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Peer mentorship and academic supports build sense of community and improve outcomes for transfer students. 朋辈导师制和学术支持建立了社区意识,提高了转学生的学习成绩。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-25 Epub Date: 2024-02-27 DOI: 10.1128/jmbe.00163-23
Jennifer Teshera-Levye, Heather D Vance-Chalcraft

The experience of transferring to a 4-year college, especially in STEM programs, can be particularly challenging for students. While much of the onus for preparing students for transfer has been placed on community colleges, the 4-year institutions to which students transfer have critical roles to play. With this in mind, we established the Pre-transfer Interventions, Mentoring, and Experience in Research (PRIMER) program to support students transferring into the biology department at our university. The design of this program is based around the key elements of Schlossberg's Transition Theory, focusing on the support and strategies elements of the theory. Through a weekly academic skill course, peer mentoring, and informal academic and social supports, our goals were for students to increase their involvement in the campus community and to increase their use of academic support resources. We used qualitative and quantitative assessments to compare sense of community and use of campus resources between students who participated in our program and others. We found that students in our program strongly increased their sense of community during the semester compared to other students and used campus resources at a higher rate. Our insights from the PRIMER program can help others in developing programs to support transfer students in biology departments.

转学到四年制大学,尤其是 STEM 课程,对学生来说是一个特别具有挑战性的经历。虽然社区学院承担着为学生转学做好准备的重任,但学生转入的四年制院校也发挥着至关重要的作用。有鉴于此,我们制定了转学前干预、指导和研究经验(PRIMER)计划,为转入我校生物系的学生提供支持。该计划的设计以施洛斯伯格的转学理论的关键要素为基础,重点关注理论中的支持和策略要素。通过每周一次的学术技能课程、同伴指导以及非正式的学术和社会支持,我们的目标是让学生更多地参与到校园社区中来,并更多地利用学术支持资源。我们通过定性和定量评估,比较了参加我们项目的学生和其他学生的社区意识和对校园资源的使用情况。我们发现,与其他学生相比,参加我们项目的学生在本学期的社区意识得到了很大的提高,使用校园资源的比例也更高。我们从 PRIMER 项目中获得的启示可以帮助其他人制定支持生物系转学生的项目。
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引用次数: 0
Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class. 在生物实验课上,学生对自主权的定义以及自主权对写作的影响。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-25 Epub Date: 2024-03-15 DOI: 10.1128/jmbe.00197-23
Anqi Yang, Lisa McDonnell

Laboratory courses offer a unique opportunity, and sometimes challenge, to engage students in projects where they can experience ownership and authentic science practices. An important science practice is writing, which can lead to increased learning about concepts and science communication. Experiencing a sense of ownership in research can lead to various student outcomes, such as increased motivation, greater interest in research, and higher retention in STEM fields. Although previous work has extracted aspects of ownership from students' descriptions of research experiences, studies have not examined directly how students define and perceive ownership. In addition, we do not have a clear idea of whether a sense of ownership is related to student attitudes toward scientific writing in a lab course setting. To better understand the relationship between ownership and writing directly from students' perspectives, we used analysis of student responses to surveys and interviews in an upper-division laboratory course. Using a grounded theory approach for the analysis of 167 survey responses and 9 interviews, we found that students have varying perceptions of project ownership, with the most frequent being opportunities to contribute ideas and shape the project (autonomy), doing the work, and leadership. Students largely perceived that increased ownership had positive influences on their writing, such as increased understanding and thinking, freedom in writing, and increased motivation. Learning about how students perceive ownership in the context of a lab course is useful for considering how lab course structure may support the development of a sense of ownership and may influence how we can engage students in meaningful writing practices.

实验课程提供了一个独特的机会,有时也是挑战,让学生参与到项目中,让他们体验到主人翁精神和真实的科学实践。写作是一项重要的科学实践,它可以促进概念学习和科学交流。在研究中体验到主人翁意识,可以使学生取得各种成果,如提高学习动力、增强研究兴趣、提高在 STEM 领域的保留率等。虽然以往的研究已经从学生对研究经历的描述中提取了主人翁意识的各个方面,但还没有研究直接考察学生是如何定义和感知主人翁意识的。此外,我们还不清楚自主意识是否与学生在实验课程环境中对科学写作的态度有关。为了直接从学生的角度更好地理解自主权与写作之间的关系,我们对高年级实验课程中学生的问卷调查和访谈进行了分析。我们采用基础理论方法分析了 167 份调查问卷和 9 个访谈,发现学生对项目自主权的看法各不相同,最常见的看法是有机会贡献想法和塑造项目(自主权)、完成工作和领导权。学生们普遍认为,主人翁意识的增强会对他们的写作产生积极的影响,如增加理解和思考、写作的自由度以及提高写作的积极性。了解学生如何看待实验课程中的主人翁意识,有助于考虑实验课程的结构如何支持主人翁意识的发展,并影响我们如何让学生参与有意义的写作实践。
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引用次数: 0
Place-based climate change: lowering students' psychological distance through a classroom activity. 基于地方的气候变化:通过课堂活动降低学生的心理距离。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-25 Epub Date: 2024-03-22 DOI: 10.1128/jmbe.00168-23
Jessica Duke, Emily A Holt

Psychological distance (PD) can be a barrier to how students perceive climate change impacts and severity. Localizing climate change using place-based approaches is one way instructors can structure their curricula to help combat students' PD, especially from a spatial and social viewpoint. We created a novel classroom intervention that incorporated elements of place-based education and the Teaching for Transformative Experiences in Science model that was designed to lower undergraduate biology students' spatial and social distance of climate change. Our research questions sought to determine whether students' PD changed following our intervention and whether variables beyond our intervention might have contributed to changes we identified. To measure the efficacy of our intervention, we administered a survey that contained several instruments to measure students' recognition and psychological distance of climate change pre- and post-intervention. We found that students' psychological distance to climate change decreased after participating in our classroom intervention. Additionally, course level was the only outside variable we identified as a predictor of students' post-activity scores. Participation in our activity lowered our students' spatial and social psychological distance, which could have impacts beyond the classroom as these students become the next generation of scientists and voters.

心理距离(PD)可能会成为学生感知气候变化影响和严重性的障碍。使用基于地点的方法将气候变化本地化,是教师构建课程以帮助消除学生心理距离障碍的一种方法,尤其是从空间和社会的角度来看。我们创建了一种新颖的课堂干预措施,其中融入了基于地方的教育元素和科学教学改革经验模式,旨在降低生物系本科生对气候变化的空间和社会距离感。我们的研究问题旨在确定在我们采取干预措施后,学生的PD是否发生了变化,以及干预措施之外的变量是否可能促成我们所发现的变化。为了衡量我们干预措施的效果,我们进行了一项调查,其中包含几种工具来衡量学生在干预前后对气候变化的认识和心理距离。我们发现,在参与课堂干预后,学生对气候变化的心理距离有所下降。此外,课程水平是我们发现的唯一能预测学生活动后得分的外部变量。参加我们的活动降低了学生的空间和社会心理距离,这可能会影响到课堂之外,因为这些学生将成为下一代科学家和选民。
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引用次数: 0
A hypothesis-based hop microbiology laboratory module testing the plausibility of the mythical origin of the India Pale Ale. 基于假说的酒花微生物学实验模块,测试印度淡色啤酒神话起源的合理性。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-25 Epub Date: 2024-04-09 DOI: 10.1128/jmbe.00020-24
Julio Molina Pineda, Amanda N Scholes, Jeffrey A Lewis

As one of the most famous fermented drinks in the world, beer is an especially relatable topic for microbiology courses. Here, we describe a short and easily adaptable module based on the antibacterial properties of hops used in brewing. By the 15th century, beer recipes included hops (the flower of the Humulus lupulus plant) as a bittering agent and antimicrobial. By the 19th century, the highly hopped Indian Pale Ale (IPA) became popular, and a modern myth has emerged that IPAs were invented to survive long ocean voyages such as from Britain to India. With that myth in mind, we designed a hypothesis-driven microbiology lab module that tests the plausibility of this brewing myth-namely that highly hopped beers possess enough antibacterial activity to prevent spoilage, while lowly hopped beers do not. The overall design of the module is to test the antimicrobial properties of hops using petri plates containing varying concentrations of hop extract. The module includes hypothesis generation and testing related to bacterial physiology and cell envelope morphology (hops are not equally effective against Gram-positive and Gram-negative bacteria) and to mechanisms of antimicrobial resistance (as beer spoilage bacteria have repeatedly evolved hop resistance). Pre- and post-assessment showed that students made significant gains in the learning objectives for the module, which encourages critical thinking and hypothesis testing by linking microbial physiology and antimicrobial resistance to an important and topical real-world application.

作为世界上最有名的发酵饮料之一,啤酒是微生物学课程中一个特别贴近生活的话题。在此,我们将介绍一个简短且易于调整的模块,该模块基于啤酒酿造中使用的啤酒花的抗菌特性。到了 15 世纪,啤酒配方中就加入了啤酒花(胡麻属植物的花)作为苦味剂和抗菌剂。到了 19 世纪,酒花含量很高的印度淡色艾尔啤酒(IPA)开始流行起来,并出现了一个现代神话,说发明 IPA 是为了在从英国到印度的漫长远洋航行中生存下来。考虑到这一神话,我们设计了一个假设驱动的微生物学实验模块,以测试这一酿造神话的合理性--即高酒花啤酒具有足够的抗菌活性以防止变质,而低酒花啤酒则没有。该模块的总体设计是使用含有不同浓度啤酒花提取物的培养皿来测试啤酒花的抗菌特性。该模块包括与细菌生理学和细胞包膜形态(啤酒花对革兰氏阳性菌和革兰氏阴性菌的作用不尽相同)以及抗菌剂耐药性机制(啤酒腐败菌已多次进化出啤酒花耐药性)有关的假设生成和测试。课前和课后评估显示,学生在该模块的学习目标方面取得了显著进步。该模块通过将微生物生理学和抗菌药耐药性与重要的现实应用联系起来,鼓励批判性思维和假设检验。
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引用次数: 0
Is everything everywhere? A hands-on activity to engage undergraduates with key concepts in quantitative microbial biogeography. 万物是否无处不在?让本科生参与定量微生物生物地理学关键概念的实践活动。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-18 DOI: 10.1128/jmbe.00170-23
Natalie Vandepol, Ashley Shade
The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.
微生物细胞无处不在且易于在空间分散,这是微生物学,尤其是微生物生态学的一个关键概念。这一现象促使巴斯-贝金(Baas Becking)提出了著名的 "万物皆无处不在 "的论断,这一论断现在已成为检验微生物类群扩散限制的研究中的零假设。尽管授课中涉及了这些内容,但考试成绩表明,散布和生物地理学的概念对高年级微生物生态学课程的本科生构成了挑战。因此,我们反复设计了一个实践课堂活动来补充授课内容,强化微生物扩散和生物地理学的基本概念,同时培养定量推理和团队合作能力。在讲座结束后不久的一节课上,学生们组成了三到五人的团队参与活动,其中包括一个动手分散模拟和指导讨论的工作表。模拟活动包括逐步进行中性移民或迁出,然后对以工艺棒为代表的随机微生物群落进行环境选择。学生将每一步的结果记录为微生物群落数据。提供了一份现场指南,以根据 Pom 表型和每个分类群的首选环境壁龛进行分类。工作表引导学生对模拟过程中的观察进行反思。它还通过提示学生总结和直观展示自己和其他团队的微生物群落数据,然后将观察到的群落分布与仅有选择而无扩散的理想化预期进行比较,从而强化定量思维。我们发现,这项活动提高了学生的考试成绩,也提高了学生对生物地理学概念的满意度和舒适度。我们还提供了活动说明和所需材料清单,供教师在课堂上使用。
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引用次数: 0
Using augmented reality in molecular case studies to enhance biomolecular structure-function explorations in undergraduate classrooms. 在分子案例研究中使用增强现实技术,加强本科生课堂中的生物分子结构-功能探索。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-16 DOI: 10.1128/jmbe.00019-24
Didem Vardar-Ulu, Saif Eldeen Ragab, Swati Agrawal, Shuchismita Dutta
Molecular case studies (MCSs) are open educational resources that use a storytelling approach to engage students in biomolecular structure-function explorations, at the interface of biology and chemistry. Although MCSs are developed for a particular target audience with specific learning goals, they are suitable for implementation in multiple disciplinary course contexts. Detailed teaching notes included in the case study help instructors plan and prepare for their implementation in diverse contexts. A newly developed MCS was simultaneously implemented in a biochemistry and a molecular parasitology course at two different institutions. Instructors participating in this cross-institutional and multidisciplinary implementation collaboratively identified the need for quick and effective ways to bridge the gap between the MCS authors' vision and the implementing instructor's interpretation of the case-related molecular structure-function discussions. Augmented reality (AR) is an interactive and engaging experience that has been used effectively in teaching molecular sciences. Its accessibility and ease-of-use with smart devices (e.g., phones and tablets) make it an attractive option for expediting and improving both instructor preparation and classroom implementation of MCSs. In this work, we report the incorporation of ready-to-use AR objects as checkpoints in the MCS. Interacting with these AR objects facilitated instructor preparation, reduced students' cognitive load, and provided clear expectations for their learning. Based on our classroom observations, we propose that the incorporation of AR in MCSs can facilitate its successful implementation, improve the classroom experience for educators and students, and make MCSs more broadly accessible in diverse curricular settings.
分子案例研究(MCS)是一种开放式教育资源,它采用讲故事的方式,让学生在生物学和化学的交界处参与生物分子结构与功能的探索。虽然分子案例研究是为具有特定学习目标的特定目标受众开发的,但它们适合在多种学科课程背景下实施。案例研究中包含的详细教学说明可帮助教师规划和准备在不同情境中的实施。在两所不同院校的生物化学和分子寄生虫学课程中,同时实施了新开发的多媒体辅助教学系统。参与这一跨院校和多学科实施的教师共同发现,需要快速有效的方法来弥合MCS作者的设想与实施教师对案例相关分子结构-功能讨论的解释之间的差距。增强现实(AR)是一种互动和引人入胜的体验,已被有效地用于分子科学教学。智能设备(如手机和平板电脑)的可及性和易用性使其成为一种极具吸引力的选择,可加快和改善分子结构与功能教学法的教师准备和课堂实施。在这项工作中,我们报告了将随时可用的 AR 对象作为检查点纳入监控监听系统的情况。与这些 AR 对象的互动促进了教师的准备工作,减轻了学生的认知负担,并为他们的学习提供了明确的预期。根据我们的课堂观察,我们建议将 AR 纳入多学科教学法可以促进其成功实施,改善教育工作者和学生的课堂体验,并使多学科教学法更广泛地应用于不同的课程设置中。
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引用次数: 0
Breaking the habit: isolating nicotine-degrading bacteria in undergraduate microbiology teaching labs. 打破习惯:在本科微生物学教学实验中分离尼古丁降解菌。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-04-11 DOI: 10.1128/jmbe.00152-23
J. Mastenbrook, E. Pathak, C. Beaver, R. Stull, B. J. Koestler
Nicotine is a major alkaloid in tobacco plants and an addictive component of tobacco products. Some bacteria grow on tobacco plants and have evolved the ability to metabolize nicotine. As part of our microbiology teaching lab, we used minimal media with nicotine as the sole carbon source to isolate nicotine-degrading bacteria from tobacco leaves and commercial tobacco products. Students then identified these bacteria using 16S rRNA sequencing and biochemical assays and assessed their ability to catabolize nicotine using UV spectroscopy. Students were able to isolate and identify 14 distinct genera that can metabolize nicotine. This modification of the commonly used unknown project gave students firsthand experience using selective media, and students got the opportunity to work with largely uncharacterized microbes with a real-world connection to public health, which increased student engagement. Students had the opportunity to think critically about why nicotine-degrading microorganisms associate with tobacco plants, why there are different bacteria that use the same specialized metabolism, and how these organisms are isolated from other bacteria using selective media.
尼古丁是烟草植物中的一种主要生物碱,也是烟草制品中令人上瘾的成分。一些细菌生长在烟草植物上,并进化出代谢尼古丁的能力。作为微生物学教学实验的一部分,我们使用以尼古丁为唯一碳源的最小培养基,从烟草叶片和商业烟草制品中分离出尼古丁降解细菌。然后,学生们利用 16S rRNA 测序和生化检测鉴定了这些细菌,并利用紫外光谱评估了它们分解尼古丁的能力。学生们分离并鉴定出 14 个可代谢尼古丁的独特菌属。这种对常用未知项目的改良使学生获得了使用选择性培养基的第一手经验,学生们有机会接触到与公共卫生有实际联系的大部分未定性微生物,从而提高了学生的参与度。学生们有机会批判性地思考为什么尼古丁降解微生物与烟草植物有关联,为什么有不同的细菌使用相同的特殊代谢,以及如何使用选择性培养基从其他细菌中分离出这些生物。
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引用次数: 0
Let's talk posters: a novel role-playing activity to prepare undergraduate researchers for poster presentations. 让我们来谈谈海报:为本科研究人员准备海报展示的新颖角色扮演活动。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2024-03-29 DOI: 10.1128/jmbe.00178-23
Meghan Dillon, Julia Gerstman, Alexandria Scarcella, Meghan Mantz, Courtney Kleeschulte, Caitlin J Light

Calls to increase undergraduate involvement in research have led to a significant increase in student participation via course-based undergraduate research experiences (CUREs). These CUREs provide students an authentic research experience, which often involves dissemination of research by public speaking. For instance, the First-year Research Immersion (FRI) program at Binghamton University is a three-semester CURE sequence that prepares students for scientific research and effective communication of their findings. After one semester of research, students from the FRI program are tasked with presenting their research to hundreds of faculty members, staff, friends, and family at the annual FRI poster session. However, our students, and undergraduates in general, report high anxiety and fear around public speaking such as this. To better prepare our students for public speaking at a research poster session, we developed a workshop that includes a novel role-play activity to mimic a fast-paced poster session or conference in order to address students' fears and increase confidence levels. The role-play activity gives students iterative practice such that they are prepared for the realities of a poster session including variation of poster attendees. During the activity, students switch roles between presenter and audience member. In the role of an audience member, students are given Pokèmon-like role-playing cards that explain the traits and abilities of various types of poster-goers that students might come across (faculty in and out of discipline, staff, family, friends, etc.). Students improvise and enact their card-assigned role as they engage with their classmates who are practicing their poster presentations. To assess student outcomes, students were given three surveys: pre-activity, post-activity, and post-poster presentation. Immediately following the activity, 64% of students reported the highest level of confidence, and following the poster session, 93% of students reported extreme confidence in their poster presentation abilities. These data show that this role-play activity can help address student confidence and better prepare students to communicate their research.

关于提高本科生参与研究的呼声,使得通过基于课程的本科生研究体验(CURE)参与研究的学生人数大幅增加。这些 CURE 为学生提供了真实的研究体验,通常包括通过公开演讲传播研究成果。例如,宾汉姆顿大学的一年级研究沉浸(FRI)项目是一个为期三个学期的 CURE 序列,旨在帮助学生为科学研究和有效交流研究成果做好准备。经过一个学期的研究,FRI 项目的学生要在 FRI 年度海报展示会上向数百名教职员工、朋友和家人展示他们的研究成果。然而,我们的学生和一般的本科生都对这样的公开演讲感到焦虑和恐惧。为了让学生更好地为在研究海报会议上的公开演讲做好准备,我们开发了一个工作坊,其中包括一个新颖的角色扮演活动,模拟快节奏的海报会议或大会,以消除学生的恐惧心理,增强他们的自信心。角色扮演活动为学生提供了反复练习的机会,使他们能够应对海报会议的实际情况,包括海报参与者的变化。在活动中,学生会在主持人和观众之间转换角色。在扮演观众时,学生会得到类似神奇宝贝的角色扮演卡片,卡片上说明了学生可能遇到的各种类型的海报观众(学科内外的教师、员工、家人、朋友等)的特征和能力。学生在与正在练习海报展示的同学互动时,即兴扮演并演绎卡片上指定的角色。为了评估学生的成果,对学生进行了三次调查:活动前、活动后和海报展示后。活动结束后,64% 的学生表示自信心达到了最高水平;海报展示后,93% 的学生表示对自己的海报展示能力非常自信。这些数据表明,这种角色扮演活动有助于解决学生的自信心问题,让学生为交流研究成果做好更好的准备。
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引用次数: 0
Yeast recombinational cloning for heterologous biosynthesis of polyketides: a molecular microbiology laboratory module for undergraduate students. 酵母重组克隆多酮类化合物的异源生物合成:本科生分子微生物学实验模块。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2023-11-27 eCollection Date: 2023-12-01 DOI: 10.1128/jmbe.00242-22
Mihaela Bejenari, Line Nielsen, Eva Mie Lang Spedtsberg, Mikkel Rank Nielsen, Tobias Bruun Pedersen, Jens Laurids Sørensen

Recombinant plasmids are essential tools in molecular biotechnology, and reliable plasmid assembly methods have, therefore, become a prerequisite for the successful cloning and transfer of genes. Among the multitude of available plasmid assembly strategies, in vivo homologous recombinational cloning in yeast has emerged as a cost-effective and relatively simple method. Since we use this method routinely in our group for assembling large plasmids with secondary metabolite gene clusters and for direct heterologous production of polyketides in Saccharomyces cerevisiae, we developed an exercise module for undergraduate students where they would get hands-on experience with these molecular practices. The exercises target several molecular techniques, including PCR, restriction enzyme digestion, and yeast recombinational cloning. The students will learn about plasmid assembly and yeast transformation methods by performing these experiments while inherently acquiring new skills valuable for their subsequent laboratory work or projects.

重组质粒是分子生物技术的重要工具,因此可靠的质粒组装方法已成为成功克隆和转移基因的先决条件。在众多可用的质粒组装策略中,酵母体内同源重组克隆已成为一种具有成本效益且相对简单的方法。由于我们的研究小组经常使用这种方法来组装带有次级代谢物基因簇的大型质粒,并在酿酒酵母中直接异源生产多酮类化合物,因此我们为本科生开发了一个练习模块,让他们亲身体验这些分子实践。练习针对几种分子技术,包括 PCR、限制性酶消化和酵母重组克隆。学生们将通过这些实验学习质粒组装和酵母转化方法,同时掌握对他们以后的实验室工作或项目有价值的新技能。
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引用次数: 0
Boosting student performance with inclusive writing-to-learn assignments through graphic organizers in large enrollment undergraduate biology courses. 在大量入学的本科生物课程中,通过图形组织器布置包容性的 "以写促学 "作业,提高学生的学习成绩。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2023-11-21 eCollection Date: 2023-12-01 DOI: 10.1128/jmbe.00087-23
Alison Wallace, Theresa Barosh, Ellen Brisch, Paul Laybourn, Meena M Balgopal

Logistical challenges in large enrollment classes are often mentioned as obstacles to active learning. Writing is an integral part of being a scientist and is often one of the first tools considered by STEM instructors to increase student engagement, but iterative writing assignments in large classes require creativity on the part of the instructor. We found an association between writing-to-learn assignments designed to be consistent with inclusive learning pedagogies and student performance measures in a large enrollment undergraduate biology course. They provide ample opportunity for deliberate practice and inclusive engagement, components of the "heads and hearts" hypothesis posed to explain the variation in active learning impacts on the performance of minoritized students.

在大班授课中,后勤方面的挑战常常被视为主动学习的障碍。写作是科学家不可或缺的一部分,也往往是科学、技术、工程和数学教师为提高学生参与度而首先考虑的工具之一,但在大班教学中,迭代式写作作业需要教师发挥创造力。我们发现,在大量入学的本科生物课程中,根据包容性学习教学法设计的 "从写作到学习 "作业与学生的成绩测量之间存在关联。这些作业为刻意练习和全纳参与提供了充分的机会,而这正是 "头脑与心灵 "假设的组成部分,该假设旨在解释主动学习对少数族裔学生成绩影响的差异。
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引用次数: 0
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Journal of Microbiology & Biology Education
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