List of Workshops | Abstracts – Extended Minis | Abstracts – Regular Minis
Mini workshops are offered as 90-minute Extended Mini format or regular 45-minute sessions. Mini workshops are an opportunity to present novel approaches to teaching in biology labs. They may be presented as a hands-on wet-lab activity, demonstration, computer laboratory, or discussion. All will include attendee participation. Some 45-minute workshops may be offered twice throughout the day.
Conference attendees sign up, outside of the conference registration headquarters during the conference, to attend specific workshops. Early sign-up is encouraged, as space is limited and sessions do fill up.
List of Workshops
| Name | Affiliation | Title | Location | Time and Type |
|---|---|---|---|---|
| Blumer, Lawrence and members of the ABLE Board | Various | The Future of Laboratory Education: In-person versus Online Laboratory Learning, a Critical Discussion | York 3050 | 1:30 pm Regular |
| Boone, Emily | University of Richmond | There's an App for That | Tata 2101 | 9 am Extended |
| Gunasekara, Sanjiva | California State University, Fresno | A 'Scientific Journal' Framework for Introductory Biology CURE Reports | Tata 2102 | 9 am Extended |
| Chen Lew, Audrey | University of California, Irvine | In Vitro CRISPR Experiment Using Zebrafish DNA | Tata 2302 | 9 am Extended |
| Conn, Caitlin | Berry College | Photos to Phylogenies: A Scavenger Hunt to Explore the Tree of Life | Tata 2303 | 9 am Extended |
| Moussavi, Maryam & Chen, Liane | University of British Columbia | Learning how to Make Designer PCR Primers in Introductory Molecular Biology Labs | Tata 2304 | 9 am Extended |
| Horn, Jonathan & O'Donnell, Katherine | Ohio State University | Leading by Example: Using Active Learning in Weekly Instructional Meetings to Impact Teaching Techniques used in Labs | York 2432 | 9 am Extended |
| Grantham, Debra | Dalhousie University | Implementing EDIA: Building Belonging into the Laboratory Learning Environment | York 3050 | 9 am Extended |
| Olson, Jennifer Cario, Cara | Virginia Commonwealth University Vernier Science Education | Investigating Plant and Animal Physiology with Vernier Sensors | York 4124 | 9 am Extended |
| Mata, Catarina | BMCC/City University of New York | Back to Basics: The Plant Research CURE | York 4318 | 9 am Extended |
| Klenz, Jennifer | University of British Columbia | Characterizing an Organism Through a Highly Adaptable Lab Jigsaw Activity | York 4332 | 9 am Extended |
| Norman, Jeffrey & Drummond, John O. Barmoy, Michèle | Lafayette College Allegany College | An Interactive Introduction to the SEA-PHAGES Course-Based Undergraduate Research Experience | York 4406 | 9 am Extended |
| Haines, David | University of Minnesota Rochester | Can You Hear Me Now? An Innovative Low-Cost Lab to Introduce Hearing and Statistics. | Tata 2101 | 11 am Regular |
| Rueschhoff, Elizabeth E. | Indiana University Southeast | ZONC: A Review Game that Anyone Can Win! | Tata 2102 | 11 am Regular |
| Schmidt, Casey | Emory University | A Bioinformatics Approach to Identify DNA-binding Factors at a Specific Genomic Locus | Tata 2301 | 11 am Regular |
| Drill, Emily | Carnegie Mellon University | Modeling Imperfect Communication | Tata 2302 | 11 am Regular |
| Mohan, Swarna | University of Maryland | Guiding novice students through finding and reading scientific literature | Tata 2304 | 11 am Regular |
| Thuecks, Suzanne | Washington College | Inquiring Minds Want to Know: Incorporating Inquiry and Experimental Design into Existing Labs | York 2318 | 11 am Regular |
| Hernandez-Gaytan, Aimeé A. Santillan, Karen A. & Olimpo, Jeffrey T. | The University of Texas at El Paso | Strategies for Integrating Responsible and Ethical Conduct of Research (RECR) Education into CUREs | York 4124 | 11 am Regular |
| Behrle, Courtney | Pitt Community College | The Belly Button Lab: The Gross and Fun Parts of Microbiology | York 4318 | 11 am Regular |
| Calhoun, Eric S. & Gray, Athelia | Alma College | Human Eye Color Prediction Using Allele-Specific PCR Assays | Tata 2101 | 1:30 pm Regular |
| Martin, Michael & Sheil, Christopher | John Carroll University | Using DNA Barcoding to Examine Mislabeling in Tuna and Swordfish | Tata 2301 | 1:30 pm Regular |
| Martin Fiore, Deborah | Bridgewater State University | Teaching Bioethics Using a COVID-19 Pandemic Case Study | Tata 2302 | 1:30 pm Regular |
| Moore, Jon | Pomona College | Rethinking the Pre-Lab Quiz | Tata 2303 | 1:30 pm Regular |
| Majewska, Ania | University of Georgia | Using Culturally Responsive Teaching Strategies in CUREs | Tata 2304 | 1:30 pm Regular |
| LeBert, Danny Rustad, Asha Smith, Collin & Choate, Kristian | Northern Michigan University | Detection of Environmental Staphylococcus aureus using Colorimetric Loop-Mediated Isothermal Amplification (LAMP) | Will be in TATA 2102 on Thursday Jan 29th | Now a Major Workshop |
| Goldstein, Jessica | Barnard College | CANCELLED | CANCELLED | |
| Zarubin, Tyler Tighe, Damon | Concordia University Irvine Bio-Rad Laboratories | CANCELLED | CANCELLED | |
Abstracts – Extended Minis
A ‘Scientific Journal’ Framework for Introductory Biology CURE Reports
Sanjiva Gunasekara, California State University, Fresno [Freshman level; bio majors]
The implementation of CUREs in laboratory courses has allowed students to engage in scientific inquiry at a level not commonly found in traditional lab activities. However, scientific writing (and experimental design) are undeveloped skills for many freshman science majors; as such, it can be challenging for them to establish context for their work and communicate their findings in a clear, precise manner. Here, we focus on applying a ‘scientific journal style’ format to communicate data from a series of lab experiments involving Tetrahymena, using text adapted from Bates College. Participants of this workshop will survey a series of assignments and activities that currently comprise the CURE project and term paper for our Introductory Biology course (BIOL 1A) at California State University, Fresno. We begin with an overview of these CURE activities and an introductory assignment that asks participants to identify different types of variables within each experiment. After a brief primer on how to survey a scholarly article, participants will create a ‘Research Plan’ where they state hypotheses and establish the context, purpose and rationale of their experiments while concurrently performing each of the activities in the CURE project. The final portion, a ‘writing workshop’, will provide a framework for writing the report and address common issues students encounter in the report writing process. The workshop will conclude with a discussion of how these scaffolded assignments can be applied to other CURE activities.
An Interactive Introduction to the SEA-PHAGES Course-Based Undergraduate Research Experience
Jeffrey Norman & John O. Drummond, Lafayette College, & Michèle Barmoy, Allegany College of Maryland [Freshman level; bio and non-bio majors]
This Mini workshop provides an interactive tour of the SEA-PHAGES program, an introductory-level Course-Based Undergraduate Research Experience administered by the Howard Hughes Medical Institute (HHMI) with a proven record of increasing retention in the Sciences. Students report high feelings of project ownership during SEA-PHAGES, likely due to several choices they make during the course of the semester, all of which result in the isolation and characterization of a novel Actinobacteriophage. Participants are given opportunities to make four of these critical choices faced by students during the course of this workshop.
First, workshop participants will choose a phage isolate to pursue further by examining morphological differences evident on “plaque assay” plates. For this step, workshop participants work in pairs with freshly-prepared cultures from environmental samples. Second, participants measure their chosen plaques and perform the calculations necessary to create a “webbed plate,” a critical step in propagating phage that students encounter mid-semester. Third, workshop participants will choose a name for their phage in accordance with the SEA-PHAGES naming conventions. These names are then used to create mock submissions to the actinobacteriophage database (phagesdb.org) in a group exercise designed to introduce workshop participants to the substantial online SEA-PHAGES resources. In the fourth and final activity, workshop participants work as a group to decide which of several phages should be submitted for genome sequencing based on actual restriction gels and transmission electron micrographs obtained by past SEA-PHAGES students.
The workshop ends on a brief overview of the bioinformatics project that constitutes the second semester of the SEA-PHAGES program. Through these first-hand learning experiences, workshop participants should be equipped to decide whether or not SEA-PHAGES is appropriate for adoption by their home institution.
Back to Basics: The Plant Research CURE
Catarina Mata, BMCC/City University of New York [Freshman-Junior level; bio and non-bio majors]
This low budget Course-based Undergraduate Research Experiences (CURE) course gives students the tools and opportunity to design, perform and present their own research experiment on factors affecting the physiology or phenology of beans, Phaseolus vulgaris L. over one semester of three hour weekly labs.
The course is Plant Biology, an elective class after two semesters of Majors Biology. Students discuss environmental factors that may affect the growth, seed production or photosynthesis. Such as temperature, light intensity, soil nutrition, heavy metal contamination, salinity etc. Then the class divides in groups of 3-4 according to topic of interest, gets instructed on literature search, and reminded of what is needed for a research experiment. The whole class uses the same control plants, followed in turns by all groups. All that is needed except for the photosynthetic equipment is cheap: soil, pots, beans, rulers and regular lab scales. Photosynthesis is not strictly necessary. In all treatments height, number of leaves, color of the last fully expanded leaf and photosynthesis are measured, and in the end fresh and dry masses and pigment contents as well. Number of stomata and other factors may also be used.
Results are collected in pre-designed spreadsheets and uploaded during lab to the class Discussion board on Blackboard and become available to all. Students are lightly guided through collaborative data analysis. The semester ends with group research posters. Peer feedback is used to edit and later present at the College student research symposium and other venues. During this workshop participants will go through measurements with the tools and the spreadsheets students use. The most challenging part of this project is the balance between guidance and encouragement of independence.
In Vitro CRISPR Experiment Using Zebrafish DNA
Audrey Chen Lew, University of California, Irvine [Sophomore-Grad student level; bio majors]
CRISPR is rapidly revolutionizing biology, biotechnology and biomedicine. This is in part due to the ease in which scientists can design RNA guides to target particular genes in the genome and the simplicity of the system. Only Cas9 and the guide RNA are needed to cut the DNA and introduce an insertion or deletion (indel). Many undergraduates are able to recognize the term “CRISPR” but few students are able to describe the mechanism by which it works or have had hands-on experience with the technique. Capitalizing on the simplicity of the technique, lab instructors can incorporate CRISPR into the laboratory setting in two 3-hr sessions. During the workshop, participants will prepare the ribonucleoprotein complex, perform the in vitro digestion reaction, and load the samples into a MiniONE electrophoresis system. As the gel runs, participants will be given a quick tutorial on how CRISPR guide design can be taught simply to undergraduate students. If time permits, participants will practice designing CRISPR guides using freely available websites.
Investigating Plant and Animal Physiology with Vernier Sensors
Jennifer Olson, Virginia Commonwealth University & Cara Cario, Vernier Science Education [Freshman-Grad student level; bio majors]
Measurements of plant and animal metabolism in lab classrooms can often be financially prohibitive due to the high cost of respirometry equipment. As such, lab exercises focused on photosynthesis or cellular respiration often use indirect or overly simplistic methods (e.g., floating leaf disks or air bubbles in syringes), rather than incorporating whole, living plants and animals. This workshop will introduce participants to the Vernier system of sensors that we use in our upper-level integrative plant and animal physiology course. This lab-based class uses a comparative approach to develop an integrative understanding of basic and applied topics associated with the physiology of both plants and animals, using vascular plants and invertebrate animals. Because this small, annual course is not associated with any research lab, unless there is a generous course budget, faculty teaching this class are often limited to equipment they can borrow from willing research-active faculty, which may limit learner-driven hypotheses in this course. After using Vernier equipment in the lab classroom for several years (both the wired and Bluetooth versions), we’ve concluded that these sensors provide an affordable and user-friendly means for students to investigate whole-organism physiology when integrated with the free data logging app that allows them to graph and analyze the data in real time.
Workshop participants will have the opportunity to collect respirometry data on several species of plants and invertebrate animals, investigating the impact of variables such as size and temperature. We will also discuss methods to analyze data from these class investigations. Vernier provides some experimental protocols in their published lab books, and our activities will demonstrate some ways to go beyond these protocols. Learning curves, measurement techniques, and troubleshooting are often hurdles when adopting new classroom equipment. Thus, we will also share first-hand tips and solutions to problems we have encountered.
Leading by Example: Using Active Learning in Weekly Instructional Meetings to Impact Teaching Techniques used in Labs
Jonathan Horn & Katherine O’Donnell, Ohio State University [Instructor/Administrator level; bio and non-bio majors]
Our TAs used didactic lecture as a primary method of instruction despite department prioritization of active learning and student-centered teaching techniques in pre-term and ongoing training. Discussions with TAs indicated they adopted these lecturer-centric methods largely because it was the most common style of instruction they experienced as students. In response, our weekly instructional meetings regularly demonstrated active learning pedagogy to increase TA experience and familiarity with implementing these strategies. In this session, we will report how the meeting format change impacted the frequency of teaching techniques used by our TAs and how several TA behaviors changed with respect to meeting preparation and interactions. Additionally, we will share our methods, rationale, and top ‘tricks’ for influencing course leadership to employ these tactics. In the process, participants will use backward design to develop a plan for creating change in meetings held at their own institutions.
Photos to Phylogenies: A Scavenger Hunt to Explore the Tree of Life
Caitlin Conn, Berry College [Freshman-Grad student level; bio majors]
The groundbreaking evolutionary biologist Theodosius Dobzhansky famously stated that “nothing makes sense in biology except in the light of evolution.” Because phylogenetic trees represent evolutionary relationships, it is critical for students of biology to understand them; however, phylogenetics can be a dry and difficult subject, and its applicability to everyday life can be unclear. The laboratory activity introduced here asks students to observe local biodiversity and analyze its evolutionary relationships, empowering them to actively engage with phylogenetics and conceptualize its relevance to the world around them.
This workshop begins with a brief introduction to the fundamentals of phylogenetics. Students are then divided into groups and sent outdoors, where they photograph local species from assigned taxonomic groups (e.g. plants, insects, vertebrates, etc.) and use iNaturalist to identify them. After documenting a requisite number of species, students return to the classroom, where they use easily observable morphological characters to build a hypothetical phylogeny for their species. Next, students search for published phylogenies based on molecular characters that include their documented species, and they compare these trees from primary literature with what they have drawn. Finally, the entire class unites to draw a single tree that includes all groups’ species, based on the smaller-scale published phylogenies that each group has found. Through this laboratory activity, which is suitable for introductory biology courses, students gain skills in phylogenetics basics, tree-building, interpretation of primary literature. Furthermore, various aspects of the activity, such as the published phylogenies and the methods used to produce them, can be investigated in greater detail in upper-level courses. Participants should bring a cell phone and laptop to the workshop.
There’s an App for That
Emily Boone, University of Richmond [Freshman-Grad student level; bio and non-bio majors]
Do your students forget to collect all of the data they are supposed to while in the field? Do they spend more time on their phones taking pictures instead of taking data? Do you wonder if they are identifying organisms correctly? Are you tired of reminding them to enter their data into the group spreadsheet? What if your students could collect data while walking across campus? What if you could make data collection a larger community wide effort? Well there’s an app for that! In this workshop, participants will learn how to build and use a simple field map collector app using ArcGIS online, a program that many universities already have site licenses for. Collector apps can be a useful tool for students to collect and examine both ecological and spatial data as part of a lab you already do in the field, to have online students collect data from different locations at the same time or to engage the larger community while collecting more data for your class. Customizable fields allow you to target the specific quantitative or qualitative data that you want your students to collect and best of all it is already organized and ready to map without having to enter it into a separate spreadsheet after lab. Students are going to bring their cellphones to class anyway. Why not put them to good use?
Characterizing an Organism Through a Highly Adaptable Lab Jigsaw Activity
Jennifer Klenz, University of British Columbia [High School-Junior undergrad level; bio and non-bio majors]
As an introductory exercise, our genetics lab students need to characterize some mutant organisms and compare them to wild type. The objective is for students to become better observers so they can easily recognize different phenotypes when they are scoring genetic crosses later in the term. When told to look for differences between organisms, many students need help to hone in and notice specific details.
A whole class is given the same organism to examine. Each group was assigned one very specific characteristic to investigate. After 10 minutes, students are shuffled into new groups where each member investigates a different characteristic. These new groups work together to create a complete description of the organism with each member crucially holding a different piece of the puzzle. Each member has to explain to the others what they saw. They create a rough infographic to which the instructor provides feedback. Students look at the creations by all the groups as well as all the feedback. They then go back into their second group and create their final version of this infographic. Students reported after this exercise they had a better idea of what to look for when characterizing differences between mutants and wild type. They liked having something unique to share and because of this structure, it was easy to explain it to students they didn’t know. They made new friends so that some of their original working groups for longer projects shuffled as a result. The fact that someone might get something wrong in their description wouldn’t penalize a whole group because the feedback that allowed them to improve and fix mistakes in their final version. This activity is adaptable to different types of labs and different levels of complexity.
Implementing EDIA: Building Belonging into the Laboratory Learning Environment
Debra Grantham, Dalhousie University [Freshman-Junior level; bio and non-bio majors]
Laboratories are natural active learning environments where students are immersed in learning the cognitive and physical skills to apply the conceptual knowledge of the course. To create an inclusive environment that makes every student feel welcome and respected, we can use many methods to build a sense of belonging to a supportive learning environment that fosters their development as scientists. Introductory surveys based on the students’ values and barriers they face gives students the message that they are considered individuals and their opinions are encouraged. A classroom culture that encourages group work, generating big questions that they want answered by the course, flipped classroom activities that generate collaborative problem solving, and a lab culture that encourages peer teaching all contribute to a supportive learning experience. Organization of students in diverse assigned pods of four students, group in-lab assignments, peer review of draft student research papers before assessment by markers improve every student’s understanding and achievement. Additional benefits are the development of the student’s ability to critically evaluate their own work, respect viewpoints and abilities outside of their usual peer group and sometimes make new friends. Learning management systems designed with Universal Design for Learning principles provides choices for student’s pre-lab preparation and automatic marking of pre-lab quizzes frees TA time for assignment feedback and focussing on struggling students during laboratory sessions. Transformation of courses by small changes each term is possible with a phased-in approach of inclusive initiatives. Discussion and suggestions from participants is encouraged.
Learning how to Make Designer PCR Primers in Introductory Molecular Biology Labs
Maryam Moussavi & Liane Chen, University of British Columbia [Sophomore-Junior level; bio majors]
Polymerase chain reaction (PCR) is one of the top techniques we teach our cell and molecular biology undergraduates, and it is no surprise that it is often amongst the top techniques that our students express desire to master during their undergraduate training. Here, we demonstrate a Course-based Undergraduate Research Experience (CURE) approach to teaching PCR to our upper year introductory molecular biology laboratory course. In this activity, students take a scaffolded approach to designing specific primers to amplify a promoter region in their plasmids, and evaluate the suitability of their primers (e.g. GC content; melting point; likelihood of hairpins and primer dimers). This is a written assignment wherein students compete for the honour of having their PCR primers ordered for the lab, and it precedes the actual PCR experiment. Thus, this exercise provides the opportunity for students to do the planning and design that lies behind their hands-on PCR experiment.
Abstracts – Regular Minis
The Future of Laboratory Education: In-person versus Online Laboratory Learning, a Critical Discussion
Lawrence S. Blumer and members of the ABLE Board
The ABLE Board initiated an effort to develop guidance on online laboratory learning last year. The need for such guidance is needed as pressures increase to eliminate in-person laboratories to save money and increase access. The purpose of this discussion-workshop is to get your opinions on in-person versus online laboratories. Most of us were forced to shift to online formats during the pandemic, but does that mean that either format is sufficient for an undergraduate curriculum? We will seek your opinions on the following questions: What is the added value of in-person laboratory courses compared to online laboratory courses? Is an entirely online laboratory experience adequate for science majors? Is it adequate for non-majors? What features are essential in an online laboratory for it to adequately address the learning outcomes of an in-person laboratory? What are the risks of creating a science education divide, in which some students actually conduct science and others only have simulated laboratory experiences? Your answers to these questions will help the ABLE Board prepare guidance that reflects the experiences and range of opinions of the ABLE membership.
A Bioinformatics Approach to Identify DNA-binding Factors at a Specific Genomic Locus
Casey Schmidt, Emory University [Sophomore-Grad student level; bio majors]
Research experiences provide numerous benefits for undergraduates. However, many students struggle to find a space in laboratories already at capacity. To alleviate this issue, many scientists are turning to bioinformatics as a way to include more undergraduates in their research programs. Bioinformatics research offers an alternative to wet-lab experiments that is free, safe, compatible with remote learning, and may be more accessible for students with disabilities. In this workshop, I will present a bioinformatics project that leverages publicly available datasets to discover novel proteins that target a genomic locus of interest. This approach uses the free, user-friendly bioinformatics platform Galaxy to map ChIP-seq datasets to a genome, which removes the code-writing and computing burden from students. I will guide participants through the process of finding a dataset, importing it into Galaxy, aligning to a genome, visualizing the results, and drawing conclusions. Both faculty and students directly benefit from bioinformatic research. Students can perform a candidate screen for novel transcription factors that target a genomic locus, and the results can seed future wet-lab experiments in a faculty member’s lab. In addition, students gain not only basic bioinformatics knowledge, but also transferable skills, including hypothesis formation, database navigation, and primary literature experience. This project is flexible and can be expanded to analyze different types of high-throughput data or to investigate different genomic loci in any species. Furthermore, it can be deployed as a standalone research project for individual students, or as a CURE in a classroom setting.
Can You Hear Me Now? An Innovative Low-Cost Lab to Introduce Hearing and Statistics.
David Haines, University of Minnesota Rochester [High School-Junior undergrad level; bio and non-bio majors]
This lab is a low-cost method to introduce students to hearing physiology and hearing loss. While we conduct it as a stand alone lab, it could be shortened to a classroom activity to introduce either topic. To complete this lab, students only need to have ear buds/headphones, a laptop, Microsoft Excel, and internet access, which most college students can access quickly. This lab has also been conducted remotely making it incredibly flexible.
Students first propose various causes of hearing loss that they may or may not have been exposed to during their life. They also determine if what they are proposing will allow effective statistical analysis. Each student then measures their hearing loss by determining the highest frequency they are able to hear. Common exposures students select are concerts, ear infections, air travel, contact sports, and use of q-tips in the ears. Each student group then explores whether exposure to that event may contribute to hearing loss by sorting the data for their selected variable, calculating descriptive statistics, and running the correct t-test. This mechanism of collecting data is something that may be applicable to a wide range of labs, allowing students to explore one data set in very different ways. The variety of exposures students put forth allows the instructor to discuss many ways hearing can be damaged, and what happens when hearing is damaged. Overall, this lab is a fun and interesting way to introduce hearing physiology while using statistical analysis.
Guiding novice students through finding and reading scientific literature
Swarna Mohan, University of Maryland [Freshman level; bio and non-bio majors]
Reading and extracting relevant information from scientific literature is a skill required in many biology courses. However, students, especially those in lower level biology courses, struggle with activities involving finding and reading research articles. I designed a multi-week activity to help students in an introductory biology lab course navigate some of the challenging aspects of finding relevant background information from scientific literature. In this activity, students are given a review article and then assigned parts of the article that covers information for one of the background topics needed for a lab report. Students work in groups to summarize the information from the review article and find an additional article from the references cited in their assigned review article. The following week, in lab, each student group presents a short summary of relevant information from both articles to their peers. The goal of the presentations is to provide the class with a short list of articles they can use as resources for the introduction and discussion sections of their lab report. This activity helps students with the challenge of finding research articles and guides them through the process of determining which parts of an article are relevant to their research project. During the workshop, participants will take on the role of the teaching assistants and discuss how to guide students through this multi-week activity.
Human Eye Color Prediction Using Allele-Specific PCR Assays
Eric S. Calhoun & Athelia Gray, Alma College [High School-Junior undergrad level; bio and non-bio majors]
Human variation has been a source of public interest and scientific investigation for hundreds of years. Recently however, much of this work has focused on identifying the genes responsible for influencing the expression of externally visible characteristics such as skin, hair and eye pigmentation. In 2013, Walsh et al. extended our understanding of human pigmentation by showing that a small number of genetic markers associated with these genes could be used in a forensic analysis to predict eye color. This tool, called the HIrisPlex system, utilizes the allele frequencies of 6 genetic markers to calculate the probability of seeing blue, intermediate or brown eye color in an individual. Unfortunately, this method requires that individual samples need to be sequenced to determine the minor allele status at each of the 6 loci. When doing large numbers of samples, the cost and time needed to obtain results may be prohibitive for a classroom learning environment to complete. Using allele-specific PCR, we have developed mismatched primer sets that now allow us to identify the minor alleles for each of these markers without the need for sequencing. We feel that these primer sets should allow for the incorporation of the HIrisPlex system into the curriculum of either advanced high school or introductory college laboratory courses and facilitate discussions dealing with forensic science, human genetic diversity, evolution and/or biotechnology.
Inquiring Minds Want to Know: Incorporating Inquiry and Experimental Design into Existing Labs
Suzanne Thuecks, Washington College [Instructor/Administrator level; bio and non-bio majors]
Do you want to make your labs more engaging and build skills in experimental design, but you’re not ready or able to make the jump to a full CURE? This workshop will show how you can take an existing lab activity and expand it into an inquiry exercise that includes planning and carrying out the students’ own experiments. A bonus of this approach is that it allows time for writing about experiments including drafting and feedback if used for a few labs in succession. Participants are encouraged to bring a syllabus to use in identifying existing activities that would benefit from this approach.
Modeling Imperfect Communication
Emily Drill, Carnegie Mellon University [Freshman-Grad student level; bio and non-bio majors]
Modeling imperfect communication can be used as a classroom tool to get students comfortable talking and asking questions about topics they don’t know well, and to provide easy, low-stakes practice in constructive criticism. By having an instructor purposefully present a topic badly and then invite students to provide feedback and suggestions, it helps set the tone for open discussion. This also allows the instructor to give guidance for appropriate and useful feedback. My co-instructor and I successfully used this tool to set the tone on the first day of an interdisciplinary research-focused undergraduate lab course. Students from a variety of backgrounds in terms of year, major, and experience were put into groups to design and carry out a computational biology research project. One of the major goals of this course was to teach and facilitate interdisciplinary communication, and lab meeting presentations with peer feedback were included throughout the course. We expected that all of the students would be coming into the course unfamiliar with some aspects of the project, so having them willing to speak up and ask questions where they didn’t understand, and point out where presentations were confusing, was very important. In this workshop I will walk participants through an example of imperfect communication as I used it in this lab course, providing the same guidance and instructions as the students. We will discuss strategies to implement this in other courses and recommendations for guiding peer feedback.
Rethinking the Pre-Lab Quiz
Jon Moore, Pomona College [Administrator/Instructor level; bio majors]
Adequate student preparation before lab is vital to achieving learning goals, obtaining interpretable lab results, and having students feel capable, empowered, and excited. Many lab curricula seek to give that preparation through pre-lab readings and videos with a subsequent quiz at the beginning of lab time. While this strategy is reasonably effective, it can cause considerable stress for students (even though these quizzes are often a very token part of the grade) and consumes valuable lab time. During these activities and discussion, we hope that many will share their experiences with variations on and alternatives to the traditional lab quiz and all will carry away new ideas.
Strategies for Integrating Responsible and Ethical Conduct of Research (RECR) Education into CUREs
Aimeé A. Hernandez-Gaytan, Karen A. Santillan & Jeffrey T. Olimpo, The University of Texas at El Paso [Freshman-Grad student level; bio and non-bio majors]
Responsible and ethical conduct of research (RECR) is critical for promoting the integrity of the scientific enterprise. However, previous studies indicate that RECR education is often both limited and highly variable for undergraduate researchers in STEM. This is particularly worrisome in light of the proliferation of course-based undergraduate research experiences (CUREs), which seek to engage students in novel, broadly-relevant scholarship. In this interactive mini-workshop, we will first provide evidence detailing the extent to which RECR education is currently integrated into CUREs nationwide and engage in whole-group discussion to “unpack” these findings. We will then share examples of successful RECR activities and strategies for use in CUREs, which have resulted from implementation of the Ethics Network for Course-based Opportunities In Undergraduate Research (ENCOUR) Fellowship Program, co-directed by the session facilitators. Small-group dialogue and concept mapping will subsequently be employed to aid attendees in outlining how they might incorporate RECR education into their own CUREs/laboratory curricula (e.g., what key personnel will be involved, what RECR topics will be addressed, what resources are necessary to implement RECR education). Finally, attendees will have an opportunity to receive feedback on their concept maps via participation in a gallery walk exercise. Collectively, these interactive elements are designed to enhance attendees’ knowledge and value of RECR education in CUREs while simultaneously empowering them to effectively integrate RECR into their own laboratory courses.
Teaching Bioethics Using a COVID-19 Pandemic Case Study
Deborah Martin Fiore, Bridgewater State University [Sophomore-Junior level; bio and non-bio majors]
Teaching the core concepts of Bioethics can be a challenge in an Introductory Biology for non-majors laboratory course. Many times, this challenge is due to lab activities raising biologically complex and often unrelatable topics (as in Huntington’s Disease or IVF) for the students taking the course. In addition, such topics tend to raise questions of individual freedoms and values which have the potential to evoke very emotional discussions. These emotion-driven discussions related to these topics have been greatly elevated over the past decade due to the changing political climate. Throughout the Covid-19 pandemic humanity has witnessed many bioethical issues including, but not limited to, the disparity in socio-economical access to basic health care. Bioethical questions arose weekly, if not daily in our society. The issue of “Is it okay to skip the COVID-19 vaccine line” was developed into a case study for the Bioethics lab of a Non-Majors General Principles of Biology Laboratory Course. Using an issue that students had heard about in the news made this exercise more relatable to them. This session will introduce the COVID-19 case study and work through it using an ethical decision-making model from the Hastings Center.
The Belly Button Lab: The Gross and Fun Parts of Microbiology
Courtney Behrle, Pitt Community College [Sophomore-Junior level; bio and non-bio majors]
The belly button is one of the habitats closest to us, and yet it remains relatively unexplored. In January of 2011, North Carolina State University’s Public Science Lab launched the Belly Button Biodiversity project to investigate the microbes inhabiting our navels and the factors that might influence the microscopic life calling this protected, moist patch of skin home. In addition to inspiring scientific curiosity, Belly Button Biodiversity inspired conversations about the beneficial roles microbes play in our daily lives. Using the data from NCSU’s project, along with the option of culturing your their own microbiome, students will be able to understand the scientific method via a published research model, use various methods to analyze research data, conduct morphology identification, develop a research hypothesis, and optionally learn to culture microbes. Developed originally for online and hybrid learning during 2020, this lab can be used for online, hybrid, and in-person courses.
Using Culturally Responsive Teaching Strategies in CUREs
Ania Majewska, University of Georgia [Freshman-Junior level; bio and non-bio majors]
Increasing inclusivity in undergraduate sciences is recognized as critical in addressing disparities in who enters and remains in STEM. Yet, people of color and persons with disabilities are vastly outnumbered in the sciences, which perpetuates inequalities in whose knowledge is recognized and what is considered valid. A promising approach to changing the status quo is culturally responsive pedagogy, an inclusive instructional framework that honors and validates the student’s cultural heritage and social identity while linking instruction to socio-political realities. Research in K-12 shows that a culturally responsive curriculum and instruction increase engagement, enhance learning, and improve student outcomes, motivation, confidence, and sense of belonging. However, implementation of culturally responsive teaching in undergraduate education is not common. CUREs offer an excellent opportunity to apply culturally responsive instruction given their unique approach, emphasis on inquiry, collaborative group work, and connection to community relevance. In this mini workshop we will discuss strategies instructors can use to incorporate culturally responsive teaching in their CUREs. By the end of the workshop, participants will have an enhanced understanding of what culturally responsive teaching looks like in a CURE and a tentative plan to include culturally responsive activities.
Using DNA Barcoding to Examine Mislabeling in Tuna and Swordfish
Michael Martin & Christopher Sheil, John Carroll University [Freshman-Junior level; bio and non-bio majors]
Food mislabeling is a common problem and has been studied more extensively in Europe than in the United States. Recent popular news around the “Subway Tuna Controversy” and the subsequent lawsuits briefly piqued the interest of Americans in Summer 2021. We tested locally-available tuna and swordfish from grocery stores and restaurants, particularly sashimi from sushi restaurants. DNA barcoding was done to examine the labeled species and compare them with the actual fish species. DNA was extracted from tissue samples using a DNeasy blood and tissue kit. The Cytochrome c oxidase subunit I (COI) gene was amplified and its sequence was compared to the National Center for Biotechnology Information (NCBI) database. Twenty-two samples of tuna were tested with no mislabeling detected; however, non-tuna species were identified. These “tuna” possess the common name of the fish that includes tuna despite not being a true member of the tuna genus (Thunnus), including Seriola quiqueradiata and S. rivoliana (jackfish) and Lepidocybium flavobrunneum (escolar). In previous work, we tested samples labeled as swordfish because sharks have been known to be labeled as swordfish. Again, we found no mislabeling present from restaurant and grocery store samples. We intend to incorporate these protocols into an introductory laboratory to engage students around issues of health, science, and global economy.
ZONC: A Review Game that Anyone Can Win!
Elizabeth E. Rueschhoff, Indiana University Southeast [High School-Junior undergrad level; bio and non-bio majors]
ZONC is a review game that I implement in my Introductory Biology and Molecular Biology classes to review basic class information. This game involves giving students point values for correct answers. In addition. other awards can be given, such as double your score, switch scores, ZONC, and ZONC the other team. If a student gets a ZONC, their team will lose their points. This seems so drastic! But, it has the effect of leveling the playing field. A team may get all the answers correct, and another team may struggle, but with ZONC, all students have an equal chance of winning the game. This keeps all students motivated and engaged. I normally play with teams of four or five, with multiple teams. This allows for group discussion and interaction, and students who struggle more get the benefit of learning from their peers!
Detection of Environmental Staphylococcus aureus using Colorimetric Loop-Mediated Isothermal Amplification (LAMP)
UPDATE: as of May 16th, this presentation is now listed as a Major Workshop.
Danny LeBert, Asha Rustad, Collin Smith & Kristian Choate, Northern Michigan University [High School-Junior undergrad level; bio majors]
Herein we present a progression of experiments in which undergraduate students test for the presence of Staphylococcus aureus in their learning environment. These techniques are suitable for introductory cellular and molecular or microbiology undergraduate laboratory courses. S. aureus is a common gram-positive bacterium often found in water and soil and colonizes external mucous membranes in approximately one third of the population. S. aureus is also part of the natural skin flora, contributing to its abundance on commonly touched surfaces. In this laboratory session, students perform environmental swabs, plate and grow mixed bacterial cultures, perform clonal expansion of probable colonies, and then use colorimetric Loop-Mediated Isothermal Amplification (LAMP) as a final confirmation of the presence of S. aureus. Loop-Mediated Isothermal Amplification (LAMP) is a DNA amplification technique capable of providing visually interpretable color-based results within one hour using crude cell lysates. LAMP does not require a thermal cycler and performs optimally at a single temperature (60-65^oC), requiring only a simple heating block or hot water bath. Learning objectives include isolating and culturing a target bacterial colony, bacterial lysis techniques, and using LAMP to confirm the presence of a target organism. The laboratory also includes positive and negative controls, allowing instructors to discuss the importance of appropriate experimental design.
Reflections on Who Belongs in Science: Curricular Innovations Implemented in an Intro Bio Lab Class
UPDATE: this workshop has been cancelled.
Jessica Goldstein, Barnard College [Freshman level; bio and non-bio majors]
Introductory Biology Lab classes provide opportunities for students to learn lab techniques, practice data analysis methods, and develop critical analysis skills. However, science is not done in a vacuum, and the connection between scientific research and broader social issues are important to highlight, particularly for introductory students who are early in their scientific career journey. This workshop will describe ways that we ask our intro bio lab students to reflect on what it means to be a scientist, who is included in scientific spaces, and why this matters. We have developed short modular assignments addressing these questions that we have been implementing in a semester-long introductory biology lab course for the past few years. In this workshop, we will describe the assignments, allow participants to interact with the assignment resources, and present data about how this appears to impact students’ feeling of belonging in STEM spaces. Assignments to be described include: (1) discussing “Science under the Scope” by Sophie Wang (https://freerads.org/2016/01/09/science-scope-1/), a comic series about science and social justice, (2) using the Scientist Spotlights Initiative Project https://scientistspotlights.org/about-us/, a program run by a group of students, teachers, and scientists who are committed to making the sciences more inclusive by highlighting diverse voices, and (3) demystifying the process of becoming involved in academic research as an undergraduate. The workshop will end with a discussion about how these resources might be modified for use at participant’s institutions.
Molecular Cloning in the Context of Native Plants: A Multi Week Lab Experience
UPDATE: this workshop has been cancelled.
Tyler Zarubin, Concordia University Irvine & Damon Tighe, Bio-Rad Laboratories [High School-Junior undergrad level; bio majors]
Molecular cloning has long been a key tool for studying specific genes as it allows isolation, amplification, expression of gene products, etc. for further study. This workshop will demonstrate a multiple day lab experience where students extract DNA from plants, perform nested PCR and clone these fragments into plasmids. The plasmids are then moved into E.coli for maintenance and amplification via a mini-prep which allows them to be sent out for Sanger Sequencing. The returned sequence data is then put through a lite bioinformatics pipeline that allows students to reconstruct the full GAPDH gene for further analysis.