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Engaging students in a genetics course-based undergraduate research experience utilizing Caenorhabditis elegans in hybrid learning to explore human disease gene variants. 让学生参与以遗传学课程为基础的本科生研究体验,在混合学习中利用秀丽隐杆线虫探索人类疾病基因变异。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2023-11-16 eCollection Date: 2023-12-01 DOI: 10.1128/jmbe.00078-23
Natalie R Forte, Virginia N Veasey, Bethany J Christie, Amira Carter, Marli A Hanks, Alan Holderfield, Taylor Houston, Anil K Challa, Ashley N Turner

Genetic analysis in model systems using bioinformatic approaches provides a rich context for a concrete and conceptual understanding of gene structure and function. With the intent to engage students in research and explore disease biology utilizing the nematode Caenorhabditis elegans model, we developed a semester-long course-based undergraduate research experience (CURE) in a hybrid (online/in-person) learning environment-the gene-editing and evolutionary nematode exploration CURE (GENE-CURE). Using a combination of bioinformatic and molecular genetic tools, students performed structure-function analysis of disease-associated variants of uncertain significance (VUS) in human orthologs. With the aid of a series of workshop-style research sessions, students worked in teams of two to six members to identify a conserved VUS locus across species and design and test a polymerase chain reaction-based assay for targeted editing of a gene in the nematode and downstream genotyping. Research session discussions, responsible conduct of research training, electronic laboratory notebook, project reports, quizzes, and group poster presentations at a research symposium were assessed for mastery of learning objectives and research progress. Self-reflections were collected from students to assess engagement, science identity, and science efficacy. Qualitative analysis of these reflections indicated several gains suggesting that all students found many aspects of the GENE-CURE rewarding (learning process of research, self-confidence in research and science identity, and personal interest) and challenging (iterative research and failure, time management, COVID-19 pandemic, and life issues).

利用生物信息学方法对模型系统进行遗传分析,为具体和概念性地理解基因结构和功能提供了丰富的背景。为了让学生参与研究并利用线虫模型探索疾病生物学,我们在一个混合(在线/面对面)学习环境中开发了一个为期一学期的基于课程的本科生研究体验(CURE)--基因编辑和线虫进化探索 CURE(GENE-CURE)。学生们结合使用生物信息学和分子遗传学工具,对人类同源物中与疾病相关的不确定意义变异(VUS)进行了结构-功能分析。在一系列讲习班式研究会议的帮助下,学生们以 2 到 6 人的小组为单位,确定跨物种的保守 VUS 位点,设计并测试基于聚合酶链式反应的检测方法,以对线虫中的基因进行定向编辑和下游基因分型。研究会议讨论、负责任的研究培训、电子实验室笔记本、项目报告、测验和研究研讨会上的小组海报展示都是对学习目标和研究进展掌握情况的评估。收集了学生的自我反思,以评估参与度、科学认同感和科学效率。对这些反思的定性分析表明,所有学生在 GENE-CURE 的许多方面都有所收获(研究学习过程、研究自信心和科学认同感以及个人兴趣)和挑战(迭代研究和失败、时间管理、COVID-19 大流行病和生活问题)。
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引用次数: 0
Developing a faculty support program for fostering enriching undergraduate laboratory experiences under limited resource conditions. 在资源有限的条件下,制定教师支持计划,丰富本科生的实验室体验。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2023-11-15 eCollection Date: 2023-12-01 DOI: 10.1128/jmbe.00141-23
Anuttama Kulkarni

Meaningful pedagogical reform requires good faculty training and support programs. Such support is particularly valuable when colleges and universities are trying to bring research and inquiry into the laboratory curricula under resource-limited conditions. In this situation, it may help to extend the scope of the faculty support program to include training for practicing experimental techniques, sustainable networking opportunities, and a space to learn about pedagogical reforms. From this perspective, we share our experience about building a faculty development program for public college teachers who teach undergraduate biology in India. Though we designed the program for low-resource settings, the experiments curated could very well represent core biological concepts typically identified by the international community. The activities and overall design of the program can be useful for initiating pedagogical reform in any college/university where the traditional approach to biology laboratory instruction predominates, and high-end research is not easy to access.

有意义的教学改革需要良好的教师培训和支持计划。当高校试图在资源有限的条件下将研究和探究引入实验室课程时,这种支持就显得尤为重要。在这种情况下,将教师支持计划的范围扩大到包括实验技术实践培训、可持续的交流机会和学习教学改革的空间,可能会有所帮助。从这个角度出发,我们分享了为印度公立大学教授本科生物学的教师制定教师发展计划的经验。尽管我们是针对资源匮乏的环境设计该计划的,但所策划的实验却能很好地代表国际社会通常认定的核心生物学概念。在传统生物实验教学方法占主导地位、高端研究不易获得的任何学院/大学,该计划的活动和整体设计都有助于启动教学改革。
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引用次数: 0
Pete and the Missing Scissors: a primary literature-focused case study that highlights the impact of SARS-CoV-2 on splicing. 皮特和失踪的剪刀:以原始文献为重点的案例研究,突出了 SARS-CoV-2 对剪接的影响。
IF 1.9 Q2 Agricultural and Biological Sciences Pub Date : 2023-11-15 eCollection Date: 2023-12-01 DOI: 10.1128/jmbe.00123-23
Meagan Harrington, April Lane, Caroline Yencha, Kiran Kelly-Rajan, Laura E Ott

This case study was designed to help students explore the molecular mechanisms of the spliceosome and how SARS-CoV-2 impacts host cell spliceosomal function while interpreting figures from primary literature (A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004). "Pete and the Missing Scissors" was designed and implemented in the spring of 2022 and fall of 2022 in two large-enrollment (150+) introductory molecular biology courses at a large, public research institution. The case study was formatted in alignment with the National Center for Case Study Teaching in Science (NCCSTS) framework, which has been shown to be an effective, student-centered approach to teaching complex biological concepts at the undergraduate level. The case study had four student learning objectives (SLOs) that aligned with Bloom's Revised Taxonomy and required students to develop an understanding of the molecular mechanisms of splicing and analyze and interpret a figure from primary literature. Both formative and summative assessment questions are included in this activity, with each question mapping to one of the case study SLOs. Summative assessment questions were given in a pre-/post-manner, and a paired t-test was used to evaluate differences between students' pre- and post-assessment scores. Assessment results demonstrated that students in both courses mastered each of the SLOs of this case study, given the significant increase in post-assessment scores compared to the pre-assessment. These findings indicate that the "Pete and the Missing Scissors" case study is an effective approach to develop students' understanding of the spliceosome, as well as ability to interpret figures from primary literature.

该案例研究旨在帮助学生探索剪接体的分子机制,以及 SARS-CoV-2 如何影响宿主细胞剪接体功能,同时解读原始文献中的图表(A. K. Banjeree, et al., Cell 183:1325-1339, e1-e10, 2020, https://doi.org/10.1016/j.cell.2020.10.004)。"皮特和失踪的剪刀 "于 2022 年春和 2022 年秋在一家大型公立研究机构的两门人数众多(150 多人)的分子生物学入门课程中设计并实施。案例研究的格式与美国国家科学案例教学中心(NCCSTS)的框架一致,该框架已被证明是在本科阶段教授复杂生物概念的一种有效的、以学生为中心的方法。案例研究有四个学生学习目标(SLOs),与布鲁姆分类学修订版一致,要求学生理解剪接的分子机制,并分析和解释原始文献中的图表。本活动包括形成性和总结性评估问题,每个问题都与一个案例研究的 SLO 相匹配。总结性评估问题以前后方式给出,并使用配对 t 检验来评估学生评估前后分数之间的差异。评估结果表明,两门课程的学生都掌握了本案例研究的各项 SLO,因为与评估前相比,评估后的分数有了显著提高。这些结果表明,"皮特和失踪的剪刀 "案例研究是培养学生理解剪接体以及解释原始文献中数字的能力的有效方法。
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引用次数: 0
Chatbot responses suggest that hypothetical biology questions are harder than realistic ones 聊天机器人的回答表明,假设的生物学问题比现实问题更难
Q2 Agricultural and Biological Sciences Pub Date : 2023-11-07 DOI: 10.1128/jmbe.00153-23
Gregory J. Crowther, Usha Sankar, Leena S. Knight, Deborah L. Myers, Kevin T. Patton, Lekelia D. Jenkins, Thomas A. Knight
ABSTRACT The biology education literature includes compelling assertions that unfamiliar problems are especially useful for revealing students’ true understanding of biology. However, there is only limited evidence that such novel problems have different cognitive requirements than more familiar problems. Here, we sought additional evidence by using chatbots based on large language models as models of biology students. For human physiology and cell biology, we developed sets of realistic and hypothetical problems matched to the same lesson learning objectives (LLOs). Problems were considered hypothetical if (i) known biological entities (molecules and organs) were given atypical or counterfactual properties (redefinition) or (ii) fictitious biological entities were introduced (invention). Several chatbots scored significantly worse on hypothetical problems than on realistic problems, with scores declining by an average of 13%. Among hypothetical questions, redefinition questions appeared especially difficult, with many chatbots scoring as if guessing randomly. These results suggest that, for a given LLO, hypothetical problems may have different cognitive demands than realistic problems and may more accurately reveal students’ ability to apply biology core concepts to diverse contexts. The Test Question Templates (TQT) framework, which explicitly connects LLOs with examples of assessment questions, can help educators generate problems that are challenging (due to their novelty), yet fair (due to their alignment with pre-specified LLOs). Finally, ChatGPT’s rapid improvement toward expert-level answers suggests that future educators cannot reasonably expect to ignore or outwit chatbots but must do what we can to make assessments fair and equitable.
生物教育文献包括令人信服的断言,即不熟悉的问题对于揭示学生对生物学的真正理解特别有用。然而,只有有限的证据表明这些新问题与更熟悉的问题具有不同的认知要求。在这里,我们通过使用基于大型语言模型的聊天机器人作为生物学学生的模型来寻找额外的证据。对于人类生理学和细胞生物学,我们开发了一系列与相同的课程学习目标(LLOs)相匹配的现实和假设问题。如果(i)已知的生物实体(分子和器官)被赋予非典型或反事实属性(重新定义)或(ii)引入虚构的生物实体(发明),则认为问题是假设性的。有几个聊天机器人在假设问题上的得分明显低于现实问题,平均得分下降了13%。在假设性问题中,重新定义问题似乎特别困难,许多聊天机器人的得分就像随机猜测一样。这些结果表明,对于给定的LLO,假设问题可能具有不同于现实问题的认知需求,并且可能更准确地揭示学生将生物学核心概念应用于不同情境的能力。测试问题模板(TQT)框架明确地将LLOs与评估问题的示例联系起来,可以帮助教育工作者生成具有挑战性(由于它们的新颖性)但公平(由于它们与预先指定的LLOs一致)的问题。最后,ChatGPT向专家级答案的快速改进表明,未来的教育工作者不能理所当然地期望忽视或智过聊天机器人,而是必须尽我们所能使评估公平公正。
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引用次数: 0
Antimicrobial resistance education under One Health umbrella 在同一个健康保护伞下开展抗微生物药物耐药性教育
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-30 DOI: 10.1128/jmbe.00148-23
Daniel M. Czyz, Sarah Al-Mazroa Smith
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引用次数: 0
Use of a microgravity analog to explore the effects of simulated microgravity on the development of Escherichia coli K12 biofilms 利用微重力模拟探讨模拟微重力对大肠杆菌K12生物膜发育的影响
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-27 DOI: 10.1128/jmbe.00062-23
Janelle Hicks, Collin Topolski, Alba A. Chavez, Hugo A. Castillo
ABSTRACT The rapid development of space technologies and the increase of human presence in space has brought the discussion of the effects of microgravity on cells into the undergraduate classroom. This paper proposes an idea to simulate microgravity on a bacterial culture, suitable for an introductory microbiology laboratory. For this purpose, we show the use of a 2D clinostat designed for microbial studies, along with traditional microbiology techniques such as optical density, plate counts, and biofilm biomass measurement to test the effect of simulated microgravity on the growth of Escherichia coli K12. This exercise aims to facilitate further discussions on the effects of microgravity on bacteria growth and communication, as well as the use of technology to simulate space and predict physiological changes in cells.
随着空间技术的快速发展和人类在太空中的存在感的增加,微重力对细胞影响的讨论进入了本科课堂。本文提出了一种在细菌培养物上模拟微重力的方法,适用于介绍性微生物学实验室。为此,我们展示了为微生物研究设计的2D回转器的使用,以及传统的微生物学技术,如光密度、平板计数和生物膜生物量测量,来测试模拟微重力对大肠杆菌K12生长的影响。这项工作的目的是促进进一步讨论微重力对细菌生长和交流的影响,以及利用技术模拟空间和预测细胞的生理变化。
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引用次数: 0
Community involvement in addressing the antibiotic crisis 社区参与解决抗生素危机
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00136-23
Angelo Kolokithas, Brian Merkel, David Hunnicutt, Lucy Fenzl, Matthew Petersen
ABSTRACT Increasing student interest and success in STEM education is a top priority for many postsecondary educational institutions. One well-documented approach to both priorities is to have students participate in a Course Undergraduate Research Experience (CURE). Faculty from several technical colleges and universities in Wisconsin teamed up with the Tiny Earth organization to offer a CURE to address the search for new antibiotics. Students enrolled in undergraduate microbiology courses engaged in research and participated in community outreach. To involve the community, faculty from various institutions joined an NFL team, the Green Bay Packers, and created the Tiny Earth in Titletown symposium. Here, students presented their work via scientific posters, to community and industry members, and networked with other scientists from around the region. The Tiny Earth in Titletown symposium started in 2018, was held again in 2019, and returned in 2022 following a 2-year hiatus due to the COVID-19 pandemic. Record attendance in 2022 suggests that community outreach and education may be helping restore trust in science that was lost during the pandemic.
提高学生对STEM教育的兴趣和成功是许多高等教育机构的首要任务。一个充分证明的方法是让学生参加课程本科研究经验(CURE)。威斯康辛州几所技术学院和大学的教师与“小地球”组织合作,提供一种治疗方法,以解决寻找新抗生素的问题。参加微生物学本科课程的学生从事研究并参与社区外展活动。为了让社区参与进来,来自不同机构的教师加入了美国国家橄榄球联盟(NFL)的绿湾包装工队(Green Bay Packers),并在Titletown举办了“小地球”研讨会。在这里,学生们通过科学海报向社区和行业成员展示他们的研究成果,并与来自该地区的其他科学家建立联系。“Titletown的小地球”研讨会于2018年开始举办,2019年再次举办,因新冠疫情中断2年后,于2022年再次举办。2022年创纪录的出席人数表明,社区外展和教育可能正在帮助恢复疫情期间失去的对科学的信任。
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引用次数: 0
Developing scientific literacy with a cyclic independent study assisted CURE detecting SARS-CoV-2 in wastewater 通过循环独立研究培养科学素养,协助CURE检测废水中的SARS-CoV-2
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00147-23
Kristine Dye
ABSTRACT The COVID-19 pandemic has exposed a high level of scientific illiteracy and mistrust that pervades the scientific and medical communities. This finding has proven the necessity of updating current methods used to expose undergraduates to research. The research in traditional course-based undergraduate research experiences (CUREs) is limited by undergraduate time constraints, skill level, and course structure, and consequently it does not attain the learning objectives or the high-impact, relevant studies achieved in graduate-level laboratories using a cyclic trainee/trainer model. Although undergraduate independent study (ISY) research more closely matches the structure and learning objectives of graduate-level research, they are uncommon as professors and universities typically view them as a significant time and resource burden with limited return. Cyclic independent study-assisted CUREs (CIS-CUREs) combine many positive aspects of ISY graduate-level research, and CUREs by pre-training ISY research lead to facilitate CURE proposal and project semesters in a cyclic model. The CIS-CURE approach allowed undergraduate students at Stetson University to perform and disseminate more rigorous, involved, long-term, and challenging research projects, such as the surveillance of SARS-CoV-2 in wastewater. In doing so, all students would have the opportunity to participate in a high-impact research project and consequently gain a more comprehensive training, reach higher levels of research dissemination, and increase their competitiveness after graduating. Together, CIS-CUREs generate graduates with higher scientific literacy and thus combat scientific mistrust in communities.
2019冠状病毒病大流行暴露了科学界和医学界普遍存在的高度科学素养和不信任。这一发现证明了更新当前用于让本科生参与研究的方法的必要性。传统的基于课程的本科生研究经验(CUREs)研究受到本科生时间限制、技能水平和课程结构的限制,因此无法达到学习目标,也无法实现在研究生水平的实验室中使用循环学员/教练模型进行的高影响力的相关研究。尽管本科生自主学习(ISY)研究更接近研究生水平研究的结构和学习目标,但它们并不常见,因为教授和大学通常认为它们是一个巨大的时间和资源负担,回报有限。循环独立研究辅助疗法(CIS-CUREs)结合了ISY研究生水平研究的许多积极方面,并且通过预先培训ISY研究的疗法促进了循环模型中的CURE提案和项目学期。CIS-CURE方法使斯泰森大学的本科生能够执行和传播更严格、更广泛、更长期、更具有挑战性的研究项目,例如监测废水中的SARS-CoV-2。这样,所有学生都有机会参与高影响力的研究项目,从而获得更全面的培训,达到更高的研究传播水平,提高毕业后的竞争力。CIS-CUREs共同培养了具有更高科学素养的毕业生,从而消除了社区中的科学不信任。
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引用次数: 0
Influence of CUREs on STEM retention depends on demographic identities 治疗对STEM留任的影响取决于人口统计学特征
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00225-22
Lisa Bradshaw, Julianne Vernon, Thomas Schmidt, Timothy James, Jianzhi Zhang, Hilary Archbold, Kenneth Cadigan, John P. Wolfe, Deborah Goldberg
ABSTRACT Research has shown that undergraduate research experiences can have substantive effects on retaining students in science, technology, engineering and mathematics (STEM). However, it is impossible to provide individual research experiences for every undergraduate student, especially at large universities. Course-based undergraduate research experiences (CUREs) have become a common approach to introduce large numbers of students to research. We investigated whether a one-semester CURE that replaced a traditional introductory biology laboratory course could increase retention in STEM as well as intention to remain in STEM, if the results differed according to demography, and investigated the possible motivational factors that might mediate such an effect. Under the umbrella of the Authentic Research Connection (ARC) program, we used institutional and survey data from nine semesters and compared ARC participants to non-participants, who applied to ARC but either were not randomly selected or were selected but chose not to enroll in an ARC section. We found that ARC had significant effects on demographic groups historically less likely to be retained in STEM: ARC participation resulted in narrowing the gaps in graduation rates in STEM (first vs continuing-generation college students) and in intention to major in STEM [females vs males, Persons Excluded because of Ethnicity or Race (PEERs) vs non-PEERs]. These disproportionate boosts in intending STEM majors among ARC students coincide with their reporting a greater sense of student cohesiveness, retaining more interest in biology, and commenting more frequently that the course provided a useful/valuable learning experience. Our results indicate that CUREs can be a valuable tool for eliminating inequities in STEM participation, and we make several recommendations for further research.
研究表明,本科研究经历对留住科学、技术、工程和数学(STEM)专业的学生具有实质性影响。然而,为每个本科生提供个人研究经历是不可能的,尤其是在大型大学。基于课程的本科生研究经验(CUREs)已经成为一种常见的方法来引入大量的学生进行研究。我们调查了一个学期的CURE是否可以取代传统的生物学入门实验课程,如果结果因人口统计学而不同,是否可以增加STEM的保留率和留在STEM的意愿,并调查了可能介导这种影响的可能动机因素。在真实研究联系(ARC)项目的保护下,我们使用了9个学期的机构和调查数据,并将ARC参与者与非参与者进行了比较,这些参与者申请了ARC,但不是随机选择的,或者被选中但选择不参加ARC部分。我们发现,ARC对历史上不太可能留在STEM的人口群体有显著影响:ARC的参与缩小了STEM毕业率(第一代大学生与继续一代大学生)和STEM专业意向(女性vs男性,因种族或种族(同龄人)而被排除的人vs非同龄人)的差距。ARC学生中有意主修STEM专业的人数比例不成比例地增加,与此同时,他们报告的学生凝聚力更强,对生物学更感兴趣,并且更频繁地评论该课程提供了有用/有价值的学习经验。我们的研究结果表明,CUREs可以成为消除STEM参与不平等的有价值的工具,我们提出了一些进一步研究的建议。
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引用次数: 0
Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains of Escherichia coli to explore the central dogma of molecular biology 变化的颜色和理解:利用突变的显色蛋白和大肠杆菌的信息抑制菌株探索分子生物学的中心法则
Q2 Agricultural and Biological Sciences Pub Date : 2023-10-25 DOI: 10.1128/jmbe.00094-23
Sarah DeWolf, Maartje Van den Bogaard, Rachael Brady Hart, Sparrow Hartman, Nancy Boury, Gregory J. Phillips
ABSTRACT The central dogma of molecular biology is a key concept for undergraduate students in the life sciences as it describes the flow of information in living systems from gene-to-gene product. However, despite often being covered in many introductory life science courses, students may still have misconceptions surrounding the central dogma even as they move on to advanced courses. Active learning strategies such as laboratory activities can be useful in addressing such misconceptions. In the laboratory exercise presented here, senior undergraduate students explore the intricacies of nonsense suppressor mutations to challenge their understanding of the central dogma. The students introduce a plasmid carrying a nonfunctional chromogenic protein gene due to a nonsense mutation in a codon encoding the chromophore to various nonsense suppressor strains of Escherichia coli . Students then observe distinct chromogenic phenotypes, depending on the suppressor strain. Students showed a moderate increase in understanding of the central dogma. While the central dogma remains a challenging concept, active learning strategies like the one presented here can help reduce conceptual errors.
分子生物学的中心法则是生命科学本科生的一个关键概念,因为它描述了生命系统中从基因到基因产物的信息流动。然而,尽管在许多生命科学入门课程中经常涉及到,学生们可能仍然对中心教条有误解,即使他们进入高级课程。主动学习策略,如实验室活动,在解决这些误解方面是有用的。在这里展示的实验室练习中,高年级本科生探索无义抑制突变的复杂性,以挑战他们对中心教条的理解。学生们将携带无功能显色蛋白基因的质粒引入大肠杆菌的各种无义抑制菌株中,这是由于编码发色团的密码子发生了无义突变。然后学生观察不同的显色表型,这取决于抑制菌株。学生们对中心教条的理解有了适度的提高。虽然中心教条仍然是一个具有挑战性的概念,但像这里介绍的这样的主动学习策略可以帮助减少概念错误。
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引用次数: 0
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Journal of Microbiology & Biology Education
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