CourseSource最新文献_第8页

Making Change Sustainable: Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) Meeting Review 使变化可持续:将生物信息学整合到生命科学教育中的网络(NIBLSE)会议综述

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.10

Inimary T. Toby, Jason J. Williams, G. Lu, Chao Cai, K. Crandall, E. Dinsdale, Jennifer Drew, N. Edgington, Carlos C. Goller, Neal F. Grandgenett, B. Grant, Charles Hauser, Keith A. Johnson, Christopher J. Jones, N. Jue, J. Jungck, Jacob Kerby, Adam J. Kleinschmit, Kathryn G. Miller, William R. Morgan, Barbara Murdoch, G. Noutsios, Janelle Nunez-Castilla, M. Pauley, William R. Pearson, Sabrina D Robertson, S. Robic

The purpose of the meeting described in this review was to decide how best to ensure the sustainability of the Network for Integrating Bioinformatics into Life Science Education (NIBLSE; pronounced “nibbles”). Biology research today generates large and complex datasets, and the analysis of these datasets is becoming increasingly critical to progress in the field. The long-term goal of NIBLSE is to address this need and achieve the full integration of bioinformatics into undergraduate life sciences education. Meeting participants supported several next steps for NIBLSE, including further development and dissemination of bioinformatics learning resources through our novel incubators and Faculty Mentoring Networks, vigorously pursuing assessment strategies for our learning resources, connecting learning resources with open educational resource (OER) textbooks, learning more about barriers to bioinformatics implementation for underrepresented groups, and developing future workshops and meetings. About half the participants at the meeting were newcomers to NIBLSE, a positive sign for the future. NIBLSE has many exciting opportunities available, and we welcome life science educators with any level of bioinformatics expertise as new members.

{"title":"Making Change Sustainable: Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) Meeting Review","authors":"Inimary T. Toby, Jason J. Williams, G. Lu, Chao Cai, K. Crandall, E. Dinsdale, Jennifer Drew, N. Edgington, Carlos C. Goller, Neal F. Grandgenett, B. Grant, Charles Hauser, Keith A. Johnson, Christopher J. Jones, N. Jue, J. Jungck, Jacob Kerby, Adam J. Kleinschmit, Kathryn G. Miller, William R. Morgan, Barbara Murdoch, G. Noutsios, Janelle Nunez-Castilla, M. Pauley, William R. Pearson, Sabrina D Robertson, S. Robic","doi":"10.24918/cs.2022.10","DOIUrl":"https://doi.org/10.24918/cs.2022.10","url":null,"abstract":"The purpose of the meeting described in this review was to decide how best to ensure the sustainability of the Network for Integrating Bioinformatics into Life Science Education (NIBLSE; pronounced “nibbles”). Biology research today generates large and complex datasets, and the analysis of these datasets is becoming increasingly critical to progress in the field. The long-term goal of NIBLSE is to address this need and achieve the full integration of bioinformatics into undergraduate life sciences education. Meeting participants supported several next steps for NIBLSE, including further development and dissemination of bioinformatics learning resources through our novel incubators and Faculty Mentoring Networks, vigorously pursuing assessment strategies for our learning resources, connecting learning resources with open educational resource (OER) textbooks, learning more about barriers to bioinformatics implementation for underrepresented groups, and developing future workshops and meetings. About half the participants at the meeting were newcomers to NIBLSE, a positive sign for the future. NIBLSE has many exciting opportunities available, and we welcome life science educators with any level of bioinformatics expertise as new members.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329298","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}

引用次数: 2

Responsible and Ethical Conduct of Research: Instruction on Plagiarism 负责任和道德的研究行为:关于抄袭的指导

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.18

Joseph Ross

引用次数: 0

Isolation and Functional Analysis of a Pancreatic Enzyme in an Introductory Student Lab 一种胰酶的分离与功能分析

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.39

Peter J. Lyons

Structure and function are correlated at all levels of biology. This topic is typically addressed early in an undergraduate class in general or molecular biology before students have gained much skill or knowledge in molecular biology. However, an understanding of the chemical bonds involved in forming and maintaining the structure of proteins is critical to understanding how enzymes function and how their activity can be regulated. Here, a laboratory activity is described that is suitable for undergraduate biology students. This activity examines the activity of carboxypeptidase A (CPA), an abundant pancreatic enzyme with a rich history in enzymology and structural biology. The abundance of CPA in pancreatic tissue allows for a series of common biochemical techniques to be easily performed under the constraints of an undergraduate teaching lab, including the separation of proteins by simple precipitation methods, the examination of resulting proteins by SDS-PAGE and Coomassie staining, and the analysis of enzyme function through the determination of constants such as Vmax and Km. These steps illustrate the importance of noncovalent bonds in protein structure and the use of common biochemical instruments in the lab, while providing students with an opportunity to hone analysis skills in their consideration of the resulting data. Finally, this lab may be modified in many ways to make it suitable for upper division classes, CURE approaches to the undergraduate lab, and even to the pre-college classroom.

结构和功能在生物学的各个层面上都是相互关联的。在学生掌握分子生物学的许多技能或知识之前，这个主题通常在普通或分子生物学的本科课程的早期讨论。然而，了解与形成和维持蛋白质结构有关的化学键对于理解酶的功能及其活性如何被调节至关重要。在这里，描述了一个适合生物学本科生的实验室活动。这种活性检测了羧基肽酶A (CPA)的活性，CPA是一种丰富的胰腺酶，在酶学和结构生物学方面有着丰富的历史。胰腺组织中CPA的丰度使得在本科教学实验室的限制下，可以很容易地进行一系列常见的生化技术，包括用简单的沉淀法分离蛋白质，用SDS-PAGE和考马西染色检测所得蛋白质，以及通过测定Vmax和Km等常数来分析酶的功能。这些步骤说明了非共价键在蛋白质结构中的重要性以及在实验室中常用生化仪器的使用，同时为学生提供了一个在考虑结果数据时磨练分析技能的机会。最后，这个实验可以在许多方面进行修改，使其适合高年级班级，CURE方法适用于本科实验室，甚至适用于大学预科课堂。

{"title":"Isolation and Functional Analysis of a Pancreatic Enzyme in an Introductory Student Lab","authors":"Peter J. Lyons","doi":"10.24918/cs.2022.39","DOIUrl":"https://doi.org/10.24918/cs.2022.39","url":null,"abstract":"Structure and function are correlated at all levels of biology. This topic is typically addressed early in an undergraduate class in general or molecular biology before students have gained much skill or knowledge in molecular biology. However, an understanding of the chemical bonds involved in forming and maintaining the structure of proteins is critical to understanding how enzymes function and how their activity can be regulated. Here, a laboratory activity is described that is suitable for undergraduate biology students. This activity examines the activity of carboxypeptidase A (CPA), an abundant pancreatic enzyme with a rich history in enzymology and structural biology. The abundance of CPA in pancreatic tissue allows for a series of common biochemical techniques to be easily performed under the constraints of an undergraduate teaching lab, including the separation of proteins by simple precipitation methods, the examination of resulting proteins by SDS-PAGE and Coomassie staining, and the analysis of enzyme function through the determination of constants such as Vmax and Km. These steps illustrate the importance of noncovalent bonds in protein structure and the use of common biochemical instruments in the lab, while providing students with an opportunity to hone analysis skills in their consideration of the resulting data. Finally, this lab may be modified in many ways to make it suitable for upper division classes, CURE approaches to the undergraduate lab, and even to the pre-college classroom.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329566","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}

引用次数: 0

Using Open-Source Bioinformatics and Visualization Tools to Explore the Structure and Function of SARS-CoV-2 Spike Protein 利用开源生物信息学和可视化工具探索SARS-CoV-2刺突蛋白的结构和功能

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.5

L. Listenberger, C. Joiner, C. Terrell

The relationship between protein structure and function is a foundational concept in undergraduate biochemistry. We find this theme is best presented with assignments that encourage exploration and analysis. Here, we share a series of four assignments that use open-source, online molecular visualization and bioinformatics tools to examine the interaction between the SARSCoV-2 spike protein and the ACE2 receptor. The interaction between these two proteins initiates SARS-CoV-2 infection of human host cells and is the cause of COVID-19. In assignment I, students identify sequences with homology to the SARSCoV-2 spike protein and use them to build a primary sequence alignment. Students make connections to a linked primary research article as an example of how scientists use molecular and phylogenetic analysis to explore the origins of a novel virus. Assignments II through IV teach students to use an online molecular visualization tool for analysis of secondary, tertiary, and quaternary structure. Emphasis is placed on identification of noncovalent interactions that stabilize the SARS-CoV-2 spike protein and mediate its interaction with ACE2. We assigned this project to upper-level undergraduate biochemistry students at a public university and liberal arts college. Students in our courses completed the project as individual homework assignments. However, we can easily envision implementation of this project during multiple in-class sessions or in a biochemistry laboratory using in-person or remote learning. We share this project as a resource for instructors who aim to teach protein structure and function using inquiry-based molecular visualization activities. Citation: Listenberger LL, Joiner CM, Terrell CR. 2022. Using open-source bioinformatics and visualization tools to explore the structure and function of SARS-CoV-2 spike protein. CourseSource. https://doi.org/10.24918/cs.2022.5 Editor: Charles Hauser, St. Edward’s University Received: 1/5/2021; Accepted: 9/9/2021; Published: 3/18/2022 Copyright: © 2022 Listenberger, Joiner, and Terrell. This is an open-access article distributed under the 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. The images used in supporting materials (Supporting File S3: Molecular Modeling – Summative Assessments and Data from Student Responses) are from journals that use the Creative Commons Attribution License. We cite the original source for each figure. The primary image includes student generated data and a cartoon from Pixabay, an online repository of copyright free art. 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. Molecular Modeling – BioMolViz Goals and Objectives; S2. Molecula

蛋白质结构与功能的关系是本科生物化学的一个基本概念。我们发现这个主题最好是通过鼓励探索和分析的作业来呈现。在这里，我们分享了一系列的四个作业，使用开源，在线分子可视化和生物信息学工具来检查SARSCoV-2刺突蛋白和ACE2受体之间的相互作用。这两种蛋白之间的相互作用启动了人类宿主细胞的SARS-CoV-2感染，是COVID-19的原因。在作业1中，学生识别与SARSCoV-2刺突蛋白同源的序列，并用它们建立初级序列比对。学生将一篇相关的初级研究文章作为科学家如何使用分子和系统发育分析来探索新型病毒起源的例子。作业二至作业四教学生使用在线分子可视化工具分析二级、三级和四级结构。重点是鉴定稳定SARS-CoV-2刺突蛋白并介导其与ACE2相互作用的非共价相互作用。我们将这个项目分配给一所公立大学和文理学院的高年级生物化学本科生。我们课程的学生将这个项目作为个人家庭作业来完成。然而，我们可以很容易地设想在多个课堂上或在生物化学实验室中使用面对面或远程学习来实现这个项目。我们分享这个项目作为教师的资源，他们的目标是使用基于探究式的分子可视化活动来教授蛋白质的结构和功能。引用本文:Listenberger LL, Joiner CM, Terrell CR. 2022。利用开源生物信息学和可视化工具探索SARS-CoV-2刺突蛋白的结构和功能。CourseSource。https://doi.org/10.24918/cs.2022.5编辑:Charles Hauser, St. Edward 's University收稿日期:1/5/2021;接受:9/9/2021;版权所有:©2022 Listenberger, Joiner, and Terrell。这是一篇在知识共享署名-非商业-相同方式共享4.0国际许可协议下发布的开放获取文章，该协议允许在任何媒体上不受限制的非商业使用、分发和复制，前提是要注明原作者和来源。支持材料(支持文件S3:分子建模-总结性评估和学生反馈数据)中使用的图像来自使用知识共享署名许可的期刊。我们引用了每个数字的原始来源。主图像包括学生生成的数据和来自Pixabay的漫画，Pixabay是一个免费的在线艺术存储库。利益冲突和资金声明:作者没有与本研究相关的财务、个人或专业利益冲突。支持材料:支持文件分子建模- BioMolViz目标和目的;S2。分子建模-作业I-IV;S3。分子建模-总结性评估和学生反应数据S4。分子建模-答案键(副本请联系通讯作者);和S5。分子建模-教学资源。*通讯地址:明尼苏达大学学习创新中心，111 S. Broadway, Rochester, MN, 55904, terre031@r.umn.edu。课程来源| www.coursesource.org 2022 |卷09 1课

{"title":"Using Open-Source Bioinformatics and Visualization Tools to Explore the Structure and Function of SARS-CoV-2 Spike Protein","authors":"L. Listenberger, C. Joiner, C. Terrell","doi":"10.24918/cs.2022.5","DOIUrl":"https://doi.org/10.24918/cs.2022.5","url":null,"abstract":"The relationship between protein structure and function is a foundational concept in undergraduate biochemistry. We find this theme is best presented with assignments that encourage exploration and analysis. Here, we share a series of four assignments that use open-source, online molecular visualization and bioinformatics tools to examine the interaction between the SARSCoV-2 spike protein and the ACE2 receptor. The interaction between these two proteins initiates SARS-CoV-2 infection of human host cells and is the cause of COVID-19. In assignment I, students identify sequences with homology to the SARSCoV-2 spike protein and use them to build a primary sequence alignment. Students make connections to a linked primary research article as an example of how scientists use molecular and phylogenetic analysis to explore the origins of a novel virus. Assignments II through IV teach students to use an online molecular visualization tool for analysis of secondary, tertiary, and quaternary structure. Emphasis is placed on identification of noncovalent interactions that stabilize the SARS-CoV-2 spike protein and mediate its interaction with ACE2. We assigned this project to upper-level undergraduate biochemistry students at a public university and liberal arts college. Students in our courses completed the project as individual homework assignments. However, we can easily envision implementation of this project during multiple in-class sessions or in a biochemistry laboratory using in-person or remote learning. We share this project as a resource for instructors who aim to teach protein structure and function using inquiry-based molecular visualization activities. Citation: Listenberger LL, Joiner CM, Terrell CR. 2022. Using open-source bioinformatics and visualization tools to explore the structure and function of SARS-CoV-2 spike protein. CourseSource. https://doi.org/10.24918/cs.2022.5 Editor: Charles Hauser, St. Edward’s University Received: 1/5/2021; Accepted: 9/9/2021; Published: 3/18/2022 Copyright: © 2022 Listenberger, Joiner, and Terrell. This is an open-access article distributed under the 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. The images used in supporting materials (Supporting File S3: Molecular Modeling – Summative Assessments and Data from Student Responses) are from journals that use the Creative Commons Attribution License. We cite the original source for each figure. The primary image includes student generated data and a cartoon from Pixabay, an online repository of copyright free art. 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. Molecular Modeling – BioMolViz Goals and Objectives; S2. Molecula","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329786","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}

引用次数: 0

A Case Study for Teaching Toxicology: Using Whales as an Indicator for Environmental Health. 毒理学教学案例研究：使用鲸鱼作为环境健康指标。

CourseSource

Pub Date : 2022-01-01 Epub Date: 2022-10-04 DOI: 10.24918/cs.2022.30

Bryanna Rupprecht, John Pierce Wise, Mindy Reynolds

One of the challenges of teaching scientific courses is helping students understand research methods, biological models, and data analysis, which can be especially difficult in classes without a laboratory component. Within the field of toxicology, it is also important for students to understand how living organisms are affected by exposure to toxicants and how these toxicants can impact the ecosystem. Resources focusing on active learning pedagogy are scarce in the field of toxicology compared to other disciplines. In this activity, upper-level students in an introductory toxicology course learn to interpret data from primary literature, draw conclusions about how toxicants, specifically metals, can impact susceptible populations, and understand the One Environmental Health approach. Students work in small groups to answer questions concerning data from a paper and then share their responses with the entire class building their communication skills. The instructor serves as a moderator, allowing the students to work through concepts, intervening only when necessary. This approach enables a deeper level of understanding of content and allows the students to engage actively in the learning process. As such, students think critically through relevant problems and find connections to the real world. This lesson can be adapted for several levels of students and could be modified depending on the objectives of the course.

教授科学课程的挑战之一是帮助学生理解研究方法、生物模型和数据分析，这在没有实验室组成部分的课堂上尤其困难。在毒理学领域，学生了解接触有毒物质对生物体的影响以及这些有毒物质如何影响生态系统也很重要。与其他学科相比，毒理学领域专注于主动学习教学法的资源很少。在这项活动中，毒理学入门课程的高年级学生学习解读初级文献中的数据，得出有毒物质（特别是金属）如何影响易感人群的结论，并理解“一个环境健康”方法。学生以小组形式回答与论文数据有关的问题，然后与全班同学分享他们的回答，培养他们的沟通技能。讲师充当主持人，允许学生通过概念进行学习，只有在必要时才进行干预。这种方法能够更深入地理解内容，并使学生能够积极参与学习过程。因此，学生们批判性地思考相关问题，并找到与现实世界的联系。本课程可针对不同级别的学生进行调整，并可根据课程目标进行修改。

{"title":"A Case Study for Teaching Toxicology: Using Whales as an Indicator for Environmental Health.","authors":"Bryanna Rupprecht, John Pierce Wise, Mindy Reynolds","doi":"10.24918/cs.2022.30","DOIUrl":"10.24918/cs.2022.30","url":null,"abstract":"<p><p>One of the challenges of teaching scientific courses is helping students understand research methods, biological models, and data analysis, which can be especially difficult in classes without a laboratory component. Within the field of toxicology, it is also important for students to understand how living organisms are affected by exposure to toxicants and how these toxicants can impact the ecosystem. Resources focusing on active learning pedagogy are scarce in the field of toxicology compared to other disciplines. In this activity, upper-level students in an introductory toxicology course learn to interpret data from primary literature, draw conclusions about how toxicants, specifically metals, can impact susceptible populations, and understand the One Environmental Health approach. Students work in small groups to answer questions concerning data from a paper and then share their responses with the entire class building their communication skills. The instructor serves as a moderator, allowing the students to work through concepts, intervening only when necessary. This approach enables a deeper level of understanding of content and allows the students to engage actively in the learning process. As such, students think critically through relevant problems and find connections to the real world. This lesson can be adapted for several levels of students and could be modified depending on the objectives of the course.</p>","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/22/05/nihms-1872638.PMC10501411.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10306677","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}

引用次数: 0

Pesticides in My Smoothie Bowl? 我的冰沙碗里有杀虫剂?

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.26

Shuangying Yu, S. Weir

Teaching resources, especially active learning pedagogy, are scarce for toxicology compared to what is available for other disciplines. Ecological and human health risk assessment are important aspects of toxicology and are routinely used by government agencies to regulate the registration and usage of many chemicals. Most traditional toxicology classes do not cover how such risk assessments are carried out in real-world scenarios. We developed this case study to introduce concepts and processes of ecological and human health risk assessment in pesticide registration by the U.S. EPA. In Part 1, dialogues among three college friends introduce organic food, pesticides, and the concept of risk. Part 2 and Part 3 build on Part 1 and focus on ecological risk assessment and human health risk assessment, respectively. At the end of each section, students select appropriate exposure and toxicity endpoints to perform a mini-risk assessment and draw conclusions regarding risk. In Part 4, students examine real pesticide monitoring data in various foods and perform basic data organization and analysis. This case is appropriate for upper-level college students taking toxicology or other environmental science related courses. With modifications, the case study may also be suitable for introductory level environmental and biological science students.

与其他学科相比，毒理学的教学资源，特别是主动学习教学法是稀缺的。生态和人类健康风险评估是毒理学的重要方面，政府机构经常使用它来管理许多化学品的登记和使用。大多数传统的毒理学课程不涉及如何在现实情况下进行此类风险评估。我们开发了这个案例研究，以介绍美国环保署在农药登记中生态和人类健康风险评估的概念和过程。在第一部分中，三个大学朋友之间的对话介绍了有机食品，农药和风险的概念。第2部分和第3部分以第1部分为基础，分别关注生态风险评估和人类健康风险评估。在每个部分结束时，学生选择适当的暴露和毒性终点进行小型风险评估，并得出有关风险的结论。在第四部分，学生检查各种食品中真实的农药监测数据，并进行基本的数据组织和分析。本案例适用于选修毒理学或其他环境科学相关课程的高年级大学生。经过修改，案例研究也可能适合环境和生物科学的入门级学生。

{"title":"Pesticides in My Smoothie Bowl?","authors":"Shuangying Yu, S. Weir","doi":"10.24918/cs.2022.26","DOIUrl":"https://doi.org/10.24918/cs.2022.26","url":null,"abstract":"Teaching resources, especially active learning pedagogy, are scarce for toxicology compared to what is available for other disciplines. Ecological and human health risk assessment are important aspects of toxicology and are routinely used by government agencies to regulate the registration and usage of many chemicals. Most traditional toxicology classes do not cover how such risk assessments are carried out in real-world scenarios. We developed this case study to introduce concepts and processes of ecological and human health risk assessment in pesticide registration by the U.S. EPA. In Part 1, dialogues among three college friends introduce organic food, pesticides, and the concept of risk. Part 2 and Part 3 build on Part 1 and focus on ecological risk assessment and human health risk assessment, respectively. At the end of each section, students select appropriate exposure and toxicity endpoints to perform a mini-risk assessment and draw conclusions regarding risk. In Part 4, students examine real pesticide monitoring data in various foods and perform basic data organization and analysis. This case is appropriate for upper-level college students taking toxicology or other environmental science related courses. With modifications, the case study may also be suitable for introductory level environmental and biological science students.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329068","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}

引用次数: 0

The BioTAP Professional Development Model: Expanding Empirical Research on Graduate Student Teaching Professional Development BioTAP专业发展模式:拓展研究生教学专业发展的实证研究

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2021.44

Kristen R. Miller, Judith S. Ridgway, G. Marbach‐Ad, E. Schussler, Grant E. Gardner

The Biology Teaching Assistant Project (BioTAP) provides a year-long mentoring program for practitioners and researchers of Biology Graduate Teaching Assistant Teaching Professional Development (GTA TPD). The program participants, known as BioTAP Scholars, are guided through the process of implementing a research project on GTA TPD. The rationale for the program is that GTAs are critical to the instruction of STEM majors and therefore need TPD to build instructional skills known to support students’ academic performance. However, there is a paucity of empirical data documenting effective GTA TPD practices. Here we describe the BioTAP Scholars program that sought to increase this literature base. In this essay, we detail program activities, Scholar feedback about the program, and changes in Scholars’ confidence in conducting research over the length of the program. As a result of the program, BioTAP Scholars have contributed to and expanded the GTA TPD literature base. With this growing base of empirical data, STEM departments can make evidence-based decisions related to their GTA TPD programs. The BioTAP Scholars program provides a model that could be adapted to increase capacity for research in other aspects of STEM education.

生物学助教计划(BioTAP)为生物学研究生助教教学专业发展(GTA TPD)的从业者和研究人员提供为期一年的指导计划。项目参与者被称为BioTAP学者，他们将在GTA TPD研究项目的实施过程中得到指导。该计划的基本原理是，gta对STEM专业的教学至关重要，因此需要TPD来建立已知的教学技能，以支持学生的学业表现。然而，缺乏有效的GTA TPD实践的经验数据。在这里，我们将介绍BioTAP学者计划，该计划旨在增加这一文献基础。在这篇文章中，我们详细介绍了项目活动，学者对项目的反馈，以及学者在项目期间进行研究信心的变化。作为该项目的结果，BioTAP学者对GTA TPD文献基础做出了贡献并扩大了该文献基础。有了这些不断增长的经验数据基础，STEM部门可以根据他们的GTA TPD项目做出基于证据的决策。BioTAP学者项目提供了一种模式，可以用于提高STEM教育其他方面的研究能力。

{"title":"The BioTAP Professional Development Model: Expanding Empirical Research on Graduate Student Teaching Professional Development","authors":"Kristen R. Miller, Judith S. Ridgway, G. Marbach‐Ad, E. Schussler, Grant E. Gardner","doi":"10.24918/cs.2021.44","DOIUrl":"https://doi.org/10.24918/cs.2021.44","url":null,"abstract":"The Biology Teaching Assistant Project (BioTAP) provides a year-long mentoring program for practitioners and researchers of Biology Graduate Teaching Assistant Teaching Professional Development (GTA TPD). The program participants, known as BioTAP Scholars, are guided through the process of implementing a research project on GTA TPD. The rationale for the program is that GTAs are critical to the instruction of STEM majors and therefore need TPD to build instructional skills known to support students’ academic performance. However, there is a paucity of empirical data documenting effective GTA TPD practices. Here we describe the BioTAP Scholars program that sought to increase this literature base. In this essay, we detail program activities, Scholar feedback about the program, and changes in Scholars’ confidence in conducting research over the length of the program. As a result of the program, BioTAP Scholars have contributed to and expanded the GTA TPD literature base. With this growing base of empirical data, STEM departments can make evidence-based decisions related to their GTA TPD programs. The BioTAP Scholars program provides a model that could be adapted to increase capacity for research in other aspects of STEM education.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329169","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}

引用次数: 1

A Classroom Intervention to Reduce Confirmation Bias 减少确认偏误的课堂干预

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.7

E. Hane, Evelyn Brister

STEM students are often unable to recognize cognitive bias in their own disciplines, and simply describing cognitive bias to students has shown to be insufficient to improve critical thinking. However, habitual metacognitive techniques show promise for correcting cognitive biases, such as confirmation bias, a maladaptive cognitive strategy that specifically threatens the objectivity of scientists. As part of a course on metacognition in science, first-year STEM students were asked to give an oral presentation about a controversial socioscientific topic (e.g., GMO crops, de-extinction, or hydrofracking). The first year the course was offered, presentations exhibited confirmation bias at a high rate, despite instructions to examine multiple viewpoints about the scientific issue. In subsequent years, an intervention in the form of an interactive lecture/discussion/ activity about confirmation bias and two specifically-designed homework assignments asked the students to reflect on evidence, search processes and potential biases. This intervention was jointly developed by faculty members in biology and philosophy to focus on habitual metacognitive techniques. Compared to no intervention, the resultant presentations had a higher percentage of reliable sources and a lower percentage of citations that only supported their conclusion. These results indicate that after the intervention exercise, students were discriminating among sources more carefully (Mann-Whitney p=0.009) and were using more sources from the other side of the argument, including presenting more reasons that refute their own ideas (Mann-Whitney p=0.003). We find that providing classroom instruction supported by deliberate practice to counteract confirmation bias improves students’ evaluation of scientific evidence. Citation: Hane EN, Brister E. 2022. A classroom intervention to reduce confirmation bias. CourseSource. https://doi.org/10.24918/cs.2022.7 Editor: Katie Burnette, University of California Riverside Received: 6/16/2021; Accepted: 9/19/2021; Published: 3/3/2022 Copyright: © 2022 Hane and Brister. This is an open-access article distributed under the 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. The authors affirm that they either own the copyright to or have received written permission to use the text, figures, tables, artwork, abstract, summaries, and supporting materials. 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. Confirmation Bias – Homework Assignment #1; S2. Confirmation Bias – Cognitive Bias Lecture Slides; S3. Confirmation Bias – Puzzle Activity Handout; S4. Confirmation Bias – Homework Assignment #2; S5. Confirmation Bias – Presentat

STEM学生往往无法认识到自己学科中的认知偏见，而简单地向学生描述认知偏见已被证明不足以提高批判性思维。然而，习惯元认知技术显示出纠正认知偏差的希望，例如确认偏差，这是一种特别威胁科学家客观性的不适应认知策略。作为科学元认知课程的一部分，一年级的STEM学生被要求就一个有争议的社会科学话题(例如，转基因作物、去灭绝或水力压裂)进行口头陈述。开设这门课程的第一年，尽管有要求对科学问题进行多角度考察的指导，但学生们的演讲中出现确认偏颇的比例很高。在随后的几年里，以互动讲座/讨论/活动的形式对确认偏见进行干预，并要求学生们反思证据、搜索过程和潜在的偏见。这项干预是由生物学和哲学的教师共同开发的，重点是习惯元认知技术。与没有干预相比，最终的报告有更高比例的可靠来源和更低比例的引用，只支持他们的结论。这些结果表明，在干预练习后，学生更仔细地区分来源(Mann-Whitney p=0.009)，并且更多地使用来自论点另一方的来源，包括提出更多反驳自己观点的理由(Mann-Whitney p=0.003)。我们发现课堂教学辅以刻意练习来抵消确认偏误可以提高学生对科学证据的评价。引用本文:Hane EN, Brister E. 2022。课堂干预以减少确认偏误。CourseSource。https://doi.org/10.24918/cs.2022.7编辑:Katie Burnette, University of California Riverside收稿日期:6/16/2021;接受:9/19/2021;版权所有:©2022 Hane and Brister。这是一篇在知识共享署名-非商业-相同方式共享4.0国际许可协议下发布的开放获取文章，该协议允许在任何媒体上不受限制的非商业使用、分发和复制，前提是要注明原作者和来源。作者确认他们拥有版权或已获得书面许可使用文本，图表，表格，艺术作品，摘要，摘要和支持材料。利益冲突和资金声明:作者没有与本研究相关的财务、个人或专业利益冲突。支持材料:支持文件确认偏差——家庭作业#1;S2。确认偏误-认知偏误;S3。确认偏差-益智活动讲义;S4。确认偏差——家庭作业#2;S5。确认偏误-陈述说明;和S6。通讯:Gosnell生命科学学院，85 Lomb Memorial Dr, Rochester, NY 14623。电子邮件:enhsbi@rit.edu CourseSource | www.coursesource.org 2022 |卷09 1课

{"title":"A Classroom Intervention to Reduce Confirmation Bias","authors":"E. Hane, Evelyn Brister","doi":"10.24918/cs.2022.7","DOIUrl":"https://doi.org/10.24918/cs.2022.7","url":null,"abstract":"STEM students are often unable to recognize cognitive bias in their own disciplines, and simply describing cognitive bias to students has shown to be insufficient to improve critical thinking. However, habitual metacognitive techniques show promise for correcting cognitive biases, such as confirmation bias, a maladaptive cognitive strategy that specifically threatens the objectivity of scientists. As part of a course on metacognition in science, first-year STEM students were asked to give an oral presentation about a controversial socioscientific topic (e.g., GMO crops, de-extinction, or hydrofracking). The first year the course was offered, presentations exhibited confirmation bias at a high rate, despite instructions to examine multiple viewpoints about the scientific issue. In subsequent years, an intervention in the form of an interactive lecture/discussion/ activity about confirmation bias and two specifically-designed homework assignments asked the students to reflect on evidence, search processes and potential biases. This intervention was jointly developed by faculty members in biology and philosophy to focus on habitual metacognitive techniques. Compared to no intervention, the resultant presentations had a higher percentage of reliable sources and a lower percentage of citations that only supported their conclusion. These results indicate that after the intervention exercise, students were discriminating among sources more carefully (Mann-Whitney p=0.009) and were using more sources from the other side of the argument, including presenting more reasons that refute their own ideas (Mann-Whitney p=0.003). We find that providing classroom instruction supported by deliberate practice to counteract confirmation bias improves students’ evaluation of scientific evidence. Citation: Hane EN, Brister E. 2022. A classroom intervention to reduce confirmation bias. CourseSource. https://doi.org/10.24918/cs.2022.7 Editor: Katie Burnette, University of California Riverside Received: 6/16/2021; Accepted: 9/19/2021; Published: 3/3/2022 Copyright: © 2022 Hane and Brister. This is an open-access article distributed under the 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. The authors affirm that they either own the copyright to or have received written permission to use the text, figures, tables, artwork, abstract, summaries, and supporting materials. 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. Confirmation Bias – Homework Assignment #1; S2. Confirmation Bias – Cognitive Bias Lecture Slides; S3. Confirmation Bias – Puzzle Activity Handout; S4. Confirmation Bias – Homework Assignment #2; S5. Confirmation Bias – Presentat","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329811","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}

引用次数: 0

Does Organelle Shape Matter?: Exploring Patterns in Cell Shape and Structure with High-Throughput (HT) Imaging. 细胞器形状重要吗?利用高通量(HT)成像技术探索细胞形状和结构的模式。

CourseSource

Pub Date : 2022-01-01 Epub Date: 2022-01-27 DOI: 10.24918/cs.2022.3

Carlos C Goller, Graham T Johnson, Kaitlyn Casimo

Organelle structure has been studied and visualized for decades; however, publicly available databases that use improved high-throughput microscopy of gene-edited cell lines have recently revolutionized the amount and quality of information now available for use in undergraduate classes. This lesson demonstrates how the use of high-throughput (HT) microscopy has generated data describing organelle structure and variability. Students access, analyze, and evaluate cell structure images using the Allen Institute for Cell Science's Allen Cell Explorer. Students synthesize the information to make recommendations and propose a future experiment. Using web-based tools and a realistic scenario that merges antimicrobial drug screens with eukaryotic cell perturbations and structure, this case study provides a guided tour of the powerful applications of high-throughput microscopy.

细胞器结构已经研究和可视化了几十年;然而，使用改进的高通量基因编辑细胞系显微镜的公开可用数据库最近彻底改变了目前可用于本科课程的信息的数量和质量。本课演示了如何使用高通量(HT)显微镜产生描述细胞器结构和变异性的数据。学生使用Allen Institute for cell Science的Allen cell Explorer访问、分析和评估细胞结构图像。学生综合信息，提出建议，并提出未来的实验。使用基于网络的工具和将抗菌药物筛选与真核细胞扰动和结构相结合的现实场景，本案例研究提供了高通量显微镜强大应用的导览。

引用次数: 0

Meiosis Remodeled: Inclusion of New Parts to Poppit Bead Models Enhances Understanding of Meiosis 减数分裂重塑:将新部分加入到核珠模型中增强了对减数分裂的理解

CourseSource

Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.2

J. LaFountain, G. K. Rickards

A long-standing tradition uses strings of poppit beads of different colors to model meiosis, especially to show how segments of paired homologous chromosomes are recombined. Our use of orthodontic latex bands to model cohesion of sister chromatids, and plastic coffee stirrers as microtubules, extends what can normally be achieved with ‘standard’ commercial kits of beads, so emphasizing the importance of four key elements of meiosis: (a) the role of chromosome replication before meiosis itself begins; (b) pairing and exchange (chiasma formation) of homologous chromosomes during meiosis I; (c) centromere (kinetochore) attachment and orientation within/on the spindle during meiosis I and meiosis II; and (d) the differential loss of arm and centromere cohesion at onset of anaphase I and anaphase II. These are essential elements of meiosis that students best need to visualize, not just read and think about. Bead modeling leads them in that direction, as our gallery of figures and accompanying text show. Citation: LaFountain JR, Rickards GK. 2022. Meiosis remodeled: Inclusion of new parts to Poppit Bead models enhances understanding of meiosis. CourseSource. https://doi.org/10.24918/ cs.2022.2 Editor: Leocadia Paliulis, Bucknell University Received: 3/24/2021; Accepted: 10/7/2021; Published: 2/3/2022 Copyright: © 2022 LaFountain and Rickards. This is an open-access article distributed under the 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(s) and source are credited. The authors affirm that they own the copyright to all figures and drawings and written text, except for figures in supporting material entitled ‘Meiosis Survey’ where questions 25 – 30 contain drawings from a textbook, for which the authors have obtained permission and annotated on the drawings with this statement: ‘From CUMMINGS. Instructor’s edition for Cummings’ Human Heredity: Principles and Issues, Tenth Edition.' © 2014 Brooks/Cole, a part of Cengage, Inc. Reproduced by permission. www.cengage.com/permissions Conflict of Interest and Funding Statement: Neither of the authors has a financial, personal, or professional conflict of interest related to this work Supporting Materials: Supporting File S1. Meiosis remodeled – Meiosis survey PowerPoint slides *Correspondence to: James R. LaFountain Jr. 657 Cooke Hall, University at Buffalo North Campus, Buffalo, NY 14260. Email: jrl@buffalo.edu. Telephone: (716) 645-4965. Fax: (716) 645-2975 CourseSource | www.coursesource.org 2022 | Volume 09 1 Lesson

一个长期存在的传统是用不同颜色的罂粟珠串来模拟减数分裂，特别是用来显示成对的同源染色体片段是如何重组的。我们使用正畸乳胶带来模拟姐妹染色单体的凝聚力，并使用塑料咖啡搅拌器作为微管，扩展了通常使用“标准”商业珠粒套件可以实现的功能，因此强调了减数分裂的四个关键要素的重要性:(a)染色体复制的作用在减数分裂开始之前;(b)减数分裂I期间同源染色体的配对交换(交叉形成);(c)减数分裂I和减数分裂II期间着丝粒(着丝点)在纺锤体内/上的附着和定向;(d)在后期I和后期II开始时臂和着丝粒内聚的差异丧失。这些都是减数分裂的基本要素，学生们最好把它们形象化，而不仅仅是阅读和思考。头部建模引导他们朝这个方向发展，正如我们的图库和随附的文本所示。来源:LaFountain JR, Rickards GK。2022. 减数分裂重塑:将新部分纳入Poppit珠模型增强了对减数分裂的理解。CourseSource。https://doi.org/10.24918/ cs.2022.2编辑:Leocadia Paliulis, Bucknell University收稿日期:3/24/2021;接受:10/7/2021;出版日期:2/3/2022版权所有:©2022 LaFountain and Rickards。这是一篇在知识共享署名-非商业-相同方式共享4.0国际许可协议下发布的开放获取文章，该协议允许在任何媒体上不受限制的非商业使用、分发和复制，前提是要注明原作者和来源。作者确认他们拥有所有图表和文字的版权，除了标题为“减数分裂调查”的辅助材料中的图表，其中问题25 - 30包含来自教科书的图纸，作者已获得许可并在图纸上注释了以下声明:“来自CUMMINGS。”卡明斯《人类遗传:原则与问题》第十版讲师版。©2014 Brooks/Cole, Cengage, Inc.的一部分。经许可转载。www.cengage.com/permissions利益冲突和资金声明:两位作者都没有与本研究相关的财务、个人或专业利益冲突。减数分裂重塑-减数分裂调查幻灯片*通讯:James R. LaFountain Jr. 657 Cooke Hall, University at Buffalo North Campus, Buffalo, NY 14260。电子邮件:jrl@buffalo.edu。电话:(716)645-4965。传真:(716)645-2975 CourseSource | www.coursesource.org 2022 |卷09 1课

{"title":"Meiosis Remodeled: Inclusion of New Parts to Poppit Bead Models Enhances Understanding of Meiosis","authors":"J. LaFountain, G. K. Rickards","doi":"10.24918/cs.2022.2","DOIUrl":"https://doi.org/10.24918/cs.2022.2","url":null,"abstract":"A long-standing tradition uses strings of poppit beads of different colors to model meiosis, especially to show how segments of paired homologous chromosomes are recombined. Our use of orthodontic latex bands to model cohesion of sister chromatids, and plastic coffee stirrers as microtubules, extends what can normally be achieved with ‘standard’ commercial kits of beads, so emphasizing the importance of four key elements of meiosis: (a) the role of chromosome replication before meiosis itself begins; (b) pairing and exchange (chiasma formation) of homologous chromosomes during meiosis I; (c) centromere (kinetochore) attachment and orientation within/on the spindle during meiosis I and meiosis II; and (d) the differential loss of arm and centromere cohesion at onset of anaphase I and anaphase II. These are essential elements of meiosis that students best need to visualize, not just read and think about. Bead modeling leads them in that direction, as our gallery of figures and accompanying text show. Citation: LaFountain JR, Rickards GK. 2022. Meiosis remodeled: Inclusion of new parts to Poppit Bead models enhances understanding of meiosis. CourseSource. https://doi.org/10.24918/ cs.2022.2 Editor: Leocadia Paliulis, Bucknell University Received: 3/24/2021; Accepted: 10/7/2021; Published: 2/3/2022 Copyright: © 2022 LaFountain and Rickards. This is an open-access article distributed under the 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(s) and source are credited. The authors affirm that they own the copyright to all figures and drawings and written text, except for figures in supporting material entitled ‘Meiosis Survey’ where questions 25 – 30 contain drawings from a textbook, for which the authors have obtained permission and annotated on the drawings with this statement: ‘From CUMMINGS. Instructor’s edition for Cummings’ Human Heredity: Principles and Issues, Tenth Edition.' © 2014 Brooks/Cole, a part of Cengage, Inc. Reproduced by permission. www.cengage.com/permissions Conflict of Interest and Funding Statement: Neither of the authors has a financial, personal, or professional conflict of interest related to this work Supporting Materials: Supporting File S1. Meiosis remodeled – Meiosis survey PowerPoint slides *Correspondence to: James R. LaFountain Jr. 657 Cooke Hall, University at Buffalo North Campus, Buffalo, NY 14260. Email: jrl@buffalo.edu. Telephone: (716) 645-4965. Fax: (716) 645-2975 CourseSource | www.coursesource.org 2022 | Volume 09 1 Lesson","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329400","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}

引用次数: 1