Angela Z. Poole, Geoffrey Mitchell, A. Roark, Jodi Schwarz
Complex biological concepts (like symbiosis and coral biology) that span multiple scales and cross disciplinary boundaries are often difficult for students to understand. This complexity is compounded by the challenges inherent to teaching and learning the process of science, especially at the undergraduate level. To address these issues, we developed the Symbiotic Exaiptasia -Algae System, or SEA System, which leverages the model anemone Exaiptasia diaphana (often used as a proxy for corals in research laboratories) along with its dinoflagellate symbionts. The SEA System represents a cost-effective, tractable platform for students to explore symbiosis and coral biology in the laboratory. We provide lesson plans for both a Preliminary Laboratory Activity (PLA) and multiple Authentic Research Experiences (AREs) that are accompanied by detailed, user-friendly protocols. Collectively, these resources support a versatile course-based undergraduate research experience (CURE) that instructors can implement in one or multiple laboratory sessions of biology courses at any level. The SEAS CURE allows students to learn about biological concepts from molecular to ecological scales and to engage in authentic research. By emphasizing both concepts and competencies, this holistic and inclusive approach facilitates the teaching and learning of science in undergraduate biology courses.
复杂的生物学概念(如共生和珊瑚生物学)，跨越多个尺度和跨学科的界限，往往是难以理解的学生。这种复杂性由于科学教学过程中固有的挑战而变得更加复杂，尤其是在本科阶段。为了解决这些问题，我们开发了共生Exaiptasia -Algae System (SEA System)，该系统利用了模型海葵Exaiptasia diaphana(通常用作研究实验室中珊瑚的代理)及其鞭毛藻共生体。SEA系统为学生在实验室探索共生和珊瑚生物学提供了一个成本效益高、易于操作的平台。我们提供初步实验室活动(PLA)和多个真实研究体验(AREs)的课程计划，并附有详细的，用户友好的协议。总的来说，这些资源支持一个多功能的基于课程的本科生研究经验(CURE)，教师可以在任何级别的生物学课程的一个或多个实验课程中实施。SEAS CURE让学生了解从分子到生态尺度的生物学概念，并从事真实的研究。通过强调概念和能力，这种全面和包容的方法促进了本科生物学课程的科学教学。
{"title":"SEAS CURE: Exploring Coral Biology Across Scales","authors":"Angela Z. Poole, Geoffrey Mitchell, A. Roark, Jodi Schwarz","doi":"10.24918/cs.2022.38","DOIUrl":"https://doi.org/10.24918/cs.2022.38","url":null,"abstract":"Complex biological concepts (like symbiosis and coral biology) that span multiple scales and cross disciplinary boundaries are often difficult for students to understand. This complexity is compounded by the challenges inherent to teaching and learning the process of science, especially at the undergraduate level. To address these issues, we developed the Symbiotic Exaiptasia -Algae System, or SEA System, which leverages the model anemone Exaiptasia diaphana (often used as a proxy for corals in research laboratories) along with its dinoflagellate symbionts. The SEA System represents a cost-effective, tractable platform for students to explore symbiosis and coral biology in the laboratory. We provide lesson plans for both a Preliminary Laboratory Activity (PLA) and multiple Authentic Research Experiences (AREs) that are accompanied by detailed, user-friendly protocols. Collectively, these resources support a versatile course-based undergraduate research experience (CURE) that instructors can implement in one or multiple laboratory sessions of biology courses at any level. The SEAS CURE allows students to learn about biological concepts from molecular to ecological scales and to engage in authentic research. By emphasizing both concepts and competencies, this holistic and inclusive approach facilitates the teaching and learning of science in undergraduate biology 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":"69329556","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}
This active learning exercise introduces students to the plant microbiome and the contributions that bacteria make to plant growth and food production. The Three Sisters are an ancient indigenous practice in which three plant crops and the associated microbiome contribute to each other’s growth. In this symbiotic relationship, the associated bacteria ( Rhizobium leguminosarum biovar phaseoli ) inhabit root nodules in bean plants, converting atmospheric nitrogen to ammonia through the process of nitrogen fixation. The plant takes up the ammonia as its nitrogen source, and provides the bacteria with organic carbon. The Lesson contains a pre-class reading, a 50-minute class session, and an after-class reading. In the first round of small group work during the class, students discuss and report back on the symbiosis between the three plants and between the bacteria and the plants, and the contributions to sustainable agriculture. In the second round of discussion and reporting, students discuss nitrogen fixation, emphasizing the nod genes for polypeptides involved in forming the root nodules and the nif genes that encode the nitrogenase enzyme complex that carries out nitrogen fixation. The after class reading provides students with an example of enhancing plant growth by adding nitrogen-fixing bacteria externally to beans. Altogether, this exercise provides students with a real life scenario relevant to sustainable agriculture.
{"title":"The Three Sisters of Agriculture: An Active Learning Activity on Symbiotic Nitrogen Fixation","authors":"B. Prüß","doi":"10.24918/cs.2022.40","DOIUrl":"https://doi.org/10.24918/cs.2022.40","url":null,"abstract":"This active learning exercise introduces students to the plant microbiome and the contributions that bacteria make to plant growth and food production. The Three Sisters are an ancient indigenous practice in which three plant crops and the associated microbiome contribute to each other’s growth. In this symbiotic relationship, the associated bacteria ( Rhizobium leguminosarum biovar phaseoli ) inhabit root nodules in bean plants, converting atmospheric nitrogen to ammonia through the process of nitrogen fixation. The plant takes up the ammonia as its nitrogen source, and provides the bacteria with organic carbon. The Lesson contains a pre-class reading, a 50-minute class session, and an after-class reading. In the first round of small group work during the class, students discuss and report back on the symbiosis between the three plants and between the bacteria and the plants, and the contributions to sustainable agriculture. In the second round of discussion and reporting, students discuss nitrogen fixation, emphasizing the nod genes for polypeptides involved in forming the root nodules and the nif genes that encode the nitrogenase enzyme complex that carries out nitrogen fixation. The after class reading provides students with an example of enhancing plant growth by adding nitrogen-fixing bacteria externally to beans. Altogether, this exercise provides students with a real life scenario relevant to sustainable agriculture.","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":"69329620","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}
College students are experiencing a mental health crisis, which has been further exacerbated by the COVID-19 pandemic. This is problematic because stress and anxiety impede learning. One way to combat stress and anxiety is to focus on gratitude, the emotion experienced when we are thankful for positive aspects of our life. In the classroom gratitude has been associated with higher classroom engagement, higher school life satisfaction, higher academic motivation, and higher academic retention. Importantly, a grateful attitude can be taught with interventions. However, more information regarding the implementation and effects of gratitude interventions in the STEM college classroom is needed. Here I describe two simple gratitude interventions that I implemented in an Introduction to Scientific Analysis course in a Biological Sciences Department. A treatment section received gratitude interventions that included 1) keeping a weekly gratitude journal ( e.g., listing five things you are grateful for), and 2) writing three letters of gratitude throughout the semester. A control section received regular curriculum. Preliminary comparison of treatment and control sections indicated these interventions are indeed successful at increasing student gratitude. For example, students reported feeling grateful more frequently after the gratitude interventions than they did before the interventions. Student feedback regarding the gratitude interventions was also overwhelmingly positive. Ultimately, the relatively simple technique of gratitude interventions could be easily implemented across a variety of higher education courses to have long-term positive effects and foster student success.
{"title":"Gratitude Interventions in a Biology Course to Foster Student Persistence and Success","authors":"Lani U. Gleason","doi":"10.24918/cs.2022.41","DOIUrl":"https://doi.org/10.24918/cs.2022.41","url":null,"abstract":"College students are experiencing a mental health crisis, which has been further exacerbated by the COVID-19 pandemic. This is problematic because stress and anxiety impede learning. One way to combat stress and anxiety is to focus on gratitude, the emotion experienced when we are thankful for positive aspects of our life. In the classroom gratitude has been associated with higher classroom engagement, higher school life satisfaction, higher academic motivation, and higher academic retention. Importantly, a grateful attitude can be taught with interventions. However, more information regarding the implementation and effects of gratitude interventions in the STEM college classroom is needed. Here I describe two simple gratitude interventions that I implemented in an Introduction to Scientific Analysis course in a Biological Sciences Department. A treatment section received gratitude interventions that included 1) keeping a weekly gratitude journal ( e.g., listing five things you are grateful for), and 2) writing three letters of gratitude throughout the semester. A control section received regular curriculum. Preliminary comparison of treatment and control sections indicated these interventions are indeed successful at increasing student gratitude. For example, students reported feeling grateful more frequently after the gratitude interventions than they did before the interventions. Student feedback regarding the gratitude interventions was also overwhelmingly positive. Ultimately, the relatively simple technique of gratitude interventions could be easily implemented across a variety of higher education courses to have long-term positive effects and foster student success.","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":"69329631","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}
T. Addy, Kendall Moore, Erin L. Whitteck, J. Rossmann
People of color in STEM fields can face a variety of challenges with belonging due to structural, cultural, psychological, and institutional barriers. The professional development sessions described in this lesson involved using film as well as institutional data and case studies as tools to increase awareness of such issues and identify actionable changes that can promote belongingness. Two different models are described based on the sessions conducted at two different institutions, one at a private liberal arts college with growing energy around inclusive STEM initiatives
{"title":"Film as a Powerful Tool for Increasing Awareness of the Importance of Belonging in STEM","authors":"T. Addy, Kendall Moore, Erin L. Whitteck, J. Rossmann","doi":"10.24918/cs.2022.47","DOIUrl":"https://doi.org/10.24918/cs.2022.47","url":null,"abstract":"People of color in STEM fields can face a variety of challenges with belonging due to structural, cultural, psychological, and institutional barriers. The professional development sessions described in this lesson involved using film as well as institutional data and case studies as tools to increase awareness of such issues and identify actionable changes that can promote belongingness. Two different models are described based on the sessions conducted at two different institutions, one at a private liberal arts college with growing energy around inclusive STEM initiatives","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":"69329746","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}
We have designed three laboratory modules for an introductory organismal biology course with an emphasis on quantitative reasoning and data analysis skills. Module 1 tests for dimorphism in crayfish chelae using a paired statistical design. Module 2 tests for allometric growth of tapeworm hook structures using a regression model. Module 3 tests for differences in stomatal densities between two groups of plants using a two-sample statistical approach. For all three modules, we emphasize the use of confidence intervals to draw statistical conclusions about hypotheses. Knowledge about the basic biology of animals and plants is required, including arthropods, platyhelminths, and vascular plants. Background reading on dimorphism, allometry, and transpiration provides the necessary foundation to develop questions and hypotheses. Some familiarity with R is necessary for both students and instructors, although the activities can be modified for analysis with Excel or another statistical package. These modules can be taught independently or together as a unit within a course. As stated in the AAAS document, Vision and Change: A Call to Action , the ability to use quantitative reasoning is a core competency that must be developed by all biology students. These modules address the call for instruction in quantitative reasoning and provide a hands-on active introduction to key tools that will be required to build students’ statistical repertoire in more advanced courses.
我们为有机体生物学入门课程设计了三个实验室模块，重点是定量推理和数据分析技能。模块1使用配对统计设计检验小龙虾螯合的二态性。模块2使用回归模型检验绦虫钩结构异速生长。模块3使用双样本统计方法检验两组植物之间气孔密度的差异。对于所有三个模块，我们强调使用置信区间来得出关于假设的统计结论。需要了解动植物的基本生物学知识，包括节肢动物、扁形蠕虫和维管植物。关于二态异速生长和蒸腾的背景阅读为提出问题和假设提供了必要的基础。对于学生和教师来说，熟悉一些R是必要的，尽管可以使用Excel或其他统计软件包修改这些活动以进行分析。这些模块可以独立教授，也可以作为课程的一个单元一起教授。正如美国科学促进会(AAAS)文件《愿景与变革:行动呼吁》(Vision and Change: A Call to Action)所述，使用定量推理的能力是所有生物学学生必须培养的核心能力。这些模块解决了对定量推理教学的要求，并提供了在更高级的课程中建立学生统计曲目所需的关键工具的实际操作的积极介绍。
{"title":"Three Research-Based Quantitative Reasoning Modules for Introductory Organismal Biology Laboratories","authors":"E. Crispo, K. Ilves","doi":"10.24918/cs.2022.48","DOIUrl":"https://doi.org/10.24918/cs.2022.48","url":null,"abstract":"We have designed three laboratory modules for an introductory organismal biology course with an emphasis on quantitative reasoning and data analysis skills. Module 1 tests for dimorphism in crayfish chelae using a paired statistical design. Module 2 tests for allometric growth of tapeworm hook structures using a regression model. Module 3 tests for differences in stomatal densities between two groups of plants using a two-sample statistical approach. For all three modules, we emphasize the use of confidence intervals to draw statistical conclusions about hypotheses. Knowledge about the basic biology of animals and plants is required, including arthropods, platyhelminths, and vascular plants. Background reading on dimorphism, allometry, and transpiration provides the necessary foundation to develop questions and hypotheses. Some familiarity with R is necessary for both students and instructors, although the activities can be modified for analysis with Excel or another statistical package. These modules can be taught independently or together as a unit within a course. As stated in the AAAS document, Vision and Change: A Call to Action , the ability to use quantitative reasoning is a core competency that must be developed by all biology students. These modules address the call for instruction in quantitative reasoning and provide a hands-on active introduction to key tools that will be required to build students’ statistical repertoire in more advanced 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":"69329753","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}
Introductory Biology courses typically introduce the structure and function of biomolecules such as proteins and nucleic acids. To understand biomolecules fully, students require knowledge of fundamental chemistry concepts such as covalent bonding, intermolecular interactions and hydrophilicity/hydrophobicity (1). Students enter our large (>400 student) course with a notoriously limited conceptual grasp of basic chemistry principles. Our lesson is an activity designed on the principles of POGIL (Process Oriented Guided Inquiry Learning). In 50 minutes, students build their own definitions of the following: polar vs. non-polar covalent bonds, hydrophilicity/hydrophobicity and the nature of hydrogen bonding based simply on the relative electronegativities of oxygen, nitrogen, carbon and hydrogen. We find that this exercise improves students’ understanding of these chemical concepts. Since adopting this activity, students have been better able to understand biomolecular structures and predict interactions between molecules. and Summative Assessment Examples; and S9. Understanding Biological Interactions – Answers to Practice Problems and Summative Assessment Examples.
{"title":"Electron Location, Location, Location: Understanding Biological Interactions","authors":"Amanda E. Schivell","doi":"10.24918/cs.2022.6","DOIUrl":"https://doi.org/10.24918/cs.2022.6","url":null,"abstract":"Introductory Biology courses typically introduce the structure and function of biomolecules such as proteins and nucleic acids. To understand biomolecules fully, students require knowledge of fundamental chemistry concepts such as covalent bonding, intermolecular interactions and hydrophilicity/hydrophobicity (1). Students enter our large (>400 student) course with a notoriously limited conceptual grasp of basic chemistry principles. Our lesson is an activity designed on the principles of POGIL (Process Oriented Guided Inquiry Learning). In 50 minutes, students build their own definitions of the following: polar vs. non-polar covalent bonds, hydrophilicity/hydrophobicity and the nature of hydrogen bonding based simply on the relative electronegativities of oxygen, nitrogen, carbon and hydrogen. We find that this exercise improves students’ understanding of these chemical concepts. Since adopting this activity, students have been better able to understand biomolecular structures and predict interactions between molecules. and Summative Assessment Examples; and S9. Understanding Biological Interactions – Answers to Practice Problems and Summative Assessment Examples.","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":"69329799","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}
Organismal life cycles are often presented as a set of facts to memorize in undergraduate biology courses. This approach is cognitively demanding for students and fails to convey how central life cycle diversity is in shaping ecological and evolutionary processes. Understanding the causes and consequences of life cycles is especially important when studying parasites with multiple life cycle stages for passing through diverse hosts. We designed a two-part lab activity to help our students gain a better understanding of the ecological interactions driven by parasite life cycles. Part I is a structured guide to reading a peer-reviewed journal article. Part II is a guided exercise in summarizing and interpreting mock experimental data involving a trematode parasite life cycle. These assignments helped students (1) understand how parasite life cycles shape ecological interactions with their hosts, (2) practice making predictions about species interactions using core ecological principles, and (3) practice quantitative reasoning and graph literacy skills by visualizing and interpreting data. We first used this activity as a self-guided lab exercise for an upper-division undergraduate parasitology class that switched from in-person to asynchronous-remote mid-semester. The stepwise structure of the activity allowed us to pinpoint the links in the chain of biological reasoning where students struggled most to guide target topic reviews in subsequent lectures. Here, we provide a summary of the activity, our experience with the activity, and suggestions for adapting the activity for a synchronous-remote or in-person class.
{"title":"Integrating Community Ecology Into the Study of Parasites: Exploring the Effect of Host Behavior on Parasite Transmission Rates","authors":"W. Ryan, Christine M. Sestero","doi":"10.24918/cs.2022.22","DOIUrl":"https://doi.org/10.24918/cs.2022.22","url":null,"abstract":"Organismal life cycles are often presented as a set of facts to memorize in undergraduate biology courses. This approach is cognitively demanding for students and fails to convey how central life cycle diversity is in shaping ecological and evolutionary processes. Understanding the causes and consequences of life cycles is especially important when studying parasites with multiple life cycle stages for passing through diverse hosts. We designed a two-part lab activity to help our students gain a better understanding of the ecological interactions driven by parasite life cycles. Part I is a structured guide to reading a peer-reviewed journal article. Part II is a guided exercise in summarizing and interpreting mock experimental data involving a trematode parasite life cycle. These assignments helped students (1) understand how parasite life cycles shape ecological interactions with their hosts, (2) practice making predictions about species interactions using core ecological principles, and (3) practice quantitative reasoning and graph literacy skills by visualizing and interpreting data. We first used this activity as a self-guided lab exercise for an upper-division undergraduate parasitology class that switched from in-person to asynchronous-remote mid-semester. The stepwise structure of the activity allowed us to pinpoint the links in the chain of biological reasoning where students struggled most to guide target topic reviews in subsequent lectures. Here, we provide a summary of the activity, our experience with the activity, and suggestions for adapting the activity for a synchronous-remote or in-person class.","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":"69329006","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}
{"title":"Medical Student Opinions of a Gross Anatomy Course Aided with Prosection","authors":"Mohsin M Syed, B. Newton","doi":"10.24918/cs.2022.12","DOIUrl":"https://doi.org/10.24918/cs.2022.12","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":"69329336","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}
Elizabeth Wlezien, Nick T. Peters, R. Wise, N. Boury
Introductory genetics courses are part of the core curriculum in many different fields, including plant breeding, animal science, biology, microbiology, and natural resource management. Concepts involving genes, inheritance, evolution, and genome editing are foundational to both modern biology and agriculture. Understanding these concepts is not only important for training scientists but also for citizens who will make personal health and consumer decisions. For this learning to happen, however, we need to use evidence-based education practices to bring our teaching of the biological and agricultural sciences into the 21st century. This case study uses historical plant pathogen epidemics, such as the Irish potato famine, to guide student learning about how genes are passed from one generation to the next, the advantages and disadvantages of different farming strategies, and how the interactions between a disease-causing organism, its host, and the environment lead to epidemics. In learning about plant disease outbreaks, students also learn basic genetics and crop breeding concepts. This case study also provides teachers with instructions on how to evaluate host, microbe, and environmental data with the students and also guides student groups as they design and discuss plans to optimize yield while minimizing the risk of crop loss due to disease.
{"title":"Role of crop genetic diversity on pathogen impact: The tale of two pathogens","authors":"Elizabeth Wlezien, Nick T. Peters, R. Wise, N. Boury","doi":"10.24918/cs.2022.14","DOIUrl":"https://doi.org/10.24918/cs.2022.14","url":null,"abstract":"Introductory genetics courses are part of the core curriculum in many different fields, including plant breeding, animal science, biology, microbiology, and natural resource management. Concepts involving genes, inheritance, evolution, and genome editing are foundational to both modern biology and agriculture. Understanding these concepts is not only important for training scientists but also for citizens who will make personal health and consumer decisions. For this learning to happen, however, we need to use evidence-based education practices to bring our teaching of the biological and agricultural sciences into the 21st century. This case study uses historical plant pathogen epidemics, such as the Irish potato famine, to guide student learning about how genes are passed from one generation to the next, the advantages and disadvantages of different farming strategies, and how the interactions between a disease-causing organism, its host, and the environment lead to epidemics. In learning about plant disease outbreaks, students also learn basic genetics and crop breeding concepts. This case study also provides teachers with instructions on how to evaluate host, microbe, and environmental data with the students and also guides student groups as they design and discuss plans to optimize yield while minimizing the risk of crop loss due to disease.","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":"69329349","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}
{"title":"A How to Guide and Template for Designing a Puzzle Based Escape Room Game","authors":"Ashley J. Earle","doi":"10.24918/cs.2022.8","DOIUrl":"https://doi.org/10.24918/cs.2022.8","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":"69329826","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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