This discussion is focused on some experiences of semester-long course projects. At Rochester Institute of Technology (RIT), the first year laboratory courses (150 students per semester) are semester-long projects. We have adapted the Small World Initiative project (antibiotics from soil bacteria) and have devised and adapted other projects as a lens to teach laboratory techniques and engage our beginning scientists in authentic inquiry. Examples include Daphnia ecotoxicology and Fall tree studies. This past year has been challenging with the COVID-19 pandemic and the need to adapt laboratory courses to include students who are learning online, as well as planning for a pivot to online for the entire class. At the University of Kentucky (UK), in a Jr/Sr level Animal Physiology Course with a lab (120 students per semester) and a neurophysiology lab (Sr level) with 16 students we have focused on a theme this year with the effect of bacterial induced sepsis and to focus in on the direct effect of endotoxin (Lipopolysaccharides, LPS) from gram-negative bacteria. This was approached as authentic scientific inquiry. The novel investigation appeared to stimulate student engagement and curiosity. In the neurophysiology class the project turned into a publication with all students as co-authors. In the animal physiology course, the topic was woven through the various bodily systems from the cell level to the whole body. What students found interesting is how little is known on the direct effects of LPS as compared to the downstream actions of cytokines. To bridge this across kingdoms, the effects of LPS on root growth in plants and sensitivity to subsequent exposure as a defense mechanism were compared.
Keywords: CURE, semester long project, project-based laboratory learning
Virtual ABLE (ViABLE) (2021)
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