if impacts are not evident. Neither is the focus of modern invasion biology on non‐native species motivated by xenophobia. Rather, it reflects the recognition of their likelihood of harmful impact. A related call for the end of traditional restoration ecology shares many features with calls to terminate invasion biology, not least because management of invasive non‐native species is a key component of restoration ecology. Such species are a dominant element in generating the ‘novel ecosystems’ that are said to render traditional restoration ecology obsolete. The argument that both invasion management and traditional restoration are largely futile endeavors is contradicted by substantial and growing successes in both fields.