Posters are intended to complement Major and Mini workshops by providing a distinctive venue for novel techniques, pedagogical research, and new modalities on laboratory teaching. Attendees will browse posters throughout the conference, then discuss the posters with their presenters during the poster session on Thursday evening from 5:30-7:00 pm in the BRB Atrium and Courtyard. This year the Happy Hour Mixer will be during the Poster Session to encourage conversation!
Attendee feedback on anonymous, short evaluation forms is requested to pass along to presenters, along with editor feedback, before publication in our proceedings, Advances in Biology Laboratory Education.
| Name | Affiliation | Title | Poster # | Additional Presenters |
|---|---|---|---|---|
| Karnas, K. Joy | Cedar Crest College | A Research-based Molecular and Cell Biology Lab Manual | 1 | Andre P. Walther |
| Cole, Megan | Emory University | An Assessment Tool to Measure Expertise in Research | 2 | |
| Hayden, Jenny | Cedar Crest College | Agar Art: Extending Lab to Campus-wide Activities | 3 | |
| Moore, Jonathan | Pomona College | Assessing Ecological Genetic Diversity as an Introductory Biology CURE | 4 | |
| Burkinshaw, Biranne | University of Calgary | Choose Your Own Adventure: Purifying Invertase and Using Assays to Illustrate Principles of Enzymes | 5 | |
| Blando-Hoegler, Charlene | Pace University | COVID Challenge: Executing a Biology Laboratory Experiment Off-Campus | 6 | Carl S. Hoegler, Sharifa Kelly |
| Debets, Cassandra | University of Manitoba | Do I Have Your Attention? The Effects of Peer Tutoring in Introductory Biology Labs on Students with ADHD | 7 | Amanda Chambers |
| Beck, Christopher | Emory University | Effect of Student Autonomy and CURE Duration on Student Perceptions of Research Practices | 8 | Nicole M. Gerardo, Anupriya Kerippadath, Sinead N. Younge, Lawrence S. Blumer |
| Doctor, Erika | Lynn University | Examining the Effectiveness of a Collaborative Laboratory Activity on College Students’ Sense of Community | 9 | Cassandra Korte, Patrick Cooper |
| Nolan, Kathleen | St. Francis College | How Do We Grow the Best Bean Sprouts for the Health Food Market? A CURE in Seed Germination | 10 | Nowha Braithwaite, Hazelann Holas, Sanami Miller, Ameerah Pruden |
| Polvi, Elizabeth | University of Calgary | Incorporating the Bioinformatic Tool Benchling to Build Connections Between PCR Theory and Experimental Results in an Undergraduate Lab | 11 | |
| McAllister, Nicole | Seton Hill University | Inquiry-Based Learning in a General Biology Lab Series to Promote High-Level Cognitive Skills and an Understanding of Medicine from an Environmental Perspective | 12 | Renee Rosier |
| Palow, Danielle | Trinity University | Lessons Learned from a Cross-Town Collaborative CURE Implementation: Challenges of Inter-Institutional and Multiple Skill Level Collaborations Among Students | 13 | T. Marie Tipps |
| Wydner, Katherine | Saint Peter’s University | OMG! What’s on Your Face? A Survey of Demodex Skin Mites | 14 | Jill Callahan, Brandy Garrett Kluthe, Christina Mortellaro |
| Barry, Tegan | University of Lethbridge | Student Perspectives on Pre-Lab Quizzes in Introductory Biostatistics | 15 | |
| Potter, Kristine | SUNY Canton | Using Raw Chicken to Explore Tissues in an Anatomy and Physiology Lab | 16 | |
| McGuinness, Brigit | Georgia Institute of Technology | Utilizing Betta Fish as a Vertebrate Model System to Engage Nonmajors in an Inquiry-Based Undergraduate Teaching Lab | 17 | |
| Bolyard, Kimberly | Bridgewater College | Visualizing the Evolution of a Varied Population Using Avida-ED | 18 | Moshe Khurgel |
| Catarina Mata | Borough of Manhattan Community College/CUNY | Native Seed Germination for Biodiversity: A Class Research Project | 19 |
Abstracts
A Research-Based Molecular and Cell Biology Lab Manual
K. Joy Karnas and Andre P. Walther, Cedar Crest College
Members of the Pennsylvania Academy of Science collaborated to develop a manual that pulls together several research-based labs that they have previously run in their upper-division college lab courses. The activities include bacteria, yeast, and fruit fly microbiology, zebrafish-based cell biology, invertebrate and plant metagenomics, bioinformatics, and genetic engineering in bacteria and yeast. Advanced laboratory techniques include end-point PCR, qPCR, RT-qPCR, bar coding, in situ hybridization, in silico and in vitro gene cloning and editing, and site-directed mutagenesis and mutation detection. The activities can be combined to create multi-week lab explorations or run individually as standalone experiments.
An Assessment Tool to Measure Expertise in Research
Megan Cole, Emory University
As course-based research experiences increase in use, there is a growing need for assessment tools that can measure students’ research skills regardless of the specific research project content or techniques. A key difference between novices and experts is in how they organize information and this difference can be used to measure relative expertise in an area via card sorting tasks where participants are asked to sort scenarios into logical groups. Experts tend to sort scenarios based on deep and meaningful similarities while novices tend to sort scenarios more based on superficial similarities. We designed a card sorting task of research scenarios and hypothesized that experts would sort scenarios based on fundamental research approaches while novices may sort more on superficial characteristics such as model organism or person conducting the research. We administered our task to introductory undergraduate students (presumed research novices), faculty and postdocs (presumed research experts), and graduate students (presumed developing experts) and found that we did detect a difference between expert, developing expert, and novice sorts that matched our hypothesis. We propose that this tool can be used in a variety of lab courses to easily assess expert-like thinking in students.
Agar Art: Extending Lab to Campus-Wide Activities
Jenny Hayden, Cedar Crest College
Agar art is a fun activity that can be incorporated into a wide variety of lab courses. Agar art entails using pigmented bacteria to “paint” onto agar petri plates. However, the creation of these pieces of art is unusual in that you cannot initially see what was painted. Bacterial growth rates and pigments may change depending on the growth conditions and the presence of other microbes on the plate. Agar art can be used in class to both let students work creatively and to reinforce the scientific method. The American Society of Microbiology and other groups host agar art contests, so there are helpful online resources and examples that can also be employed in class. Typically, students report that they enjoy agar art, even if they don’t self-identify as artists. In recent years at our institution, student leaders who took microbiology courses that incorporated agar art activities began hosting agar art contests open to the entire campus community. This gave those students experience teaching their peers about basic lab safety, microbiology plating techniques, and bacterial growth. It also illustrated a way that science and art intersects to a wide set of students and other campus members, extending general interest in the sciences. Agar art is a straightforward and interesting way to connect non-scientists and scientists in the community, as well as an effective way to engage science students learning the scientific method.
Assessing Ecological Genetic Diversity as an Introductory Biology CURE
Jonathan Moore, Pomona College
Monarch butterfly populations have plummeted over the last two decades, especially in western North America. While the underlying reasons are not fully understood, one probable cause is habitat destruction leading to a loss of native milkweeds, the only food source for monarch caterpillars. For years there was no seed set among the milkweeds within the Benard Field Station of the Claremont College. Plausible reasons for this include a loss of genetic diversity due to the small population size due to habitat fragmentation. In order to investigate the genetic diversity of our local milkweeds, we (1) collected woollypod milkweed, Asclepias eriocarpa, leaves from the Bernard Field Station and the nearby Claremont Hill Wilderness Park, (2) identified five microsatellites (originally identified in Asclepias syriaca) which amplified by PCR and had multiple alleles, and (3) optimized DNA extraction techniques and PCR protocols for use in an introductory genetics lab. In the fall of 2023, 107 students each extracted DNA from a leaf, took measurements of the DNA quality, and set up two PCRs to amplify the five microsatellites. These were sent out for fluorescent gel electrophoresis. In a subsequent lab, students determined the genotypes from their leaves. Subsequent analysis is currently pending. This demonstrates a successful effort to bring an authentic ecological genetics research question into an introductory teaching lab.
Choose your own Adventure: Purifying Invertase and Using Assays to Illustrate Principles of Enzymes
Brianne Burkinshaw, University of Calgary
In second-year introductory biochemistry, students learn about protein purification, structures and properties of monosaccharides and disaccharides, and principles of enzymes. This two-part biochemistry experiment provides students with an opportunity to learn about each topic in the laboratory. In the first session, students purify histidine-tagged invertase (either wild type or a catalytic mutant), quantify the enzyme by Bradford assay, and check purity by gel electrophoresis. For the following session, students use a reducing sugars assay to test for invertase activity. Variations of the second session allow students to investigate the effect of pH on enzyme activity, determine enzyme preference for different substrates, quantify sucrose in beverages, create protein purification tables, and test the effect of a catalytic mutant on enzyme activity. By creating multiple variations of the second experiment, instructors can either vary the enzyme assay each semester, or students can select a particular “adventure” to complete with their enzyme.
COVID Challenge: Executing a Biology Laboratory Experiment Off-Campus
Charlene Blando-Hoegler*, Carl S. Hoegler^, and Sharifa Kelly^, *Pace University, ^Mount Saint Mary College
The pandemic of COVID-19 challenged college professors to design and develop remote laboratory learning. During this time, students were confined at home. For the summer of 2020, we had proposed to mentor a biology student research project on the effects of thyroxine in amphibian metamorphosis. This ABLE poster presents our response to the task of executing remote lab research. In the spring 2020, we noticed that our home pool cover contained swimming tadpoles. Since the campus was off limits, my student agreed to transport the tadpoles to her garage as a home lab. Plastic cups and Poland spring water provided for maintenance of the captured tadpoles. The optics on the cell phone magnified tadpoles to measure tail length. A biological supply company sold pre-weighed thyroxine. After she collected and stored water samples from treated tadpoles at home, an assay was developed to measure the urea excreted. This required spectrometry, use of hazardous chemicals and instructor supervision. So, we decided to delay the assay until safe restrictions for campus lab use were re-established. Our student had a productive summer, collected tail length data, and returned to campus later that year to complete her urea assay. One year later she replicated the experiment on campus with comparable results. In addition, another cohort of students successfully performed the same experiment on campus in 2023.
Do I Have Your Attention? The Effects of Peer Tutoring in Introductory Biology Labs on Students with ADHD
Cassandra Debets and Amanda Chambers, University of Manitoba
Peer tutoring is an active learning strategy used in undergraduate biology classrooms, in which students placed into pairs or groups switch between informing classmates and inquiring about the topic presented to them; However, even though peer tutoring has been found to promote enriched learning in general populations, there is a lack of research on how students with ADHD are affected by peer tutoring. Therefore, we are investigating how peer tutoring affects learning gains and perceptions of undergraduate biology students with ADHD. We are conducting research in introductory biology labs consisting of over 1000 students. Students will identify into one of three groups: students with ADHD, students without ADHD, and undiagnosed students who experience symptoms of ADHD. We have collected data from two labs covering animal phylogeny. In our control lab, a typical laboratory format was followed, in which a teaching assistant went through different animal clades with students, while students followed along and took notes. In the treatment lab, students investigated different animal phyla by completing a dissection of either a sea star or a crayfish with a partner while taking notes, and then participated in a peer tutoring activity. For the peer tutoring activity, pairs of students who dissected sea stars were grouped with pairs of students who dissected crayfish (each group consisted of ~4 students). The pairs switched between explaining their dissections, and asking questions about the dissection they did not complete. We collect learning gain data and student perception data using in-lab iClicker questions, which students answered independently. We hope that the results of our study will help provide further insight to educators and students as to how peer tutoring can impact students with learning differences. As a result, this may help allow any student who is passionate about biological sciences to continue in the field without facing exclusion.
Effect of Student Autonomy and CURE Duration on Student Perceptions of Research Practices
Christopher Beck*, Nicole M. Gerardo*, Anupriya Karippadath*, Sinead N. Young^ and Lawrence S. Blumer^, *Emory University, ^Morehouse College
Course-based undergraduate research experiences (CUREs) have become a widespread approach to teaching in biology laboratory courses. Student perceptions of some research practices in CUREs, such discovery and relevance, have been shown to positively impact student outcomes. However, how CUREs are characterized based on these research practices is highly variable across CUREs. Furthermore, we know little about how CURE structure impacts student perceptions of research practices in these courses. In this study, we examined student perceptions of research practices in different types of implementations of the Bean Beetle Microbiome CURE. Implementations were either half-semester or full-semester. In addition, either faculty specified the research question addressed or students chose the research question. CURE duration had a significant effect on student perceptions of science process skills and a marginally significant effect on student perceptions of iteration. In both cases, these research practices were perceived to be less frequent in half-semester implementations. Student perceptions of scientific synthesis, discovery and relevance, and collaboration did not differ between half- and full-semester implementations. Furthermore, the degree of student autonomy in determining the research question did not significantly influence student perceptions of any measure of research practices. These findings indicate that the Bean Beetle Microbiome CURE, and by extension other CUREs, may be just as effective when the instructor specifies the research question as when our students choose the question to pursue. Consequently, the degree of student autonomy instructors give their students to choose a research question may be less important than providing opportunities for students to make real discoveries, design experiments, test hypotheses, and conduct other aspects of authentic research in undergraduate laboratory courses.
Examining the Effectiveness of a Collaborative Laboratory Activity on College Students’ Sense of Community
Erika L. Doctor, Cassandra Korte, and Patrick Cooper, Lynn University
Research suggests that college students who feel a sense of community with their peers are more likely to earn higher grades and report positive perceptions of their overall academic experience. The COVID-19 pandemic and resulting institutional changes to class schedules have decreased opportunities for students to build a sense of community within their major. To compensate for this division and build a more robust scientific community, we developed a laboratory activity connecting first-year introductory biology students with second-year organic chemistry students. The laboratory activity teaches students how to use indicators as a signifier of enzyme activity on a colorimetric assay. After a lesson on catalase catalysis, introductory biology students will complete an activity following Beer’s Law to measure catalase activity. These students will then join a group of second-year organic chemistry students to propose a source of dietary flavonoid, which are potential inhibitors of catalase activity. Based on their proposals, organic chemistry students will determine methods of flavonoid extraction, extract the compounds, and return the extracts to the biology students, who will perform the colorimetric assay. The results of the assay will be shared between classes. Immediately before and after the activity, all participants will take a questionnaire measuring (1) a sense of academic community, (2) academic resilience, (3) scientific identity, and (4) project ownership. We predict that students in an experimental group will report higher scores than those in comparable control groups, where there is no collaboration between upper- and lower-level students. Results will be reported as an academic poster.
How Do We Grow the Best Bean Sprouts for the Health Food Market? A CURE in Seed Germination
Kathleen Nolan, Nowha Braithwaite, Hazelann Holas, Sanami Miller, and Ameerah Pruden, St. Francis College
Broccoli and alfalfa seeds (and several other) sprouts are popular as diet enhancements. They can be grown quickly in jars covered with wire mesh or cheesecloth and different kinds of sprouting kits are also available. The idea for this study was to initially investigate the best conditions for seed germination. Vernier CO2 probes were used to collect data on the rate of gas production) by food seeds and beans during germination. This is part of a course-based undergraduate research experience i(CURE) in a general biology lab course in which the students are first told that we are testing germination conditions, and then are tasked to ask “What if…?” as they vary the parameters of the experiment. A group of students in the General Biology II lab at St. Francis College were asked to vary conditions that might affect the rates of CO2 production of different varieties of seeds during germination. They first generated hypotheses as to what would occur under various conditions. The co-author students above, upon consultation of the literature, decided to vary the temperature of germination in the dark at 10°C, 20°C, 30°C and 37°C, and, for the room temperature seeds (20°C) also add seeds growing exposed to light. They first recorded percentage of seed germination under the various conditions after various times, and then tested the production of CO2 during germination. They also calculated the slope of the CO2 production line, which, in most cases, had a correlation coefficient of one (time vs CO2 production were correlated in a linear fashion, at least during the 10-minute testing time period). The students also determined whether or not germination percentages were correlated to CO2 production rates. To make the experiment relevant to my urban students, they are asked to imagine that they are consultants in the food industry that are producing sprouts for food consumption, or consumer kits that can be purchased to promote healthy eating. Their next steps are to test CO2 production of various sprouts purchased from a health food store, such as alfalfa and mung beans, and to test three hydroponic conditions for sprouting alfalfa and broccoli seeds.
Incorporating the Bioinformatic Tool Benchling to Build Connections Between PCR Theory and Experimental Results in an Undergraduate Lab
Elizabeth Polvi, University of Calgary
Students can find it challenging to connect the theoretical knowledge they gain from lecture with the data that they obtain in a hands-on laboratory module, particularly as it relates to molecular techniques such as PCR. In this second-year undergraduate genetics course, we’ve introduced a simple bioinformatics exercise to help bridge these two elements and provide students with the opportunity to begin developing important bioinformatic skills. In this two-day lab exercise, students are empowered to interpret experimental PCR results by first performing a bioinformatic analysis. The instructor designs primers to amplify portions of genes from yeast such that different primer sets yield different numbers and sizes of restriction fragments when the PCR product is digested with a given restriction enzyme. Students are guided to use a free online sequence visualization platform, Benchling, to identify the primer binding sites and predict the sizes of the resulting PCR products and restriction fragments. Students then perform PCR in the lab with one of the primer sets (they aren’t told which one), analyze the restriction fragments by gel electrophoresis, and compare the obtained results to those predicted from their bioinformatic analyses to determine which gene they amplified. This experimental module is very flexible and could be adapted to fit numerous contexts and goals. In this poster, I will share the lab exercises and feedback from students and the instructional team. The combination of a bioinformatics exercise with a complementary wet-lab component can help students to visualize the molecular underpinnings of their PCR experiment, connect theoretical knowledge to their obtained data, and develop an important bioinformatic skill.
Inquiry-Based Learning in a General Biology Lab Series to Promote High-Level Cognitive Skills and an Understanding of Medicine from an Environmental Perspective
Nicole McAllister and Renee Rosier, Seton Hill University
Inquiry-based learning was implemented in General Biology I and II Lab courses to increase student understanding, belonging, confidence, and retention. The curriculum aimed to help students develop higher-order thinking skills, which are considered standard competencies for STEM undergraduate students. Preparation for upper-level courses was also considered when designing the curriculum in regards to the introduction and development of lab skills, critical thinking skills, and science communication skills. The use of guided research projects facilitated the achievement of these goals. In the General Biology I Lab course, students identify and characterize medicinal properties of a plant of their choice, and in the General Biology II Lab course, students investigate the environmental effects of medicinal micropollutants. The design of this lab series challenges students to think about medicine from different perspectives (plant-based medicines and medicines as micropollutants). Both labs in the series required students to participate in journal clubs (reading and critiquing scientific literature related to their research), present their research findings in low- and high-stakes oral and poster presentations, and design their own experiments at the end of each lab course. Through the assignments and guided research projects in this inquiry-based General Biology Lab series, students’ self-confidence in their ability to conduct basic lab techniques, communicate their science in written and oral formats, read scientific literature, design experiments, and analyze data increased. Appreciation for plant science was also observed. Overall, the implementation of inquiry-based learning using guided research projects promoted higher-order thinking skills, prepared our students for upper-level courses, and nurtured an appreciation for environmental science and how it can be linked to medicine.
Lessons Learned from a Cross-town Collaborative CURE Implementation: Challenges of Inter-Institutional and Multiple Skill Level Collaborations Among Students
Danielle Palow and T. Marie Tipps, Trinity University
We piloted a cross town collaboration between second year students at a small liberal arts university (Trinity University) and first year students at a midsize public university (Texas A&M University-San Antonio). The students interacted formally on three occasions via Zoom to develop a question, and to vote on a research question for both classes to pursue. The collaboration allowed students to ask questions that compared suburban and rural parts of San Antonio, TX. Our students coming from different backgrounds, we faced many challenges such as differences in commitment to the project, and successes such as students experiencing authentic collaboration. After reflecting on our challenges and successes, we plan to create a more formal structure for collaboration and continue the relationship between schools by hosting an event in the Spring to introduce new students to the idea of cross-town collaboration.
OMG! What’s on your Face? A Survey of Demodex Skin Mites
Katherine Wydner, Jill Callahan, Brandy Garrett Kluthe, and Christina Mortellaro, Saint Peter’s University
Two species of Demodex face mites are found in humans, D. folliculorum and D. brevis. Dermatologic surveys indicate that everyone has these mites on their skin, but as a normal part of our microbiome they do no harm, except in cases of high infestations, when they may cause skin inflammation. These tiny arachnids, about 0.3 mm long with eight short appendages, have co-evolved with our species. During the day, they live inside hair follicles within our skin and consume sebum from our oil glands. They are fascinating organisms in many ways, having become so dependent on humans that they cannot be cultured in vitro and their genomes are disappearing. There is evidence that these mites vary genetically in different geographic regions of the world. We have developed an inexpensive laboratory activity that will give students the chance to isolate and examine their own Demodex face mites, practice microscope skills, learn about symbiosis, and consider the clinical relevance of face mites. Students will have the option of using different methods for collecting their own face mites, such as gentle scraping of oily areas of skin with a spoon or the edge of a slide. Demodex species slides will also be provided for reference. Students can propose hypotheses and test them based on class results; questions to consider could include whether the number of face mites varies based on the type of face washing performed. Students can also sketch the mites and see if they can determine what stage they are in within their two-week life cycle compared to a reference diagram. Overall, this lab activity will provide a hands-on learning experience that incorporates microbiology, ecology, and evolutionary biology, while also encouraging critical thinking and scientific inquiry among students. Technical skills in microscope use will be achieved through this laboratory activity.
Native Seed Germination for Biodiversity: A Class Research Project
Catarina Mata, Borough of Manhattan Community College/CUNY
Mini-meadows in urban and suburban gardens can be oasis for threatened pollinators. They mitigate destroyed and fragmented native plant habitat. Many native seeds are not straightforward to germinate and successfully establish. Creating knowledge on local native flowering plant combinations that flower throughout the season can improve the odds of native plant uptake by gardeners, and facilitate rewilding efforts. These plants are often either not available or expensive at nurseries, but seeds are provided for free by many public libraries. Start with a literature research, followed by planning and running tests to determine optimal germination treatments for local species. Test conditions may include cold exposure, scarification, high temperature or fire. Test in the lab, and if possible, on a small outdoor plot. Groups can test one or two species each, and the whole class collaborates to create a “how to” native mini-meadow brochure with a timeline, to offer to public libraries, gardening groups, and possibly publication, as for many species there is no reliably scientific information. Suggested five to six species per class. In NYC species were Asclepias incarnata, A. tuberosa, Monarda fistulosa, Symphyotrichum novae-angliae, Zizia aurea and Echinacea purpurea. Students apply the scientific method, create local knowledge for sustainability, learn the importance of using plant scientific names to avoid misidentifications.
Student Perspectives on Pre-Lab Quizzes in Introductory Biostatistics
Tegan Barry, University of Lethbridge
Student preparation is an integral component of success in laboratories with novel techniques, particularly in fields such as coding and statistics. As a way to encourage student preparation prior to lab, we implemented pre-lab quizzes in our Introductory Biostatistics course with a focus on questions that encourage preliminary attempts at practicing the techniques. These questions included code composition, calculations as well as hypothesis and conclusion formulation, built to be answered as students work through the preparatory material in the Lab Handbook. Priority was placed on non-multiple choice style questions to encourage students to be conscientious with building their answers, rather than quickly selecting a box or bubble. Students in our three lab sections participated in structured surveys at the beginning of the term prior to their first pre-lab quiz and at the end of the term prior to their last pre-lab quiz. While the overall response to the quizzes was mixed, particularly in their timing, we found that students generally had a positive experience with the quizzes and found that they encouraged them to prepare and practice the material prior to lab. We will use these responses to continue to develop our pre-lab activities in future offerings of the course.
Using Raw Chicken to Explore Tissues in an Anatomy and Physiology Lab
Kristine Potter, SUNY Canton
My research focuses on increasing the STEM education level in rural America. One facet of my scholarly efforts is to develop innovative ways to teach core concepts through engaging laboratory activities. A laboratory activity I created and have added to our Anatomy & Physiology 1 (A&P1) laboratory sequence is a demonstration of the tissue level of organization of the human body using raw chicken. In the week before this activity, students studied the microscopic histology of human tissues and noted their anatomical properties in a chart. We also discussed the locations and physiology of the tissues in the human body. We observe that students find learning about tissues at the microscopic level abstract and have trouble transferring this information to understanding the organs and systems that make up the human body. In the new “follow-up” activity, the students interact with the tissues in a much more tangible way. In groups, the students work together to identify and describe the gross-level physical characteristics of each tissue type and link this back to the anatomical and physiological properties of that tissue type noted during the prior histology session. Student groups record their observations in a packet of charts and photograph and label each tissue. After the activity, students are responsible for sharing the photos and packet charts among group members. After the lab, each student submits an individual PowerPoint document with a slide for each tissue. Each slide must include the tissue name, locations in the body, gross-level observable physical anatomy, anatomy noted at the microscopic level, and tissue physiology information. Grading is standardized using a rubric that includes points for the laboratory activity and the quality of the submitted final assignment. We have also used this activity as the final laboratory session and project in the A&P1 laboratory.
Utilizing Beta fish as a Vertebrate Model System to Engage Nonmajors in an Inquiry-based Undergraduate Teaching Lab
Brigit McGuinness, Georgia Institute of Technology
Many model organisms currently in use for behavioral observations in teaching labs are invertebrates for their ease of care and considerably fewer use restrictions compared to vertebrates. Moreover, many invertebrate species are reclusive during daytime or easily startled, and thus may not demonstrate the anticipated behaviors during the observation window available to students during the teaching lab block. Implementing a charismatic vertebrate can increase student engagement and their ability to collect reliable data in a short time frame. However, the use of vertebrates in undergraduate teaching labs is challenging due to regulations for vertebrate use due to the Institutional Animal Care and Use Committee (IACUC). We adapted an invertebrate lab to use a vertebrate model species following IACUC committee requirements. Male betta fish, a well-known, readily available, and charismatic vertebrate model with a reliably-induced behavior response was selected. We specifically designed it to be an engaging inquiry-based undergraduate teaching lab for non-major first-year students to seniors who are interested in biology. To introduce major concepts in biological systems, we constructed hands-on experiences to explore ecological questions and to design experiments on mating-induced aggressive behavior in male betta fish. We were able to maintain an inquiry-based design with minimal contact with the fish themselves to reduce stress and danger to the animals. Students observe male betta fish showing their overt displays of aggressive mating behavior to score in ethograms they developed to test their hypotheses. A variety of novel objects including fake rubber betta fish, mirrors, and other objects could be chosen to introduce to the fish to observe their behavior. This experience resulted in both high student engagement and reliable data collection by students. Utilizing a well-known and charismatic vertebrate in our labs improved the involvement and interest in the experiment more than with the previous use of invertebrates.
Visualizing the Evolution of a Varied Population Using Avida-ED
Kimberly Bolyard and Moshe Khurgel, Bridgewater College
Evolutionary timescale is an obvious barrier for inquiry-based learning of evolution. We present an exercise for senior undergraduate biology majors to enable them to formulate and test their own hypotheses of evolutionary changes in real time. Students use Avida-ED (avida-ed.msu.edu) – evolution modeling software to design and execute experiments to visualize evolutionary changes in in silico organisms over thousands of generations in a matter of minutes. The exercise guides students from exploring the impact of mutations on phenotypes to testing how mutations can affect the outcome of competitive interactions. Thereafter, students are prompted to design their own experiment to test the evolution of a population. Learning outcomes include describing how characteristics of a population change over time and how population changes are related to characteristics of individuals, as well as how changes in the environment affect the fitness of different phenotypes. We have also created a rubric for evaluating student submissions. The exercise relates to a wide variety of laboratory topics such as antibiotic resistance in bacteria, interspecific interactions, and diversity of organisms. While we use one-hour blocks of time over two different weeks, the exercise is flexible in terms of how it can be integrated into laboratory periods. The exercise stimulates critical and creative thinking in students, and enables student-driven inquiry into evolution, a core concept in biology.