Pub Date : 2025-09-01Epub Date: 2025-03-26DOI: 10.1080/0047231x.2025.2472144
Alexandra S Pettit, Keith A Johnson, Brian Gadd, Shuchismita Dutta
Structure-function relationships are a core concept in many STEM disciplines. Most biology curricula introduce students to macromolecules, their building blocks, and other small molecules that play key roles in biological processes. However, the shapes, interactions, and functions of these molecules are often discussed using schematic diagrams, ignoring the vast amounts of three-dimensional structural and bioinformatics data freely available from public data resources. Keeping up with and incorporating the rapidly evolving data, tools, and resources in suitable, structure-function focused lessons can be time-consuming and challenging. A group of experienced biology, chemistry, and biochemistry educators collaboratively developed the "Box of Lessons" (BOL) to engage students and educators in authentic explorations, reinforcing disciplinary concepts, while developing skills in biomolecular visualization and use of public bioinformatics data resources and tools. The BOL consists of multimedia learning materials, ready-to-use, student- and educator-facing worksheets with teaching notes, aligned with ASBMB learning goals. Materials in this collection have been reviewed and piloted by undergraduate educators before its publication on PDB-101, as modular open educational resources. Educators are encouraged to select BOL elements relevant to their curricular context and adapt them to fit their students' needs and learning goals.
{"title":"Box of Lessons: An Open Educational Resource for Exploring Biomolecular Structure and Function.","authors":"Alexandra S Pettit, Keith A Johnson, Brian Gadd, Shuchismita Dutta","doi":"10.1080/0047231x.2025.2472144","DOIUrl":"10.1080/0047231x.2025.2472144","url":null,"abstract":"<p><p>Structure-function relationships are a core concept in many STEM disciplines. Most biology curricula introduce students to macromolecules, their building blocks, and other small molecules that play key roles in biological processes. However, the shapes, interactions, and functions of these molecules are often discussed using schematic diagrams, ignoring the vast amounts of three-dimensional structural and bioinformatics data freely available from public data resources. Keeping up with and incorporating the rapidly evolving data, tools, and resources in suitable, structure-function focused lessons can be time-consuming and challenging. A group of experienced biology, chemistry, and biochemistry educators collaboratively developed the \"Box of Lessons\" (BOL) to engage students and educators in authentic explorations, reinforcing disciplinary concepts, while developing skills in biomolecular visualization and use of public bioinformatics data resources and tools. The BOL consists of multimedia learning materials, ready-to-use, student- and educator-facing worksheets with teaching notes, aligned with ASBMB learning goals. Materials in this collection have been reviewed and piloted by undergraduate educators before its publication on PDB-101, as modular open educational resources. Educators are encouraged to select BOL elements relevant to their curricular context and adapt them to fit their students' needs and learning goals.</p>","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"54 5","pages":"412-419"},"PeriodicalIF":0.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12416526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145031434","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}
Pub Date : 2025-08-04DOI: 10.1080/0047231x.2025.2535961
Alberto A Rascón
The restructuring of an upper division biochemistry lab capstone course intended for biochemistry students with a range of laboratory experience was explored. A goal of the course was to give students practice with necessary skills in biochemical and biological techniques, especially for an entry level general position in biotechnology. The immediate impact of the online capstone course mandated by the COVID-19 pandemic limited students on learning essential hands-on research skills but evolved during the transition back to in-person instruction to include more elements of in-person practice. This article highlights the evolution of the capstone biochemistry lab to an in-person CURE capstone lab, with lessons learned and resources successfully used during the COVID-19 remote course. These include changes in the way information was disseminated, access to online resources, and modifications in student assessments. This article documents how course evolution resulted in a shift in pedagogical strategies leading to building a community of biochemistry learners that could be used to help college faculty in developing a CURE capstone lab.
{"title":"Improving the Capstone Biochemistry Lab and Evolution to a Course-Based Undergraduate Research Experience: Lessons Learned from the COVID-19 Online Modality.","authors":"Alberto A Rascón","doi":"10.1080/0047231x.2025.2535961","DOIUrl":"10.1080/0047231x.2025.2535961","url":null,"abstract":"<p><p>The restructuring of an upper division biochemistry lab capstone course intended for biochemistry students with a range of laboratory experience was explored. A goal of the course was to give students practice with necessary skills in biochemical and biological techniques, especially for an entry level general position in biotechnology. The immediate impact of the online capstone course mandated by the COVID-19 pandemic limited students on learning essential hands-on research skills but evolved during the transition back to in-person instruction to include more elements of in-person practice. This article highlights the evolution of the capstone biochemistry lab to an in-person CURE capstone lab, with lessons learned and resources successfully used during the COVID-19 remote course. These include changes in the way information was disseminated, access to online resources, and modifications in student assessments. This article documents how course evolution resulted in a shift in pedagogical strategies leading to building a community of biochemistry learners that could be used to help college faculty in developing a CURE capstone lab.</p>","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12356177/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144877207","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}
Pub Date : 2024-07-24DOI: 10.1080/0047231x.2024.2373026
Elizabeth J. Sandquist, Brett J. Schofield, Kristian H. Taylor, Alex C. Engel, Jinjie Liu, Aaron P. Putzke, Laxmi Sagwan-Barkdoll, Susan Walsh, Taylor L. Buchann, Lance F. Barton, Karen K. Resendes, M. Wolyniak
{"title":"A Community of Practice for CURE Development: The MIRIC (Mentoring the Integration of Research into the Classroom) Network","authors":"Elizabeth J. Sandquist, Brett J. Schofield, Kristian H. Taylor, Alex C. Engel, Jinjie Liu, Aaron P. Putzke, Laxmi Sagwan-Barkdoll, Susan Walsh, Taylor L. Buchann, Lance F. Barton, Karen K. Resendes, M. Wolyniak","doi":"10.1080/0047231x.2024.2373026","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373026","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"26 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141806052","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}
Pub Date : 2024-07-24DOI: 10.1080/0047231x.2024.2373018
Fred Goldberg, Edward Price, Mo Basir, Lawrence Escalada, Steven Maier, Steven Sahyun, Tamara D. Snyder, Liang Zeng
{"title":"Value Creation in a Pedagogically-Focused Faculty Online Learning Community","authors":"Fred Goldberg, Edward Price, Mo Basir, Lawrence Escalada, Steven Maier, Steven Sahyun, Tamara D. Snyder, Liang Zeng","doi":"10.1080/0047231x.2024.2373018","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373018","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141807445","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}
Pub Date : 2024-07-23DOI: 10.1080/0047231x.2024.2372564
Amy E. Kulesza, Susan L. D’Agostino, Lucía B. Chacón-Díaz
{"title":"Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and Their Approaches to Teaching","authors":"Amy E. Kulesza, Susan L. D’Agostino, Lucía B. Chacón-Díaz","doi":"10.1080/0047231x.2024.2372564","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2372564","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"49 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813223","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}
Pub Date : 2024-07-23DOI: 10.1080/0047231x.2024.2373028
Maya Sobel, Linden Higgins
{"title":"“Enhancing” Exam Wrappers with Research into Learning is Associated with a Shift in Study Strategies in a First Semester Biology Course","authors":"Maya Sobel, Linden Higgins","doi":"10.1080/0047231x.2024.2373028","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373028","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"123 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811829","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}
Pub Date : 2024-07-23DOI: 10.1080/0047231x.2024.2373023
T. Halligan, C. Cervato, Ulrike Genschel
{"title":"“Flipping” a Course: Is It Worth It? A Multiyear Analysis of Interactive and Student-Centered Pedagogy in an Introductory Physical Geology Course","authors":"T. Halligan, C. Cervato, Ulrike Genschel","doi":"10.1080/0047231x.2024.2373023","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373023","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"120 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811866","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}
Pub Date : 2024-07-22DOI: 10.1080/0047231x.2024.2373021
Sarah M. Leupen, Tory H. Williams, Linda C. Hodges, Laura E. Ott, Eric C. Anderson, Lili Cui, Kalman M. Nanes, H. M. Perks, Cynthia R. Wagner
{"title":"Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning","authors":"Sarah M. Leupen, Tory H. Williams, Linda C. Hodges, Laura E. Ott, Eric C. Anderson, Lili Cui, Kalman M. Nanes, H. M. Perks, Cynthia R. Wagner","doi":"10.1080/0047231x.2024.2373021","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373021","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"32 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815253","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}
Pub Date : 2024-07-22DOI: 10.1080/0047231x.2024.2373025
Kathryn Williamson, Ellen Belchior Rodrigues, Myya Helm, Christopher Cunningham, Daniel Gallegos, Unique Beaver, Iahnna Henry
{"title":"Who Speaks for Earth? Impacts of an Anti-Racist and Gender-Inclusive Training in an Astronomy Class","authors":"Kathryn Williamson, Ellen Belchior Rodrigues, Myya Helm, Christopher Cunningham, Daniel Gallegos, Unique Beaver, Iahnna Henry","doi":"10.1080/0047231x.2024.2373025","DOIUrl":"https://doi.org/10.1080/0047231x.2024.2373025","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"46 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141814869","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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