Posters were on display Wednesday, June 20th, through Friday, June 22nd. On Friday, June 22nd presenters were available to discuss their topics with visitors.
Abstracts of posters are below.
Using podcasts and in-class assignments in a large-enrollment introductory biochemistry class to promote deep learning (Isabelle H. Barrette-Ng)
Traditional lecture-based teaching in large enrollment introductory biochemistry classes generally tends to encourage superficial learning. There is pressure to teach a large number of basic concepts in a short amount of time, and there are few opportunities for a single instructor to interact with hundreds of students in a meaningful and personal manner. In an attempt to overcome some of these limitations, I have introduced two new, interrelated components to the introductory biochemistry course at the University of Calgary. First, podcasts were developed to present a more in-depth treatment of topics previously taught exclusively through lectures. These podcasts provided students with a resource that allows students to learn at their own pace and to repeat portions when necessary, thus facilitating a deeper and more integrated learning process. Second, in-class case-studies and assignments provided interactive follow-up to the material presented during previous lectures and the podcasts. The lessons learned from this new approach to teaching in large-enrollment classes will be presented.
Predator sense and prey defense: a lab exercise in evolutionary hypothesis formulation and experimentation (Cindy Bennington, Rachel Burnett, and John Jett*)
We developed a laboratory exercise designed to improve students’ ability to formulate and test evolutionary hypotheses. The lab was introduced for the first time to 30 students enrolled in a sophomore-level course that is required for all Biology majors at our institution. We presented students with a short scientific paper, written by us, that described a prior experiment designed to investigate the evolution of distastefulness in prey species. Using information from the paper, students were asked to develop a testable prediction related to the evolution of distastefulness that could be answered using domestic crickets and field-caught wolf spiders. The students were given great agency throughout the process as they collected wolf spiders, conducted the experiment of their own design, and made decisions about what variables to measure, how to measure them, and how to record them. After the exercise, the majority of students either agreed or strongly agreed that the exercise: a) increased their ability to generate predictions about evolutionary hypotheses (96%) and b) added to their understanding of current research questions asked by evolutionary biologists (92%). Laboratory exercises related to understanding the power of natural selection are often limited to simulations. Our open-ended approach, which allowed students to create phenotypic variation (i.e., manipulate cricket palatability through the application of distasteful substances) and to measure fitness (i.e., cricket survival in the presence of a generalist predator) provided students with a dynamic illustration of selection using real organisms.
Why do bean beetles avoid split beans? A simple extension of a host choice experiment (Lawrence S. Blumer*, Kenneth J. Harris, and Christopher W. Beck)
Bean beetles, Callosobruchus maculatus, show very distinct host preferences based on bean species, bean size, the potential for competition between larvae, and the condition of beans, whole or split. Permitting students to pursue the causes for beetle preference for whole beans is very easy and in this study led to the observation that relative humidity significantly influences the emergence success of beetles from split beans. Beetles prefer whole beans to improve emergence success under conditions of low humidity.
Diet and metabolism in bean beetles (Greg Q. Butcher* and Scott Chirhart)
Although bean beetle adults do not require additional nutritional intake following pupation, they are capable of ingestion. Here we describe a lab exercise where students conducted an experiment to determine which (if any) potentially nutritive molecules influence adult bean beetle metabolism. Metabolic activity was measured indirectly via CO2 output and O2 consumption. Following the completion of the experiment, data from all groups were analyzed to produce class conclusions that served as background for additional experimentation. The project as described requires approximately two hours for setup and one, two-three hour lab session for introduction, experimentation, discussion and analysis. Primary objectives of the project were to have students test hypotheses related to the influence of different nutritive molecules on CO2 production in bean beetles and use the resulting data to generate a novel follow-up experiment(s). In our BIOL 101: Principles and Methods course, this activity precedes the development of group projects designed by the students themselves. Therefore we use this activity in part to help students develop familiarity with the bean beetle model. However, the activity could easily be modified for other situations or used as a stand-alone exercise. Ideally, this lab would follow lectures in which students had learned about different macromolecules, their constituents, and the primary metabolic functions of each. Additionally, students should have a working knowledge of the scientific method and a general understanding of the bean beetle life cycle prior to this lab.
Promoting student independence with project based labs (Dawn Carter)
Plant Molecular Biology is an upper level elective course usually taken by juniors and seniors in RIT’s Molecular Bioscience and Biotechnology program. These students are a few short months away from graduate school or employment. Troubleshooting and time management skills are key to their future success. The Plant Molecular Biology Project-Based Laboratory course seeks to enable increased independence and problem solving. Students are given an outline plan, a list of available reagents, web links to molecular biology protocols and bioinformatics databases. The projects involve PCR amplification, cloning and sequencing a plant gene from Arabidopsis thaliana. Each team of 3 – 4 students works on a different gene, and they are expected to produce a project plan and record their progress and research on the class wiki as well as in traditional laboratory notebooks. This process allows students to practice their laboratory skills, as well as troubleshooting unexpected results and learning about the “critical control points” of laboratory procedures. The wiki allows student teams to share successes and problems with the instructor, as well as providing a showcase for student projects.
Creating, using, and assessing student teams for biology labs (Kendra Cheruvelil Lyman)
Although many biology labs make use of student teams, many lab instructors struggle with how to best form these teams, how to help student teams be effective, and how to assess student teamwork. Further, many students resist working in teams and report learning less when in a team than when working individually. For my Intro Organismal Biology course, I have designed and implemented a series of lab exercises that teach students why they should work in a student team and how to be part of an effective team. I have also made use of online software that helps instructors to use self-chosen criteria to build student teams and then formally assess those teams throughout the semester (Team-maker/CATME). As a result of these interventions, I have experienced improved student satisfaction and success in my labs, as well reduced instructor guesswork and stress regarding student teams.
The benefits of peer instruction and collaborative study in acquisition of data analysis skills (Lakshmi Chilukuri)
In addition to the acquisition of scientific principles, fundamentals of microbiology, and laboratory skills, our upper division Microbiology Laboratory course places great emphasis on scientific writing skills. Data organization is a fundamental part of any scientific writing and is invaluable to the development of analytical and critical thinking ability. I run a data analysis workshop in the early stages of the course in which students work in pairs to organize, analyze, and summarize a moderately complex data set using a spreadsheet program such as Excel, with subsequent independent work. The format of the workshop promotes healthy dialogue between students, and between students and instructor while the students are in the learning process. This provides the opportunities to: Answer questions in real time; Gauge student understanding before misconceptions set in; Monitor and guide work as it proceeds to avoid frustration and fatigue. Research shows that students make more rapid gains in problem solving through peer instruction and collaborative work. We have found that students working with partners go much further in suggesting and testing approaches than they do when working independently. Measurable gains have been recorded based on a comparison of pre and post workshop homework, lab reports, as well as student self-evaluation. High levels of skill retention in the 8 weeks following the workshop and continuing development of expertise with incrementally difficult analyses have also been recorded. The methodology is readily adapted to students at all levels in their college career.
The connection between flour, gluten, and bread making (Rosemary Ford)
While breads can be made from flours produced from various crops, those made from wheat are the most common because of the superior qualities that gluten offers. This protein allows the bread to rise after the physical action of kneading causes the gluten to become elastic, which then traps carbon dioxide produced by fermentation of yeast. In this lab, students first make yeast doughs using wheat and nonwhite flours, each made with and without the addition of gluten. Then they compare their properties including consistency, elasticity, strength, stickiness, and expansion due to gas retention. The influence of gluten is most noticeable in doughs made from flours from non-wheat sources such as tapioca or garbanzo beans and least noticeable in those made from bread flour.
Undergraduate explanations of instructional behaviors (K. Denise Kendall* and Elisabeth E. Schussler)
Academia relies on instruction by graduate teaching assistants (GTAs); in fact, surveys indicate that over 70% of institutions use GTAs for undergraduate instruction, often for laboratory and discussion sessions. When asked to compare instruction by GTAs and faculty members, undergraduates can articulate differences, but often use single words such as “boring,” “enthusiastic,” or “organized.” This study utilized interviews (n = 24) and an online survey (n = 42) to identify underlying instructional behaviors associated with thirteen words commonly used to describe instructors. Undergraduate participants were enrolled in introductory biology lecture courses with associated laboratories (taught by GTAs) at a large Southern research institution. Instructional behaviors described by undergraduates spanned personal (instructor interactions with students) and classroom (knowledge and teaching of content) contexts. Once identified, positive instructional behaviors were grouped into three themes (relationship, delivery technique, and content knowledge) which were used to generate a schema depicting instructional behaviors which students articulated would lead to student respect for an instructor. The identified instructional behaviors, as well as the schema generated from this study, can be utilized by GTAs and other instructors to foster instructional behaviors which undergraduates indicate are supportive of teaching effectiveness and student learning.
Advancing undergraduate education through dissection: A hemisection of the head and neck (Alexandra Marta Koba* and Laura Johnson)
A hemi-section of the head and neck was performed in the context of an independent studies course in Human Anatomy. Both the dissection process and the resulting specimen were found to be educationally useful. Initial planning of the dissection and manipulation of structures during the process contributed to students’ understanding of the head and neck. The dissection itself was used in class to teach the central nervous system (CNS), digestive system and respiratory system. A regional approach to teaching anatomy was also made possible by this specimen: organs were viewed in their anatomical context and students were encouraged to observe structures in relationship to one another and think critically about their functions. Overall, the hemi-section allowed for a better visualization of the structures of the head and neck and diminished the need for student memorization.
Using seashells to teach statistics through experimental design (Hans Lemke)
The use of scenario based exercises is beneficial when teaching complex or abstract material. Statistics is a subject that many biology students find challenging to learn, and instructors find difficult to teach. Framing this instruction in the context of experimental design allows students to learn the essential concepts of statistics in a familiar setting. This also helps them to see the practical applications of what they are learning. In our introductory ecology and upper-level experimental design classes we have found seashells to be particularly useful materials for these lessons as students find them familiar and engaging. In addition, they are readily available, inexpensive, come in a variety of shapes, sizes and colors.
Establishing a solid pedagogical foundation in biology graduate teaching assistants (Stephanie A. Lockwood)
Graduate teaching assistants (GTAs) play a vital role in the biology department at Texas Tech University and across most universities by teaching the majority of laboratory sections. However, most GTA teaching is done without any formal training. One way to increase GTA teaching effectiveness is to tailor teaching programs to the needs and specific content for which GTAs will be responsible. Our Biological Pedagogy course is tailored to GTA needs by combining instruction over a wide-range of pedagogical topics with in-class discussions that involve GTAs, GTA mentors, and experts in pedagogy. Reflection and mentorship have been incorporated to create a unique, comprehensive approach to GTA professional development. A pre-course assessment (n=12) identified that all GTAs taking the course were moderately confident in their teaching abilities, and 42% reported having high levels of confidence. Despite their teaching ability confidence, these GTAs were limited in their teaching concept knowledge. Two GTAs (17%) reported to have a basic knowledge of most concepts and only one student (8%) felt they knew the concepts so well they could teach them to someone else; however, the majority (75%) reported a simple awareness of the concept with no understanding. This highlights an important disconnect between GTA teaching knowledge and their confidence in being effective teachers. We will address course components, GTA assessments, and trends that were identified throughout the pilot semester. Specifically, we will address the disconnect between GTA knowledge and confidence, and identify possible reasons for this trend by discussing qualitative assessment results.
Less teaching, more learning: A 10-year study supports greater inquiry in labs even alongside less coverage yields steady gains in student learning of biology (Douglas B Luckie)
In this study we compared gains in student content learning over a 10-year period in which the introductory biology classroom laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three lab formats tested were: traditional weeklong cookbook labs, two 7-week long inquiry labs and one 14-week long inquiry lab curriculum. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-week long inquiry lab format outscored their peers in both 7-week and 1-week long lab formats on MCAT-style standardized exams (62.6, 59.3, 48.9% scores respectively; p(0.0001). In a qualitative study of student opinion, surveys conducted at the end of semesters where traditional 1-week labs (n=154) were used had low response rates and predominately negative opinions (only 20% of responses were positive), while those who participated in 7-week (n=453) or 14-week (n=218) inquiry labs had high response rates and 71% and 89% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indices were averaged to calculate traditional forms of coverage had decreased by 40% over the study period. We believe the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory and deeper learning in fewer topic areas (less teaching), can lead to gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.
Tackling experimental design concepts with rubber bands (Boriana Marintcheva)
Understanding the principles of experimental design is pivotal for studying and doing science. Teaching undergraduates how to design experiments is a challenging task especially in freshmen and sophomore courses. Often students are taught how to do so at the crossroads of new biological content, new hands-on skills and introduction to scientific equipment. As a result their efforts typically focus on the technical aspects of the experiments rather than on the process of scientific inquiry itself. The designed laboratory introduces key concepts of experimental design using rubber bands as manipulatives. Students are challenged to explore alternative hypotheses to formulate research questions and perform self-designed experiments to answer them. The exercises emphasize the following key elements of experimental design: one experiment/one variable; positive control, negative control, experiment precision, reproducibility and validity. The laboratory is appropriate for introductory courses for majors and nonmajors and could be easily executed in large classrooms.
Biodiversity research in undergraduate lab courses (Stephanie Mel*, Heather Henter, and Mandy)
As part of our effort to bring research into the undergraduate Biology labs at UCSD, we have initiated a project that seeks to document biodiversity in San Diego and to use this data to pose a variety of research questions. In lab classes, students collect specimens from the UCSD Reserves and the San Diego area, purify DNA from the specimens and then use PCR to generate a partial sequence of the mitochondrial cytochrome c oxidase (CO1) gene. This region of the CO1 gene has been designated as the standard barcode sequence by the Consortium for the Barcode of Life (CBOL). Students then evaluate and compare the DNA sequences in order to answer specific questions. Students will also contribute their sequences to biodiversity databases. This past quarter we sought to identify a new marker for Africanized bees using the CO1 barcoding data from Apis mellifera. Students carried out a CAPS (cleaved amplified polymorphic sequence) assay to distinguish between Africanized vs. non-Africanized bees and then, using the program ClustalW, aligned multiple Africanized and non-Africanized CO1 sequences. The goal was to identify single nucleotide polymorphisms (SNPs) in the CO1 gene that correlate with Africanization or non-Africanization; preliminary analysis of the data suggests that we have found at least one SNP that falls into this category. The power of this general approach is that we can barcode a variety of different organisms (next quarter we will look at marine worms), and we can ask different questions (for example, what species are present and how much intraspecies and interspecies diversity exists), as well as contribute to a species inventory for the San Diego area.
Enhancing statistical skills in ecology: Quantifying bird feeding behaviors (Kiersten Newtoff*, Christine Small)
Success in graduate, medical or other post-undergraduate endeavors in the sciences requires foundations in research and experimental design. However, only recently have undergraduate biology curricula begun to stress quantitative skills needed for higher education and careers. Through an NSF grant, RU’s Biology Department is working to enhance quantitative skills and integrate statistics into introductory courses to help students more effectively apply research skills to biological problems. This semester, we modified a traditional ecology lab to emphasize scientific inquiry, experimental design, and hypothesis testing. Students first were introduced to regional bird diversity using museum specimens and field observations. From this, they generated hypotheses about feeding behaviors and seed preferences related to beak size and shape. In following labs, students collected over 7,000 feeding observations on bird seed selection (millet, thistle, sunflower, suet) and feeding location (feeder, ground) at campus bird feeders. Using this extensive data set, student groups selected two species for in-depth investigation by developing research questions, collecting natural history information, and conducting statistical analyses to compare feeding behaviors. This multi-week project not only emphasized use of statistics in exploring and evaluating trends in a biological system, but urged students to explain conclusions in biological context. The experimental design and data gathered may also be reexamined in advanced biology or biological statistics courses, helping to emphasize the importance of quantitative skills in modern biology.
A resource for preparing on-line quizzes for visuals such as graphs, photographs and diagrams (Marianne Niedzlek-Feaver)
We have designed a java applet for course websites that can be easily modified by instructors to produce self-help or graded web quizzes on any visual desired. We had an on-line exercise on respiration in which students chose from pop-up menus on a diagram of the cell the products of various reactions, and in the process associated them with their proper location, especially with regard to location within the mitochondrion. Students were only provided feedback as to the number correct after each attempt. Students deemed this exercise most challenging and yet one of “best” learning experiences in the course. Ten image questions and 12 answers for each questions made guessing next to impossible and students were only allowed to submit their fully correct attempts. In the new applet based on this exercise, instructors can prove more feedback if they wish and place pop-up menus of questions and answers anywhere on the visual they provide. They can also determine the number of submissions allowed and whether students report unique confirmation numbers granted on submission (default) or students’ grades are sent to some other website utility.
First New York City Regional Association of Biology Laboratory Education (RABLE) workshop (Kathleen Nolan*, Steven Lipson, Jessica Goldstein, and Sarah Salm)
Over fifty undergraduates and professors attended the first regional ABLE workshop help in New York City on February 25, 2012. The idea of hosting a RABLE had been simmering in K. Nolan’s mind, and burst forth when S. Lipson received a Faculty Development grant to host a cell culture/cytotoxicity workshop for faculty members from other institutions. K. Nolan decided to piggyback on top of this idea and got in touch with J. Goldstein and S. Salm to see if they might be interested in running a mini-workshop on cell diffusion on the same day as Dr. Lipson’s workshop on cell culture and cytotoxicity. Thus (with ABLE board approval) the first NY RABLE was born. A mix of other workshops was available throughout the day; breakfast and lunch were provided by SFC. No one received any compensation. One workshop on the use of Image J to determine leaf herbivory was a modification of a previous major workshop held at the U. of Delaware, and another was an idea for a mini-workshop using horseshoe crab larvae that will hopefully be presented at a future ABLE workshop. Caveats included lack of time for extensive recruitment and overlap of interests with another local organization. The strengths were getting the undergraduates involved and the synergy of interacting with the other professors—Peter Parks from Nyack College, for example, would like to present a mini-workshop at ABLE in the future. Another plus noted by S. Lipson is that a RABLE could be used to teach workshops in which it would be too difficult to set everything up at another institution, such as his cell culture experiments. Overall, the conference was fairly easy to put together which was most likely due to all the help and cooperation of the participants.
Student-designed projects that ascertain antibiotic properties of natural substances (Kathleen Nolan*, Hannah Singer, Victoria Pierre-Louis, Aleeza Wachs, and Marlon Joseph)
For thousands of years, certain foods have been utilized for purposes beyond nutrition. Students in the first year General Biology lab at St. Francis College chose to test antibiotic properties of natural substances for their research project. Specifically, essential oils, honeys, and vinegars have demonstrated an ability to inhibit the growth of pathogenic bacteria. The students quantified the relative efficacies of tea tree oil, citrus oil, cinnamon oil, garlic, apple cider vinegar, and Manuka honey against Staphylococcus aureus and Escherichia coli by measuring the zones of bacterial growth inhibition after a 24 hour period of incubation. The experimental agent was administered either by drop directly onto the inoculated agar surface or on a saturated piece of filter paper. The conventional antibiotics tetracycline and erythromycin were used as positive controls and as baselines for halo size. The students found that Manuka honey, tea tree oil, citrus oil, cinnamon oil, and apple cider vinegar were as or more effective than conventional antibiotics as measured by the diameter of the zone of growth inhibition. Fresh garlic was not as effective. The success of these food remedies was encouraging since they are generally inexpensive and widely available. Food products that have been used historically as remedies are still very relevant and potent sources of antibiotic activity. This student-designed lab activity yielded much data that the students could analyze and relate to existing data on antibiotics.
Using a Model Systems Workshop to Teach Undergraduate Cell Biology (Fran Norflus)
Numerous schools have integrated active learning approaches into their biology classes to enhance the traditional setting where the professor lectures. An example of this approach is having students participate in laboratory research experiences outside the classroom. In the present study, we have organized and held a workshop in model systems in cell biology. We hoped that this experience would build critical thinking skills in the students and would interest them in pursuing a career in cell biology research. To improve their communication skills, we taught the students how to present their work through posters. The effectiveness of the workshop was assessed using pre- and post-tests. There were 17 participants in the 2-week workshop and although the average attendance was only four days, there was a 33% gain in knowledge.
Preparing graduate teaching assistants for teaching in scientific labs (Beth Overman* and Miriam Ferzli)
Teaching in a laboratory setting presents a unique set of challenges pertaining to classroom management, evaluation of student learning, and collaborative group projects. To address training needs of North Carolina State University Graduate Student Teaching Assistants (GTAs) who teach in the laboratory setting, we prepared a workshop in collaboration with Preparing Future Leaders and the Certificate of Accomplishment in Teaching programs that aim to promote GTA development in teaching. During this workshop, participants discussed the challenges of teaching in the lab, including lesson planning, assessment, managing students in the lab, student integrity, questioning techniques, and more in an active learning, collaborative learning environment. Workshop activities lead participants to develop a master list of ground rules for successful laboratory instruction. Case studies of classroom management situations help to facilitate discussions on different classroom management techniques for teaching in labs. Other activities relate to productive questioning techniques to introduce participants to good questioning strategies, positive reinforcement, wait time, and positive non-verbal language skills. Participants also learn about Lab Write (an online tutorial) and other tools to facilitate assessment of, pre-, in-, and post- lab activities, including lab reports. In addition to workshop activities and discussions, participants receive online and text resources for their own study and teaching development.
Urban ecology: Redesign on the fly (Nathan Rycroft)
The Biology Department at Boston University designs and implements inquiry-based laboratory experiments for two high school programs: Biology Inquiry and Outreach with Boston University Graduate Students (BIOBUGS) and Upward Bound Math Science (UBMS) in order to bring science to High School students at a level that they can enjoy and learn from the experience. The Urban Ecology BIOBUGS module exposed visiting students to ecological theory in a classroom and experiments at a nearby field site. The initial module had limited success due to design flaws regarding the unpredictable nature of the field site and is being redeveloped to embed flexibility into the design independent of the field site. Here we present the strategies and ideas utilized to update a field ecology lab by upgrading the technology, integrating the separate activities, and training new teachers to improvise in a structured design. In addition, we present ideas and guidelines for others undergoing redesigns of current labs.
The popcorn course: An academic/industry partnership promoting “Real Science” research opportunities for undergraduates (James J. Smith* and Ware Flora)
Many academic institutions have alumni in career positions that afford opportunities to forge unique academic/industry partnerships for the benefit of both institutions. At Michigan State University (MSU), we worked with an MSU alumnus in the Research, Quality & Innovation department at ConAgra Foods to produce a research course for undergraduates at MSU called “The Science of the Food You Love.” The goal of the resulting 3-credit course was to introduce students to how food companies do research to improve their products, and to have students carry out a research project of their own. In our first iterations of this course (see https://www.msu.edu/course/lb/494/s11/), students addressed research questions associated with Orville Redenbacher’s popcorn, one of ConAgra Foods’ flagship brands. Eight students enrolled in the course in spring 2011, and another seven enrolled in spring 2012, which was conducted in Dr. Smith’s research lab on the MSU campus. Student projects ranged from looking at biochemical and physical differences between different popcorn genotypes, to examining parameters associated with the contents of microwave popcorn bags. The capstone experience for the course was a visit to the ConAgra Foods headquarters in Omaha, NE where the students presented the results of their research to ConAgra Foods scientists, and interacted throughout the day with ConAgra Foods staff. Student participants in the course responded very favorably to the experience, with the strongest element being that the research being carried out was authentic and actually mattered to someone. ConAgra Foods scientists played a key role in the success of the course by virtue of making themselves available for consultation and guidance with respect to project feasibility, scope, and relevance. Future offerings of the course will expand beyond popcorn to other products and/or food technologies. We see this research course as a model for other academic/industry partnerships, creating the potential to increase opportunities for research training for undergraduates and to broaden their view of career paths.
Osmosis: In or out? (Tamara Sluss)
This introductory biology laboratory activity explored osmosis with solutions of unknown concentration using materials from a grocery store. In this lab, a raw egg minus the shell, served as the model cell, and was weighed then placed either in water, a sports drink, or corn syrup for 30 to forty-five minutes. Students calculated the average differences between the final and initial egg mass for each medium: water, sports drink, or corn syrup to determine whether the “cell” is hypertonic, hypotonic, or isotonic to the surrounding solution. While osmosis takes place, the instructor had ample time to cover background information of osmosis in order for students to be able to make conclusions based on their results.
* = Contact author