Transposing from the Laboratory to the Classroom to Generate Authentic Research Experiences for Undergraduates

Large lecture classes and standardized laboratory exercises are characteristic of introductory biology courses. Previous research has found that these courses do not adequately convey the process of scientific research and the excitement of discovery. Here we propose a model that provides beginning biology students with an inquiry-based, active learning laboratory experience. The Dynamic Genome course replicates a modern research laboratory focused on eukaryotic transposable elements where beginning undergraduates learn key genetics concepts, experimental design, and molecular biological skills. Here we report on two key features of the course, a didactic module and the capstone original research project. The module is a modified version of a published experiment where students experience how virtual transposable elements from rice (Oryza sativa) are assayed for function in transgenic Arabidopsis thaliana. As part of the module, students analyze the phenotypes and genotypes of transgenic plants to determine the requirements for transposition. After mastering the skills and concepts, students participate in an authentic research project where they use computational analysis and PCR to detect transposable element insertion site polymorphism in a panel of diverse maize strains. As a consequence of their engagement in this course, students report large gains in their ability to understand the nature of research and demonstrate that they can apply that knowledge to independent research projects.     

Isolation and characterization of Saccharomyces cerevisiae mutants defective in chromosome transmission in an undergraduate genetics research course

An upper-level genetics research course was developed to expose undergraduates to investigative science. Students are immersed in a research project with the ultimate goal of identifying proteins important for chromosome transmission in mitosis. After mutagenizing yeast Saccharomyces cerevisiae cells, students implement a genetic screen that allows for visual detection of mutants with an increased loss of an ADE2-marked yeast artificial chromosome (YAC). Students then genetically characterize the mutants and begin efforts to identify the defective genes in these mutants. While engaged in this research project, students practice a variety of technical skills in both classical and molecular genetics. Furthermore, students learn to collaborate and gain experience in sharing scientific findings with others in the form of written papers, poster presentations, and oral presentations. Previous students indicated that, relative to a traditional laboratory course, this research course improved their understanding of scientific concepts and technical skills and helped them make connections between concepts. Moreover, this course allowed students to experience scientific inquiry and was influential for students as they considered future endeavors.     

A single protein research integrated advanced biochemistry laboratory course: design and general outline

An advanced biochemistry laboratory has been designed to focus on a detoxifying enzyme, glutathione-S-transferase, which is involved in the metabolism of polycyclic aromatic hydrocarbons (PAHs), pesticides, herbicides, and other electrophilic xenobiotic compounds. The enzyme is known to catalyze conjugation of glutathione to xenobiotics, which makes them water-soluble so that they can be easily discarded through further metabolism and excretion. About two-thirds of the laboratory course incorporates nine advanced biochemical techniques, all focused to analyze various chemical characteristics of the glutathione-S-transferase. The remaining third of the semester time students work on a project that involves application of all the newly acquired techniques to solve a biochemical problem that encompasses the same detoxifying enzyme.     

The use of mini-projects in preparing students for independent open-ended investigative labwork

Undergraduate research project work is very demanding — of students, of tutors and of resources — and many students find the transition from traditional practical work difficult. In particular, they have unrealistic expectations of what can be achieved. In order to prepare students for their project work, some second-year courses include mini-projects. This paper reports on a case study of one such mini-project: it was effective in preparing students for their project work but most students were unaware of this and as a result, many felt demoralised by their experience. A number of factors which might improve the effectiveness of mini-projects and reduce the students’ negative feelings were identified including: making the aims and objectives unambiguous, achievable and explicit; recognising the nature and difficulty of the demands which are being made of students; and providing sufficient time, support and guidance for students. It is not possible for one lecturer to provide the high level of support which this requires. Demonstrators should also be available.     

Study of physiological responses to acute carbon monoxide exposure with a human patient simulator

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.     

An Assessment of Introductory Restoration Courses in the United States and Canada

A considerable number of institutions offer courses in restoration ecology and its application, ecological restoration. We quantified the scope and structure of introductory restoration courses at 67 post‐secondary institutions by reviewing institutional course catalogs and course syllabi. Most courses were available at Research‐level institutions. More than half of the courses were offered within departments that focused on natural resource management, and were required or optional in a degree program. Most courses were taught in classroom settings during the academic year and were geared toward advanced students. Course titles suggested an emphasis on the science of restoration ecology over the practice of ecological restoration, and learning objectives focused primarily on concepts and less on skills and attitudes. Assessment was largely via conventional methods, notably exams. Many courses assigned readings from the primary literature; there was little consensus in terms of text selection. We conclude that restoration is being presented to students as an advanced undertaking and in largely theoretical terms. Although we were unable to consider other important elements such as thematic content, class size, or pedagogical method, our study provides a baseline assessment of introductory restoration courses that can be used to evaluate changes in restoration education or opportunities for restoration education in other countries. These results can inform the development of new introductory restoration courses, and raise important considerations in light of the development of a Practitioners' Certification Program by the Society for Ecological Restoration.     

Biological methods: a novel course in undergraduate biology

We describe a novel course in first year undergraduate practical biology, which introduces students to the principles and practice of a variety of biological techniques. In addition, students develop conceptual skills in experimental design, problem solving, gathering and analysis of data and report writing. The course provides a theoretical foundation and repeated practice of a range of laboratory tasks. Students proceed to higher levels of study with experience in the application and use of basic spectrophotometry and light microscopy, the estimation of unknowns from standard curves, volumetric work including the performance of serial dilutions, and gram stains and the maintenance of bacterial cultures. The unit content can be modified to suit specific curriculums without loss of efficiency or impact.     

基于学以致用教育理念的“微生物药物学”课程教学实践与思考

培养符合社会发展需要的应用型专业技术人才,提升学生的科学素养、创新意识和解决实际问题的高阶能力是高等教育专业课程教学的根本目标。“微生物药物学”是生命科学本科生和研究生的专业方向课程,为学生今后从事科学探索、应用研究和工业生产奠定理论基础和实践能力。本文基于应用导向型教学理念,就教学内容和教学体系改革进行探讨,构建“主题知识—专题讨论—项目驱动—科研训练—仿真平台—实践学习”多元化实践教学模式,并提出破解制度障碍和条件约束等困境的对策。教学评价结果表明,学生对课程的教学效果和教学方式持肯定态度,实现了“学以致用”的教学目标,为加强应用型微生物学课程建设提供了参考。     

师生共建实验室模式的探索

目的:探索新的人体解剖学实验教学模式和促进解剖学实验室标本建设,在提高解剖学实验教学质量同时,使实验室具有数量可观、质量上乘,能立体、全面反映人体形态构造的标本,实现解剖学教学质量和实验室建设的共同发展。方法:组建具备良好的职业道德、崇高的敬业精神和扎实的解剖学理论知识,又能激励和启迪学生的教学团队,遴选具有强烈的事业心,高度的责任感和吃苦耐劳精神学生,师生互动,学生自主动手解剖尸体,制作标本,进行师生共建实验室模式的探索。结果:学生观察能力、动手能力、学生综合素质和知识结构得到提高和强化,教师业务水平得到提高,实验室教学标本得到大量有效补充。结论:师生共建实验室活动取得了良好效果。在推广过程中,加大对学生的人文关怀,使教师不仅是"课程的组织者、情感的支持者、学习的参与者、信息的咨询者"更是学生"生活的关怀者",将使本探索将更具推广意义。     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.     

The Demand for and Supply of Field Biologists

The first-year zoology course at University College Cardiff is based on a self-instructional system using printed texts, audiovisual programmes, and integrated practical work. Each course ‘Unit’ has in addition a ‘General Session’ in the lecture theatre and structured tutorial work; some Units have associated fieldwork. The students work in a specially designed teaching laboratory and proceed at their own preferred time and pace. Each aspect of the course and its organization is described, with emphasis on the modifications to the original scheme which have been introduced during its first three years of existence in the light of experience.     

军校预防医学专业本科学员临床课程教学现状及建议

随着医学模式的转变,预防医学已经成为现代医疗体系的重要组成部分,在提高公共卫生健康水平方面发挥着越来越重要的作用。为了更好地开展预防医学工作,预防医学专业学员不仅要掌握牢固的预防医学专业知识,更要具备丰富的临床医学知识。针对预防医学专业本科学员的临床课程教学,我校经过多年的探索与改革,已经积累了丰富经验,教学质量较高;但现阶段仍然存在着一些问题。本文分析我校预防医学专业本科学员临床课程的教学现状及存在的主要问题,并提出建议;从而为进一步提高预防医学专业本科学员的临床课程教学质量提供依据。     

遗传密码子进化的阶段性

密码子的起源与进化可划分为4个阶段,即：前密码子期,tRNA形成期,原密码子与有序肽同步起源期,以及密码子进化期。不同的观点,大都能在不同时期找到自己的位置,从而是互补的。在此基础上,首次将主要理论的主旨整合为一个进化过程的理论框架,基本上协调了持续了近半个世纪的确定论和偶然论之争,并且解释了密码子设定的多态性的由来。     

Using the two-hybrid screen in the classroom laboratory

The National Science Foundation and others have made compelling arguments that research be incorporated into the learning of undergraduates. In response to these arguments, a two-hybrid research project was incorporated into a molecular biology course that contained both a lecture section and a laboratory section. The course was designed around specific goals for educational outcomes, including introducing research to a wide range of students, teaching students experimental design and data analysis, and enhancing understanding of course material. Additional goals included teaching students to search genomic databases, to access scientific articles, and to write a paper in scientific format. Graded events tested these goals, and a student evaluation indicated student perception of the project. According to our analysis of the data, the yeast two-hybrid screen was a success: several novel clones were identified; students met expectations on graded lab reports, the poster session, and the final paper; and evaluations indicated that students had achieved the outlined goals. Students indicated on the evaluations that the research project increased their interest in research and greatly improved understanding of the course material. Finally, several students in the course intend to submit the findings of the research project to an undergraduate research journal.     

Undergraduate and postgraduate students' responses to mandatory courses (FELASA category C) in laboratory animal science

The results from the analysis of the course evaluations from FELASA category C compulsory courses in laboratory animal science at Uppsala University showed that the students realize that theoretical knowledge of the subject and practical skills are of great importance to the success of their future research involving animal experiments. All the subjects and elements of the course, in particular the practicals on animal handling and procedures using live anaesthetized animals, were fully appreciated by the students.     

Characterization of pathogenic human MSH2 missense mutations using yeast as a model system: a laboratory course in molecular biology

This work describes the project for an advanced undergraduate laboratory course in cell and molecular biology. One objective of the course is to teach students a variety of cellular and molecular techniques while conducting original research. A second objective is to provide instruction in science writing and data presentation by requiring comprehensive laboratory reports modeled on the primary literature. The project for the course focuses on a gene, MSH2, implicated in the most common form of inherited colorectal cancer. Msh2 is important for maintaining the fidelity of genetic material where it functions as an important component of the DNA mismatch repair machinery. The goal of the project has two parts. The first part is to create mapped missense mutation listed in the human databases in the cognate yeast MSH2 gene and to assay for defects in DNA mismatch repair. The second part of the course is directed towards understanding in what way are the variant proteins defective for mismatch repair. Protein levels are analyzed to determine if the missense alleles display decreased expression. Furthermore, the students establish whether the Msh2p variants are properly localized to the nucleus using indirect immunofluorescence and whether the altered proteins have lost their ability to interact with other subunits of the MMR complex by creating recombinant DNA molecules and employing the yeast 2-hybrid assay.     

Kymographs,stimulators, and kymographs with stimulators

This biology investigation on Pristipomoides filamentosus larval development, survival, and aquaculture research was developed with three educational objectives: to provide high school students with (1) a scientific background on the biology and science of fisheries as well as overfishing, its consequences, and possible mitigations; (2) exposure to field and laboratory techniques in marine science; and (3) practical skills in scientific inquiry and investigation. We teach this investigation at the Hawai‘i Institute of Marine Biology, where we have access to captive broodstock of the pink snapper, P. filamentosus. During this investigation students follow several steps scientists take to study aquaculture: collecting spawn from outdoor fish pens, quantifying the number of eggs, determining the percentage of fertilisation, and estimating the time of spawning and hatching. Additionally, students perform hypothesis-driven science activities with the embryos to test the effects of water quality on their development and survival. In this paper we discuss background information of aquaculture, specifically of P. filamentosus, and thoroughly describe the several components of delivering the investigation. Lastly, we provide possible outcomes of students’ performances in the laboratory activities, and discuss how effectively the exercise met its educational objectives.