{"title":"Gluten extracted from wheat flour, demonstrating the extensible and plastic nature of this complex protein network.","authors":"E. Jones, E. Fogle","doi":"10.24918/cs.2022.13","DOIUrl":"https://doi.org/10.24918/cs.2022.13","url":null,"abstract":"","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collin Kessler, William Mazza, Kasey Christopher, Wook Kim
Concepts of evolution are typically taught through examples of extremely long timescales, which do not always resonate broadly. Here, we describe a course-based undergraduate research experience tailored for junior and senior undergraduate biology majors. Students visualize and learn in real-time how evolution can operate in bacteria in response to problems associated with a high-density lifestyle. Students directly evolve mutant strains, conduct whole genome sequencing to identify the causal mutations, carry out bioinformatics analysis to predict molecular consequences of the mutations, engineer their mutants to become antibiotic-resistant, and compete them head-to-head in a class-wide round-robin tournament to infer the properties of natural selection. The presented format is designed for a full semester, but the modular structure of the course allows instructors to make simple modifications for a shorter duration. A substantial portion of this course also focuses on scientific communication. Each student prepares a lab report structured as an original research article to gain experience in writing a publication quality manuscript. Individual components of their reports are prepared throughout the semester and are followed with instructor- and peer-based draft edits. Finally, students are tasked with working as a team to deliver an oral presentation, which drives them to come to a consensus on the interpretation of their group's data. Such a comprehensive research experience is difficult for a student to acquire without securing a research position in a faculty lab, but this course allows a large group of students to directly experience and actively contribute to open-ended and hypothesis-driven research.
{"title":"Application of a bacterial experimental evolution system to visualize and teach evolution in action: A course-based undergraduate research experience.","authors":"Collin Kessler, William Mazza, Kasey Christopher, Wook Kim","doi":"10.24918/cs.2022.24","DOIUrl":"https://doi.org/10.24918/cs.2022.24","url":null,"abstract":"<p><p>Concepts of evolution are typically taught through examples of extremely long timescales, which do not always resonate broadly. Here, we describe a course-based undergraduate research experience tailored for junior and senior undergraduate biology majors. Students visualize and learn in real-time how evolution can operate in bacteria in response to problems associated with a high-density lifestyle. Students directly evolve mutant strains, conduct whole genome sequencing to identify the causal mutations, carry out bioinformatics analysis to predict molecular consequences of the mutations, engineer their mutants to become antibiotic-resistant, and compete them head-to-head in a class-wide round-robin tournament to infer the properties of natural selection. The presented format is designed for a full semester, but the modular structure of the course allows instructors to make simple modifications for a shorter duration. A substantial portion of this course also focuses on scientific communication. Each student prepares a lab report structured as an original research article to gain experience in writing a publication quality manuscript. Individual components of their reports are prepared throughout the semester and are followed with instructor- and peer-based draft edits. Finally, students are tasked with working as a team to deliver an oral presentation, which drives them to come to a consensus on the interpretation of their group's data. Such a comprehensive research experience is difficult for a student to acquire without securing a research position in a faculty lab, but this course allows a large group of students to directly experience and actively contribute to open-ended and hypothesis-driven research.</p>","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"9 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10121199/pdf/nihms-1887334.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9444391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to introduce students to the concept of molecular diversity, we developed a short, engaging online lesson using basic bioinformatics techniques. Students were introduced to basic bioinformatics while learning about local on-campus species diversity by 1) identifying species based on a given sequence (performing Basic Local Alignment Search Tool [BLAST] analysis) and 2) researching and documenting the natural history of each species identified in a concise write-up. To assess the student’s perception of this lesson, we surveyed students using a Likert scale and asking them to elaborate in written reflection on this activity. When combined, student responses indicated that 94% of students agreed this lesson helped them understand DNA barcoding and how it is used to identify species. The majority of students, 89.5%, reported they enjoyed the lesson and mainly provided positive feedback, including “It really opened my eyes to different species on campus by looking at DNA sequences” , “I loved searching information and discovering all this new information from a DNA sequence” , and finally, “the database was fun to navigate and identifying species felt like a cool puzzle.” Our results indicate this lesson both engaged and informed students on the use of DNA barcoding as a tool to identify local species biodiversity.
{"title":"Bioinformatics is a BLAST: Engaging First-Year Biology Students on Campus Biodiversity Using DNA Barcoding","authors":"S. Unger, Mark A. Rollins","doi":"10.24918/cs.2022.32","DOIUrl":"https://doi.org/10.24918/cs.2022.32","url":null,"abstract":"In order to introduce students to the concept of molecular diversity, we developed a short, engaging online lesson using basic bioinformatics techniques. Students were introduced to basic bioinformatics while learning about local on-campus species diversity by 1) identifying species based on a given sequence (performing Basic Local Alignment Search Tool [BLAST] analysis) and 2) researching and documenting the natural history of each species identified in a concise write-up. To assess the student’s perception of this lesson, we surveyed students using a Likert scale and asking them to elaborate in written reflection on this activity. When combined, student responses indicated that 94% of students agreed this lesson helped them understand DNA barcoding and how it is used to identify species. The majority of students, 89.5%, reported they enjoyed the lesson and mainly provided positive feedback, including “It really opened my eyes to different species on campus by looking at DNA sequences” , “I loved searching information and discovering all this new information from a DNA sequence” , and finally, “the database was fun to navigate and identifying species felt like a cool puzzle.” Our results indicate this lesson both engaged and informed students on the use of DNA barcoding as a tool to identify local species biodiversity.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our understanding of microbiomes, or the collection of microorganisms and their genes in a given environment, has been revolutionized by technological and computational advances. However, many undergraduate students do not get hands-on experiences with processing, analyzing, or interpreting these types of datasets. Recent global events have increased the need for effective educational activities that can be performed virtually and remotely. Here, we present a module that introduces STEM undergraduates to the bioinformatic and statistical analyses of bacterial communities using a combination of free, web-based data processing software. These lessons allow students to engage with the studies of microbiomes; gain valuable experiences processing large, high-throughput datasets; and practice their science communication skills. The lessons presented here walk students through two web-based platforms. The first ( DNA Subway ) is an easy-to-use wrapper of the popular QIIME (pronounced “chime”) pipeline, which performs quality control analysis of the raw sequence data and outputs a community matrix file with assigned bacterial taxonomies. The second, ranacapa , is an R Shiny App that allows students to compare microbial communities, perform statistical analyses and visualize community data. Students may communicate their findings with a written final report or oral presentation. While the lessons presented here use a sample dataset based on the gut-microbiome of the bean beetle ( Callosobruchus maculatus ), the materials are easily modified to use original next- generation amplicon sequence data from any host or environment. Additionally, options for alternative datasets are also provided facilitating flexibility within the curriculum.
{"title":"Analysis of Microbiomes Using Free Web-Based Tools in Online and In-Person Undergraduate Science Courses","authors":"A. Zelaya, N. Gerardo, L. Blumer, C. Beck","doi":"10.24918/cs.2022.35","DOIUrl":"https://doi.org/10.24918/cs.2022.35","url":null,"abstract":"Our understanding of microbiomes, or the collection of microorganisms and their genes in a given environment, has been revolutionized by technological and computational advances. However, many undergraduate students do not get hands-on experiences with processing, analyzing, or interpreting these types of datasets. Recent global events have increased the need for effective educational activities that can be performed virtually and remotely. Here, we present a module that introduces STEM undergraduates to the bioinformatic and statistical analyses of bacterial communities using a combination of free, web-based data processing software. These lessons allow students to engage with the studies of microbiomes; gain valuable experiences processing large, high-throughput datasets; and practice their science communication skills. The lessons presented here walk students through two web-based platforms. The first ( DNA Subway ) is an easy-to-use wrapper of the popular QIIME (pronounced “chime”) pipeline, which performs quality control analysis of the raw sequence data and outputs a community matrix file with assigned bacterial taxonomies. The second, ranacapa , is an R Shiny App that allows students to compare microbial communities, perform statistical analyses and visualize community data. Students may communicate their findings with a written final report or oral presentation. While the lessons presented here use a sample dataset based on the gut-microbiome of the bean beetle ( Callosobruchus maculatus ), the materials are easily modified to use original next- generation amplicon sequence data from any host or environment. Additionally, options for alternative datasets are also provided facilitating flexibility within the curriculum.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jacob Woodbury, Jessie B. Arneson, Jacey Anderson, Larry B. Collins, A. Cavagnetto, William B. Davis, E. Offerdahl
The ability to interpret and create an argument from data is a crucial skill for budding scientists, yet one that is seldom practiced in introductory courses. During this argumentation module, students in a large lecture class will work in groups to understand how a single mutation can lead to an obvious phenotypic change among tomatoes. Before the module begins, students are provided with background information on mutations and techniques to give them a starting point to explain what they will see in the data. In class, students will use data from the primary literature to understand the relationship between single amino acid mutations and phenotypic variation within the context of a “big question” about garden tomatoes that ripen without turning red. Over two days, small groups will negotiate data, create and evaluate hypotheses
{"title":"Garden Variety Mutations: Using Primary Data to Understand the Central Dogma in Large-Lecture Introductory Biology","authors":"Jacob Woodbury, Jessie B. Arneson, Jacey Anderson, Larry B. Collins, A. Cavagnetto, William B. Davis, E. Offerdahl","doi":"10.24918/cs.2022.43","DOIUrl":"https://doi.org/10.24918/cs.2022.43","url":null,"abstract":"The ability to interpret and create an argument from data is a crucial skill for budding scientists, yet one that is seldom practiced in introductory courses. During this argumentation module, students in a large lecture class will work in groups to understand how a single mutation can lead to an obvious phenotypic change among tomatoes. Before the module begins, students are provided with background information on mutations and techniques to give them a starting point to explain what they will see in the data. In class, students will use data from the primary literature to understand the relationship between single amino acid mutations and phenotypic variation within the context of a “big question” about garden tomatoes that ripen without turning red. Over two days, small groups will negotiate data, create and evaluate hypotheses","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Demonstration videos are an excellent way to introduce students to new laboratory techniques, but many available videos are of low quality, too long, lack human diversity, and the main narrator is someone other than the instructor of the course. Videos may feature terminology and equipment different from what the students will use and the availability of the video is also not controlled by the lab instructor. Lab instructors can enhance the lab experience of students by making their own demonstrations videos. The current cell phone camera technology allows instructors to make custom videos. We watched many successful how-to style YouTube videos and distilled several techniques. We then applied these techniques to make more engaging videos for our students. Many of our videos have found success on YouTube. In this paper, we break down our video making techniques for demonstrating laboratory equipment and protocols. We hope the readers will find inspiration to make their own demonstration videos to aide their students.
{"title":"Video Making Tips for Laboratory Instructors","authors":"J. E. Patrick, John Z. Zhu","doi":"10.24918/cs.2022.45","DOIUrl":"https://doi.org/10.24918/cs.2022.45","url":null,"abstract":"Demonstration videos are an excellent way to introduce students to new laboratory techniques, but many available videos are of low quality, too long, lack human diversity, and the main narrator is someone other than the instructor of the course. Videos may feature terminology and equipment different from what the students will use and the availability of the video is also not controlled by the lab instructor. Lab instructors can enhance the lab experience of students by making their own demonstrations videos. The current cell phone camera technology allows instructors to make custom videos. We watched many successful how-to style YouTube videos and distilled several techniques. We then applied these techniques to make more engaging videos for our students. Many of our videos have found success on YouTube. In this paper, we break down our video making techniques for demonstrating laboratory equipment and protocols. We hope the readers will find inspiration to make their own demonstration videos to aide their students.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jill A. Parsell, Allissa M. Blystone, Adrienne E. Williams
Students often find biology courses to be very difficult and isolating, particularly if they identify as part of a group that has been historically excluded from STEM. Some of this anxiety and isolation comes from high-stakes exams. We decided to use the collaborative structure of two-stage exams to try to overcome the isolation of assessment. In two-stage exams, students take an individual exam, and then immediately get into groups and take the exam again, discussing the questions and the rationale behind the answers. Their exam scores are a combination of the two attempts. Our move to emergency online learning because of the COVID-19 pandemic forced us to try our two-stage exams online. In this Teaching Tools and Strategies essay, we discuss our process of offering two-stage exams online at two different institutions: a two-year Community College and four-year Research University. We share feedback from the students and discuss our iterative improvements to two-stage exam use.
{"title":"Transitioning Two-Stage Exams to an Online Class","authors":"Jill A. Parsell, Allissa M. Blystone, Adrienne E. Williams","doi":"10.24918/cs.2022.29","DOIUrl":"https://doi.org/10.24918/cs.2022.29","url":null,"abstract":"Students often find biology courses to be very difficult and isolating, particularly if they identify as part of a group that has been historically excluded from STEM. Some of this anxiety and isolation comes from high-stakes exams. We decided to use the collaborative structure of two-stage exams to try to overcome the isolation of assessment. In two-stage exams, students take an individual exam, and then immediately get into groups and take the exam again, discussing the questions and the rationale behind the answers. Their exam scores are a combination of the two attempts. Our move to emergency online learning because of the COVID-19 pandemic forced us to try our two-stage exams online. In this Teaching Tools and Strategies essay, we discuss our process of offering two-stage exams online at two different institutions: a two-year Community College and four-year Research University. We share feedback from the students and discuss our iterative improvements to two-stage exam use.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Animal behaviour courses integrate concepts across biological disciplines and are particularly well suited for collaborative, student-focused teaching strategies. Case Studies can positively impact students by placing their learning in context while providing an opportunity to do quick research and have rich discussions with both their peers and instructional team. Case Studies can also enrich the learning environment and help to produce a safe, collaborative space for asking questions and developing critical thinking skills. Here we describe three Case Study lesson plans using the Jigsaw approach that allows students to explore animal communication, migration, and parental care. Each Case Study includes 16 primary literature summaries on four different animal groups. In the Jigsaw approach, students are first sorted into four “expert groups” where they receive primary literature summaries exploring proximate and ultimate approaches to a specific animal’s behaviour (e.g., neurobiology, physiology, genetics, and evolution). One student from each “expert group” (e.g., ants, birds, etc.) then joins and shares their group’s knowledge in a “jigsaw group.” By the end of each lesson, students will have read one primary literature article summary, prepared and delivered an oral brief, and summarized and then presented their expert group’s findings to the new Jigsaw group members. Through this collaborative peer-to-peer learning activity, students gain skills in interpreting, analyzing and synthesizing scientific literature. They also have the opportunity to practice communicating scientific findings effectively and concisely, sharing how animal behaviour is studied, and explaining how behaviour is influenced by both proximate and ultimate factors
{"title":"Animal Behaviour Case Study Lessons in Communication, Migration, and Parental Care Using the Jigsaw Approach","authors":"L. Phillips, Kevin K Duclos, Mindi M. Summers","doi":"10.24918/cs.2022.25","DOIUrl":"https://doi.org/10.24918/cs.2022.25","url":null,"abstract":"Animal behaviour courses integrate concepts across biological disciplines and are particularly well suited for collaborative, student-focused teaching strategies. Case Studies can positively impact students by placing their learning in context while providing an opportunity to do quick research and have rich discussions with both their peers and instructional team. Case Studies can also enrich the learning environment and help to produce a safe, collaborative space for asking questions and developing critical thinking skills. Here we describe three Case Study lesson plans using the Jigsaw approach that allows students to explore animal communication, migration, and parental care. Each Case Study includes 16 primary literature summaries on four different animal groups. In the Jigsaw approach, students are first sorted into four “expert groups” where they receive primary literature summaries exploring proximate and ultimate approaches to a specific animal’s behaviour (e.g., neurobiology, physiology, genetics, and evolution). One student from each “expert group” (e.g., ants, birds, etc.) then joins and shares their group’s knowledge in a “jigsaw group.” By the end of each lesson, students will have read one primary literature article summary, prepared and delivered an oral brief, and summarized and then presented their expert group’s findings to the new Jigsaw group members. Through this collaborative peer-to-peer learning activity, students gain skills in interpreting, analyzing and synthesizing scientific literature. They also have the opportunity to practice communicating scientific findings effectively and concisely, sharing how animal behaviour is studied, and explaining how behaviour is influenced by both proximate and ultimate factors","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evolution-centered lessons at the undergraduate level can often be jargon-heavy, propagate misconceptions if taught ineffectively, and be uninteresting to students who may not see the relevancy of such concepts. This activity provides a fun and hands-on way for introductory biology students to learn about sexual selection and fitness and encourages students to consider what traits the “flashier” sex may use to attract the “less flashy” sex and how sexual selection and fitness are related. In this activity, after reading a short scenario, half of the students in the class are assigned as “flashy birds” and required to create a model of a flashy bird (of a fictitious species) that they believe will attract the less flashy sex of this same species using materials (e.g., modeling dough and other craft materials). The other half of the students are assigned as “less flashy birds” and required to compile a list of traits and behaviors that they would prefer to see in their flashier counterparts. Once modeling is complete, students in “flashy bird” groups are asked to share the birds they created at the front of the class and justify why they gave their individuals particular characteristics and behaviors. Students in the less flashy bird groups then “vote” on which flashy bird they prefer given its unique traits, based on the lists they compiled of desired characteristics. This is a highly student-centered activity which can be easily adapted to meet the needs of your students, your learning goals and objectives, and your curriculum. terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. Conflict of Interest and Funding Statement: None of the authors has a financial, personal, or professional conflict of interest related to this work. Supporting Materials: Supporting Files S1. Modeling Exercise in Sexual Selection - Lesson Timeline; S2. Modeling Exercise in Sexual Selection - Powerpoint Slides; S3. Modeling Exercise in Sexual Selection - Handout & Answer Key; S4. Modeling Exercise in Sexual Selection - Sample Exam Questions; and S5. Modeling Exercise in Sexual Selection - Sample Bird Model/Trait List Rubric.
{"title":"A Modeling Exercise in Sexual Selection using a Student-Created Bird Species","authors":"Ashley B. Heim, Anna E. Freundlich, E. Holt","doi":"10.24918/cs.2022.20","DOIUrl":"https://doi.org/10.24918/cs.2022.20","url":null,"abstract":"Evolution-centered lessons at the undergraduate level can often be jargon-heavy, propagate misconceptions if taught ineffectively, and be uninteresting to students who may not see the relevancy of such concepts. This activity provides a fun and hands-on way for introductory biology students to learn about sexual selection and fitness and encourages students to consider what traits the “flashier” sex may use to attract the “less flashy” sex and how sexual selection and fitness are related. In this activity, after reading a short scenario, half of the students in the class are assigned as “flashy birds” and required to create a model of a flashy bird (of a fictitious species) that they believe will attract the less flashy sex of this same species using materials (e.g., modeling dough and other craft materials). The other half of the students are assigned as “less flashy birds” and required to compile a list of traits and behaviors that they would prefer to see in their flashier counterparts. Once modeling is complete, students in “flashy bird” groups are asked to share the birds they created at the front of the class and justify why they gave their individuals particular characteristics and behaviors. Students in the less flashy bird groups then “vote” on which flashy bird they prefer given its unique traits, based on the lists they compiled of desired characteristics. This is a highly student-centered activity which can be easily adapted to meet the needs of your students, your learning goals and objectives, and your curriculum. terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. Conflict of Interest and Funding Statement: None of the authors has a financial, personal, or professional conflict of interest related to this work. Supporting Materials: Supporting Files S1. Modeling Exercise in Sexual Selection - Lesson Timeline; S2. Modeling Exercise in Sexual Selection - Powerpoint Slides; S3. Modeling Exercise in Sexual Selection - Handout & Answer Key; S4. Modeling Exercise in Sexual Selection - Sample Exam Questions; and S5. Modeling Exercise in Sexual Selection - Sample Bird Model/Trait List Rubric.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69328950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reviewing and integrating key concepts and learning goals at the end of a biology course can be overwhelming to students and instructors alike. Often end-of-term review sessions in preparation for final exams are heavily based on memorization, and content coverage may be favored over students’ deeper understanding of fewer key ideas. We developed a final exam review for a virtual introductory evolution course using an “escape room” format, which consisted of unique activities— including puzzles, role-playing, and literature searches—aligned with course learning goals. Similar to a traditional escape room, students needed to collaboratively solve or complete each activity before moving on to the subsequent task. Our escape room activity was conducted virtually via Zoom and included both whole-class and smaller breakout room interactions. We recommend instructors utilize escape rooms as an engaging and effective way to review key concepts in their courses.
{"title":"Escape Zoom!: Reviewing Introductory Evolution Content Using an Escape Room Format","authors":"Ashley B. Heim, Michelle K. Smith","doi":"10.24918/cs.2022.21","DOIUrl":"https://doi.org/10.24918/cs.2022.21","url":null,"abstract":"Reviewing and integrating key concepts and learning goals at the end of a biology course can be overwhelming to students and instructors alike. Often end-of-term review sessions in preparation for final exams are heavily based on memorization, and content coverage may be favored over students’ deeper understanding of fewer key ideas. We developed a final exam review for a virtual introductory evolution course using an “escape room” format, which consisted of unique activities— including puzzles, role-playing, and literature searches—aligned with course learning goals. Similar to a traditional escape room, students needed to collaboratively solve or complete each activity before moving on to the subsequent task. Our escape room activity was conducted virtually via Zoom and included both whole-class and smaller breakout room interactions. We recommend instructors utilize escape rooms as an engaging and effective way to review key concepts in their courses.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69328961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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