Microbrew Sessions:
Mixing Ideas for Successful Teaching Strategies in Microbiology
Thursday, May 20, 8:00 - 9:00 PM
Friday, May 21, 4:30 - 5:30 PM
This grassroots session is a forum for sharing ideas and thoughts on best practices in microbiology education. Presenters were chosen from submitted abstracts and have been collated into topical areas. Each presenter has a 15-minute time slot in which to discuss best strategies and interesting activities used in the laboratory or classroom. Assessment of the topics presented was not required. Presentations are simple “chalk talks” (i.e. no PowerPoint) in order to facilitate an informal yet productive discussion during the 15-minute presentation period with five minutes for discussion of each topic. Presenters will provide handouts related to their presentation.
Assessment and Teaching Methods
Interactive Formative Quizzes: Design, Use and Implementation in Undergraduate Microbiology Education
J.P. Caruso. Florida Atlantic University, Boca Raton FL.
Among the key components of current National Research Council undergraduate Biology Education recommendations are assessing students' prior knowledge and directly confronting any misconceptions students may have.1-2 These are also essential aspects of Scientific Teaching.3,4 Formative quizzes are ideal tools for both objectives and also play an important role in assessing student learning while class topics are being covered, a crucial part of all effective pedagogy. These and other uses of formative quizzes, as well as their "nuts and bolts" applications in transforming undergraduate Microbiology education for the 21st Century offer an obvious ASMCUE microbrew session.
References
1. Commission on Behavioral and Social Sciences and Education, National Research Council, Bransford JD, Brown AL, Cocking RR, eds. 2000. How People Learn, expanded edition: Brain, Mind, Experience and School. National Academy Press, Washington.
2. Committee on Undergraduate Biology Education, National Research Council. 2003. BIO2010: Transforming Undergraduate Education for Future Research Biologists, National Academies Press, Washington DC.
3. Handelsman J et al. 2004. Scientific teaching. Science, 304: 521-522.
4. Handelsman J et al. 2007. Scientific Teaching, WH Freeman, New York.
Web-based Undergraduate Student Educational Materials for the Escherichia coli Model Organism DB, EcoCyc
R. Gunsalus. University of California, Los Angeles, CA
We designed and implemented a set of educational materials for an undergraduate introductory level microbiology lecture course at UCLA based on the web portal for the Escherichia coli EcoCyc resources located at http://www.ecocyc.org. The materials include supplementary materials to orient the student in accessing and using the existing EcoCyc DB web site. It also has a series of student exercises designed to complement formal class lectures in the areas of general E. coli biology, cell structure, metabolism, genes and gene regulation, enzymes, and cell metabolites. The materials are intended to allow independent student learning as well as instructor-lead learning from the EcoCyc database. Currently, a beginning microbiology student must learn to navigate the existing software and content available at EcoCyc DB that is primarily oriented to the advanced user.
The above EcoCyc-based materials were tested in the “Introductory Microbiology 101” class of ~250 undergraduate students in the Spring Quarters of 2008 and 2009. Applications included research level exercises to query and resolve a panel of genome/gene/protein/enzyme/regulation questions using the EcoCyc DB. Each class exercise contained a module of approximately ten to twelve questions along with a set of tutorial prompts to aid the student in researching the targeted area of E. coli biology. Following the web-based research phase, the student then generated a succinct reply to answer the assigned exercise query. He/she also provided a brief written statement of the rationale and approach used. The goal of the project was to stimulate inquiry-based student learning using state of the art research tools. Student feedback was quite positive given that it was often their first exposure to using these web resources. It facilitated access to web content and tools, and aided in the delivery and learning of the underlying principles of E. coli biology.
Use of pre-laboratory Activity Sheets to Focus Reading and Increase Participation.
J. Meléndez. Hillsborough Community College, Tampa, FL.
Many times we face the challenge of teaching students that have been out of school for many years, not taking a science or biology class or simply not knowing how to read the textbook. They read and feel as if they need to memorize everything. Or they simply don’t read at all, which can become a real nightmare when teaching the laboratory, since time is limited for theory discussion. My teaching practice consists of an exercise sheet students have to complete before coming to laboratory. During the first 5-10 minutes of the laboratory period, they get to verify their work / answers with their peers, reinforcing cooperative learning and discussion. This strategy has been well received by students who told me that after trying it, they feel that it has helped them better comprehend the material and they feel like now they know what to focus on when they read. I believe it has helped students focus their reading and helped them prepare and understand the most important parts of the material before performing the experiments. By doing these pre-lab. exercises students are motivated to know what will happen next. In conclusion this strategy has made the laboratory period start with a high level of interaction and participation between students and instructor. As a result, students appear to be better prepared, learning more, feeling motivated and being engaged in the class which in turn leads to a higher satisfaction with the laboratory.
Assessing Student Comprehension and Preparation for Microbiology Lecture and Lab Using an Online Homework/Tutorial Management System, MasteringMicrobiology
J.M. Penn. Shoreline Community College, Shoreline, WA.
Pearson’s MasteringMicrobiology online homework assessment platform was used in an allied-health microbiology course for pre-lecture and pre-lab assessments. Students were assigned pre-lab quizzes to assess their preparation and understanding of associated content for laboratories. Pre-lecture homework assignments assessed their comprehension of assigned reading. The pre-lecture assignment included multiple choice and short answer questions relating to their reading, plus coaching activities (such as animations and drag/drop matching exercises.) Students were required to complete these assignments 3 hours prior to lecture, allowing the instructor to review the results and make last-minute adjustments to lecture content as needed. The instructor also created optional practice quizzes for each unit, in which students honed their test-taking skills and practiced their application of content.
Students adapted quickly to MasteringMicrobiology, finding that it helped to assess their understanding prior to each lecture and prior to the exam. They particularly appreciated that many questions had hints available, if needed, to guide them in a Socratic fashion toward an answer. The MasteringMicrobiology platform automatically graded activities and provided students with helpful feedback when answers were incorrect. The instructor could easily identify questions that posed difficulty, as well as those students who were struggling or not participating. Because such assessment is done outside of class, additional lecture time became available for other activities. Students were polled on difficulty of question, and time required to answer each question was recorded. That data from every class was pooled with that of other classes, and will be available to guide future users in question selection. The instructor was able to adjust grading parameters as needed for each activity. The MasteringMicrobiology platform provided excellent and easily-accessible assessment data for fine-tuning lectures, as well as for comparison among classes and accreditation purposes.
Measuring Gains in Scientific Thinking Using the Experimental Design Ability Test (EDAT)
K. Sirum. Bowling Green State University, Bowling Green, OH.
Undergraduate science education goals include development of students’ scientific thinking skills. Scientific thinking is an aspect of rational thinking, and currently used and accepted intelligence tests such as IQ, GRE, SAT, and placement tests do not measure rational thinking. Yet, in terms of helping people make decisions that help them attain their goals, rationality is even more important than “intelligence”. A new assessment instrument called the Experimental Design Ability Test (EDAT), is used to measure students’ understanding of the criteria for good experimental design through their open-ended response to a prompt grounded in everyday life science problems. The EDAT can be administered in a pre/post test format to measure gains, is content independent, and only takes 10-12 minutes of class time to administer. Consistent and rapid evaluation of student responses is accomplished using a simple and specific 10-point scoring rubric that identifies whether students include each of 10 key aspects of experimental design. EDAT scores serve as a diagnostic, indicating which areas are in need of further instruction, because the scoring rubric is hierarchical: the 10th point is less frequently included in student responses than the first and if, for example, a student scores a “5”, that generally means only items 1-5 were included. In this mini workshop session, participants will have the opportunity to use and critique the EDAT, and hear about how it has been used in biology classrooms and labs of all sizes and at all levels. The novel feature of the EDAT is that it assesses not only what students know about the scientific method, but it probes understanding based on what students are able to do. I have found that basic experimental design can be taught and gains in EDAT scores can be achieved, even in the non-majors introductory biology classroom.
Hands-on Class Activities
“Es Complex – An Enzymatic Reality Show”
C. Brown. North Dakota State College of Science, Wahpeton, ND.
A reality show is introduced, along with the characters and the challenges they must complete. A ‘special assistant’ (enzyme) can be earned to help characters complete challenges. The special assistant can also be interfered with in a couple different ways, demonstrating inhibition. Once the characters and challenges are understood, the labels of enzyme, substrate, ES‑complex, feedback inhibition and competitive inhibition are introduced.
From Textbook to Reality: How the Glucose Effect in lac Operon Regulation Really Works
B. Goodner. Hiram College, Hiram, OH.
The lac operon in E. coli is the most commonly discussed example of gene regulation in genetics, microbiology, and molecular biology courses. It provides excellent examples of trans-acting regulatory proteins such as the lac repressor, cis-acting sequences such as the lac operon operators, the role of small molecules such as lactose as regulatory signals, and the use of genetic and biochemical experiments to understand gene regulation. All the textbooks I have checked do a very good job discussing the role of the lac repressor in the negative regulation of the lac operon. However, these same textbooks, and even most review articles in the scientific literature, do not reflect the current state of our research understanding of the so-called positive regulation or what I call “the glucose effect”. While the CRP/cAMP complex does help RNA Polymerase bind to the lac operon promoter, this is not the mechanism where glucose has its impact. It turns out that we have had data available as to the actual mechanism of the glucose effect since 1997, and nature’s reality is really cool! I will present the results from two papers (Inada et al., 1996, Genes Cells 1:293-301; Kimata et al., 1997, Proc. Natl. Acad. Sci. 94:12914-9) and show how I use one figure from the Kimata et al paper in my genetics course to walk students through a great set of experiments that leads them closer to nature’s truth.
Using your Own Hands, Bendaroos®, and Supercoiled Yarn to Model PCR
S.E. Haydel and V. Stout. Arizona State University, Tempe, AZ.
Although many biology students understand that the polymerase chain reaction (PCR) is used to amplify DNA, there are a number of misconceptions about the molecular processes, as well as a lack of detailed understanding of the individual steps of the process. These misconceptions prevent students from predicting the effects of alterations of the standard PCR process. We hypothesized that these problems could be addressed using a kinesthetic, hands-on modeling of the PCR process. We developed a PCR “toolkit” composed of the following: i) intertwined,
multi-colored yarn representing double stranded, supercoiled, chromosomal DNA, ii) Bendaroos® multi-colored, short wax sticks representing DNA primers, and iii) long Bendaroos® wax sticks (three different colors) representing the PCR extension products. Interested attendees will work in groups to “amplify” a specific region of the template DNA (designated with black stripes) and progress through the first three cycles of PCR. This hands-on, kinesthetic approach will (a) allow attendees to visualize the process and recognize common mistakes, (b) encourage active audience member participation in the learning process, (c) access a diversity of learning styles, and (d) emphasize the importance of specific molecular interactions and outcomes during early PCR cycles.
Using Tactile Activities to Facilitate Learning of Complex Processes in Immunology
J.B. O’Connor. Rose-Hulman Institute of Technology, Terre Haute, IN
Immunology is a difficult subject matter for undergraduate students as it requires the understanding of many different cellular and molecular pathways and processes. These pathways and processes can be tedious to learn and comprehend. Two tactile activities were developed to facilitate learning of the complement activation pathways and the mechanisms of gene rearrangement for the generation of antibodies. A trial of these activities was initiated in the Infection and Immunity course, an upper level applied biology elective at Rose-Hulman Institute of Technology. In addition to applied biology majors, chemistry, biomedical engineering, and chemical engineering students were enrolled in the course.
According to the Index of Learning Styles (an instrument to assess learning style according to the model of Felder and Silverman), the distribution of learning styles in this class was 60% active learners, 85% sensing learners, and 85% visual learners. It was hypothesized that these tactile activities would help the active learners learn by doing and working in a group, the sensing learners learn by using sight and touch, and the visual learners learn by seeing the completed model. Several students commented on course surveys that they appreciated these activities as helpful to their learning. Some students recommended development of similar activities for the topics of cell signaling, antigen presentation by MHC molecules, or B and T cell activation.
In-class Activities to Stimulate Thinking and Challenge Misconceptions About Evolution and the Evolution of Infectious Disease
I. Pavlova. University of Chicago, Chicago, IL.
The first activity asks students to analyze an analogy that is commonly used to teach about infectious disease, the arms race analogy, and to describe in what ways it correctly, and in what ways it incorrectly, conceptualizes the evolution of infectious disease. Students first work in small groups, followed by contributions to the whole class and feedback from the instructor. The activity accomplishes several goals: 1) To generalize about analogies, that similarities and dissimilarities should both be analyzed for any analogy, for better understanding and to prevent misconceptions, 2) To address some misconceptions about evolution (especially for non-majors); 3) To warm-up students to microbes and infectious disease (especially for majors).
A second activity uses case studies on microbial virulence to stimulate students to 1) Think about evolution in general (e.g., what general principles of evolution do specific points show), 2) Challenge misconceptions about the evolution of virulence (e.g., that infectious diseases always evolve toward lower virulence) and about virulence (e.g., that it always benefits the microbe to be virulent) and 3) Explore the application of evolutionary thinking to complex practical issues (e.g., virulence management). Both non-majors and majors enjoy the challenge of thinking about this difficult topic (all 3 components present difficulties) and the real-life aspects. A successful format is to have students work in small groups to fill out a worksheet with guiding prompts. The activity can be done without preparation, though it is enhanced if the students read prior to coming to class about the theories on virulence evolution, the basis of the scientific debate on the topic, and some representative examples. The activity can be extended beyond the evolutionary aspects to initiate a discussion on the mechanisms of virulence, and the interplay between host and microbe.
Reproduce the “Scene” – Activities to Facilitate the Understanding of Core Concepts in Molecular Biology
W. Wu. William Jewell College, Liberty, MO.
A thorough understanding of fundamental mechanisms in molecular biology, such as DNA replication, transcription and translation, is essential for Biology Major. However these mechanisms can be very abstractive and difficult for many students. Students tend to either lose the overall pictures while trying to memorize the intricate details, or simply stay at the surface but lacking an in-depth appreciation of the complexity of the molecular processes. To facilitate student active learning, I developed a practical tool called “Scene Reproduction”. After discussing a mechanism in detail, students were asked to quiz themselves by reproducing a textbook diagram, generating a new comprehensive diagram to combine different aspects of concepts, or building a 3D model based on a textbook figure to simulate the mechanisms step by step. For diagram drawing, a backbone of the diagram was provided to give students a start point for reproduction. To build models, students are free to choose any materials but some general craft supplies, such as contact paper, Play-Doh, pipe cleaners and foam shapes, were prepared for them. The students were encouraged to interact to each other and build models creatively. These in-class and after-class activities fully engaged the students in the learning process, and have generated very positive feedback. They also improved students’ comprehension of complex concepts and retained the information with them.
Laboratory Activities
Disease Diagnosis: A Medical Case-based Approach for Bringing Real-life Context into the Microbiology Laboratory
A. Siegesmund. Pacific Lutheran University, Tacoma, WA.
A common frustration for allied health students enrolled in microbiology courses is a lack of application to their future careers. For instance, students often struggle to understand and appreciate how topics such as bacterial metabolism relate to patient care. In an effort to challenge students to apply both their microbiological and clinical skills, students participated in the “Disease Diagnosis” project. The class was composed mostly of nursing majors, and the project was done during the last two weeks of lab. Working in pairs, students were given a patient case history and panel of microscopic and biochemical lab results. A wide range of cases was used to ensure that each pair (in each lab section) had a unique case. Each of the causative agents had been discussed at some point during the semester. Students were required to interpret lab results and identify diagnostic clues from the case history. Based on the case history, lab results, and outside research, students identified the causative agent, correlated the symptoms to bacterial pathogenesis, and prescribed a treatment protocol. Each case also included case-specific questions (based on causative agent) which required students to synthesize, analyze, and evaluate information they had been learning throughout the semester. Students presented their diagnoses in a formal report upon completion of the project. Student evaluations indicated that they found the project challenging, engaging, and rewarding. Perhaps more importantly, students remarked that they appreciated having the opportunity to apply their knowledge in a “real life” context. This Microbrew session will cover details about the project, improvements for the future, and possible applications to majors courses.
Using an “Unknown Characterization” Activity as the Midterm Lab Practical in a Large Enrollment, Multi-Lab Section Microbiology Course
N.T. Barden. Massachusetts College of Pharmacy and Health Sciences, Boston, MA.
The characterization and identification of “unknowns” is an often-used laboratory activity in microbiology courses. As course enrollments increase the logistics of providing unknown culture mixes, tubed and plated culture media, plus incubator and refrigerator space become quite daunting. At MCPHS the enrollment in our introductory microbiology course has steadily increased over the past several years and now exceeds 470 students in the Fall semester with 12-13 lab sections, each seating up to 40 students in a single laboratory. A few years ago we discontinued the 3-week long Unknowns lab exercise when enrollment reached 240 or so students. In its place we have developed an hour long, midterm Lab Practical that incorporates smear preparation and the Gram stain, biochemical media, rapid tests, and a streak plate. At individual stations students are asked to interpret a set of prepared biochemical tests, perform the Gram stain, catalase and oxidase tests from a pure culture plate, and prepare a streak plate from a mixed broth culture. The streak plate is scored for isolated colonies after incubation. A one-page answer sheet contains the instructions and an easy-to-score answer column that makes grading easier. Students are given the previous lab session to practice the staining and rapid tests on stock cultures, and negative and positive results for the biochemical tests are made available for review. Overall, this lab assessment gives the students an incentive for learning the various lab tests and procedures in the 6-7 weeks leading up to the practical. It also provides the lab instructors a way to give a meaningful practical to multiple lab sections that meet over a 2 day period. The Lab Practical score sheet will be made available as a handout for discussion.
Coliforms Everywhere! Using Microbiology to Teach the Scientific Method
C.R. Cisar and J.S. de Banzie. Northeastern State University, Tahlequah, OK.
The scientific method is a fundamental concept that can be taught very effectively as a hands on investigative experience. In our exercise students develop a null hypothesis concerning the distribution of coliform bacteria, design an experiment to test that hypothesis, and use statistical analysis to determine whether their hypothesis can be rejected. The exercise incorporates basic scientific concepts as well as more advanced microbiological and mathematical concepts. It is designed to be performed over two laboratory class periods with a few minutes outside class to record results, but it can be modified to fit into a single lab period with additional time outside class.
Prior to the first class meeting students are provided with a description of the scientific method and instructions on the development of a null hypothesis. At the first class meeting the instructor describes the coliform swab test kits that students will use. Students are assigned to groups to develop a null hypothesis that can be tested using these kits. Each group describes their hypothesis and “sells” it to the rest of the class. One hypothesis is selected by the class for testing. This ensures that the data set is large enough for statistical analysis. The class develops a detailed experimental protocol with the assistance of the instructor. The first class meeting ends with each student performing a coliform swab test according to this protocol. Students record their results (i.e., whether the sample is positive or negative for coliforms) 36-48 hours later. At the second class meeting students report their results to the class. Students analyze the class data set using Fisher’s exact test of independence. Finally, students decide whether the class’ null hypothesis should be accepted or rejected.
Using Bakers Yeast to Teach Life Cycles of Eukaryotic Microbes
J.H. Grose and D.P. Breakwell. Brigham Young University, Provo, UT.
Laboratory classrooms allow students to apply lecture topics through concrete, hands-on experiments. A common topic missing from microbiological labs are the lifecycles of eukaryotic organisms, reflecting the current misnomer that microbes refer specifically to bacteria and viruses. The goal of this exercise is to increase understanding of eukaryotic microorganisms and their lifecycles through the study of Baker’s yeast. The experiment outlined has students sporulate diploid yeast , observing the the tetrad asci under a microscope. This is contrasted with vegetative, budding yeast (also observed under a microscope), allowing for discussion of meiosis, mitosis, sporulation, as well as asexual and sexual reproduction. The students then plate the spores to determine the phenotype of the resulting haploid cells, facilitating discussion of Mendelian genetics. In this microbrew section, participants will be given an outline of this laboratory experiment with preliminary data and will discuss the application of this experiment to microbiology/biology major classrooms.
Teaching Yeast Genetic Regulation Using Microarrays
L.L. Hoopes. Pomona College, Pomona, CA.
I give my class a choice of two or three projects involving yeast regulation and they choose one to investigate as a group. Teams of two or three students grow yeast as they have designed the experiment, harvest, and freeze the cells. In the next laboratory, they isolate RNA using Qiagen RNeasy kits (including DNase treatment). The next laboratory is quality control. We use Nanodrop 260/280 absorbance ratio and a fast gel electrophoresis. We also obtain yield from the absorbance. The remainder of the work is based largely on Ambion RNA amplification kit. In the following laboratory, we prepare both strands of cDNA in the laboratory, assigning students to come and freeze the samples from the PCR machine when it is finished. The following week we transcribe the antisense strand using T7 RNA polymerase. The amplified RNA is made with amino allyl nucleotides to which activated fluorescent dyes are later coupled. We treat the RNA with DNase and freeze it until the following week. Then, we couple the RNA to dyes while we prehybridize our arrays, obtained from GCAT (70-mers for yeast ORFs, printed at Washington University, St Louis). We then hybridize with the desired samples. We currently do data analysis via MultiExperimentViewer, MEV, T4 or TIGR’s freeware. MEV imports our GPR files easily. We also use BRB Arraytools, an NIH software package based on R statistical package, that operates as an Excel add-on, for class data analysis. Students analyze the data via both statistical testing and clustering. A first hand experience with that aspect of the data impresses them with the power of statistics to deal with enormous data universes that we all expect from tomorrow’s data.
Microbial Coaggregation in the Formation of Dental Biofilms
J. Lennox. Penn State Altoona, Altoona PA and D. Clemens, Eastern Michigan University, Ypsilanti, MI.
In 1970, Gibbons and Nygaard observed that when pure cultures of some dental plaque bacterial strains were mixed, the suspension rapidly cleared. For example, when broth cultures of Actinomyces naeslundii and certain strains of Streptococcus sanquis were combined a marked decrease in turbidity occurred within minutes. This phenomenon, now termed coaggregation, is of selective value to bacterial living in a flowing environment as any cells, which detach from the oral surface are washed away and swallowed. Kolenbrander and others working on this phenomenon have found that coaggregation is exhibited by nearly all oral bacteria tested, a sample which includes more than seven hundred bacterial strains representing at least 18 genera.
It is now known that the dominant cell-cell interactions are between Lectin type adhesins on one of the cells and oligosaccharide moieties on the other. Coaggregation can be interrupted by denaturation of the lectin or, frequently, by the addition of sugar (e.g. lactose) which blocks the active lectin site.
This array of coaggregation associations is related to the succession by which dental plaque matures. Early colonizers predominantly Streptococci attach to a conditioning film. Subsequently, actinomycetes and Fusobacteria bind by coaggregation to these pioneer species. Depending largely upon the degree of dental hygiene, other organisms join the biofilm. These late arriving species have little ability to coaggregate with the pioneers, but do bind with the intermediates such as Fusobacterium. The fusobacteria are therefore called bridging species
The exercise we present involves the mixing of specific pairs of bacteria in serological tubes. Some of the bacterial pairs coaggregate and some do not. Students may observe the clearing of the culture tube and quantify the strength and rate of the reaction by observing the degree of clearing. Other tubes contain lactose, and students can observe the effect of this coaggregation inhibitor.
Microbial Friends Where New Students Least Expect Them: The Microbiology of Water Bottles
M.O. Martin. University of Puget Sound, Tacoma, WA.
Students new to microbiology often do not appreciate how integral microbiology is to their personal lives. As an educator, I have struggled to find memorable and instructive experience for my students, who only have one opportunity to take a microbiology course at my institution. Thus, a series of experiments involving the ubiquitous water bottles has become part of my microbiology course: simple in concept yet highly relevant to the students. First, students are asked to record basic information about their water bottles (how often washed, type of water bottle, etc). Then, the students swab the water/air interface of their personal water bottles onto nutrient rich and nutrient poor media, and the (parafilmed for safety) results observed, photographically documented, and discussed during laboratory session. Finally eDNA is isolated from a selected water bottle, and PCR and universal primers used to amplify the 16s rRNA region of any uncultivated microbes in the bottle sample, and the amplicons cloned into a plasmid vector. Each student is given two clones from this experiment, and guided through identifying the organisms related to those clones using both BLAST and the Ribosomal Database Project’s Classifier program. In a final laboratory session, the students discuss the inhabitants of the selected water bottle, and how that “microverse” relates to oligotrophy, frequency of washing, biofilm formation, and related topics. This project drives home several points to students: the ubiquity of microbes, basic microbiological skills, observation of colonial morphologies, nutrient status versus growth (including oligotrophy), and simple molecular based taxonomy. A prospectus of results obtained this year will be distributed to attendees, as well as suggestions for additional approaches and experiments.
Out of Class Projects
A Study of Human Immunodeficiency Virus (HIV) Evolution Using Bioinformatics
D.L. Crater, High Point University, High Point, NC.
Students in the freshman General Biology course often complain that the class is too similar to their AP or Honors Biology class in high school. Bioinformatics education is rarely included in the high school or freshman General Biology curriculum; therefore, a class project that focuses on an introductory bioinformatics exercise can be utilized as a tool to familiarize students with genomic databases and sequence alignment programs. The exercise utilizes the HIV problem space, which is part of the “BioQUEST” Curriculum Consortium (http://bioquest.org/bedrock/resources.php) that was used as a training tool in the 2009 Spring Bioinformatics Institute co-sponsored by ASM and JGI. HIV-1 env sequence data from 15 different patients (PNAS 95:12568) is compared using sequence alignment tools in order to determine evolutionary similarities. Students learn the basics of FASTA formatting, CLUSTAL alignment strategies and how phylogenetic trees are used to determine relatedness between the different HIV-1 isolates. Additional components to the project can include an in depth study of the HIV life cycle, the HIV genome and host factors or a genetic predisposition that play an important role in HIV infection, or other facets of AIDS as they pertain to the current topic in the General Biology curriculum. One goal of this exercise is for students to gain an appreciation for the amount of data that currently exists, as well as the various databases that have been developed. This will result in the students gaining a firm foundation that allows them to continue to learn and comprehend the impact of biology on their individual and corporate lives in today’s world.
Technology to Support Oral Presentation Skills
K.A. Curto, University of Pittsburgh, Pittsburgh, PA
Introducing new technology into a communication in the biological sciences’ class provided a mechanism for more incisive feedback for senior biology students’ developing oral scientific presentations. Individual oral presentations on a controversial biological topic with PowerPoint slides were captured with rich media technology. A textbox option permitted instructors to provide “real-time” feedback and commentary to students on the organization, delivery and scientific content of their digitally recorded presentations. Improved grades on final presentations and student support for the technology were tangible results that recommend continued use of this innovation.
Emphasizing Critical Thinking Skills for Biology Students when Laboratory Facilities are Unavailable
A.R. Gaillard. Sam Houston State University, Huntsville, TX
One of the challenges in improving biology curricula is finding creative ways to promote the development of critical thinking skills for students. Traditionally, this has been accomplished by incorporating a laboratory component to the biology course. Through experimentation and subsequent data analysis, students acquire skills in critical thinking. However, adding a laboratory component to a course can be challenging, particularly if it is a large course and resources and/or laboratory space are limited. We faced this challenge with an introductory cell biology course and instead introduced a “dry lab”/recitation to emphasize critical thinking in science. During the semester, the recitation met once a week for two hours, and students participated in a variety of activities including building concept maps, designing experiments, analyzing data, investigating the cellular basis of disease, scientific writing, and analyzing pedigrees, among others. At the end of the semester, students were asked to evaluate the recitation by anonymously answering a few questions. Initially, students responded unfavorably to the recitation component to the course. However, after the second offering of the recitation, on average, students responded that the recitation helped to improve their overall understanding of course material and that it encouraged them to spend more time studying course material. Evaluation of student critical thinking skills before and after completion of the course is needed, but has not yet been conducted.
Teaching about Discovery and Innovation: Considering the Concept of “Father of…”
M.J. Hanophy. St. Joseph’s College, Brooklyn, NY.
Discovery and innovation in the sciences are often presented to students as if they were the work of a single person or a small group of people, working independently of all other previous research and knowledge. In textbooks, individuals are often simplistically labeled the “Father of …” an important invention or concept, denying the collaborative nature of science. Students may also be unaware of differences in the modalities of scientific investigation, unable to make any distinction between theoretical work and application or between carefully designed research and discoveries owing much to serendipity.
In an effort to address these issues, an exercise was developed to address the nature of discovery and innovation in the sciences. The goal of this exercise was to make students more aware of the collaborative nature of science, the careful development of scientific theories, and the difference between discovery and application. Students in a non-major biology course were assigned to research the contributions of a pair of scientists or groups of scientists to some significant discovery in modern biology. Assigned pairs were chosen based on the roles that they played in the development of certain key concepts, and because each member of the pair could arguably be identified as the “Father of…” his discipline (e. g., the roles that Fleming and Florey played in the development of penicillin). Students wrote papers explaining and evaluating the contribution of each scientist. As part of their papers, students were asked to offer evidence that would allow them to defend one scientist or scientific team as the true “Father of…” their field.
Selling Cell Organelles: A Creative Linking of Biology to IT and Marketing
G.L. Patterson. College of the Marshall Islands, Uliga, Majuro Atoll.
One of the more difficult segments of any undergraduate biology, microbiology, and secondary-level biology course seems to be the learning of the names and functions of cell organelles that play such critical roles in cellular function. Three probable reasons are: 1) the pedagogical strategy used to presented this information-lecture and/or copying names + functions from a text and memorization. 2) The fact that most cell organelles can’t be seen with regular classroom microscopes and 3) the unusual names of many organelles. I have designed an out-of-class research project that has the potential to increase student learning and understanding of cell parts-names, functions and importance. It can also provide a forum to showcase student creativity and enhance oral presentation skills. Additionally, it provides an opportunity to either increase familiarity with or learn to use Microsoft Publisher and discover some of its capabilities. My purposes for delivering this presentation are to offer an alternative to lecturing about this topic; discuss the value of making students responsible for learning this information on their own, which would free up valuable time for practicing higher-level thinking skills and lastly, solicit ideas for project improvement or modification to even more positively influence learning and recollection. The presentation will include a demonstration of one way the project may be introduced, distribution of project criteria and rubric, and a question and answer session where one strategy to assess student’s content knowledge on this topic will be shared: drawing diagrams! Data from this assessment format will be discussed and, with input from participants, hopefully enhanced for future use. Examples of completed projects collected from students will also be shown
Host a “Pestilence Fair”
S. Long. Monroe Community College, Rochester, NY
This is a small group project that provides microbiology students an opportunity to prepare a creative, yet informative exhibit to educate their peers and the college community about infectious diseases. Students work in groups of 3 or 4, choose an infectious disease, and prepare a table top exhibit that communicates the following information about their chosen disease: etiologic agent, mode of transmission, disease symptoms, diagnosis, treatment, prevention, epidemiology, and any other information the group deems worthy. Exhibits are expected to be creative, provide visual impact, and convey accurate information. They are given about six weeks to develop this, including some lab time set aside for their group to work together. Two weeks prior to the Pestilence Fair, students assemble their exhibits during a lab period and provide formative peer evaluations of other groups’ exhibits. This permits time for changes, corrections, and further exhibit development prior to the actual event. On the day of the Pestilence Fair, students assemble their exhibits at a high-foot-traffic campus location and “staff” the exhibits for 1.5 hours. Attendees (the college community at large including students, faculty, staff) at the Pestilence Fair are able to view the exhibits, ask questions, and vote on the “Most Creative” exhibit and the “Most Informative” exhibit. Projects are evaluated on the basis of the comprehensive nature and accuracy of information provided, visual impact, and creativity. Students also complete peer evaluations of their group members which are factored into their project grade.
Project instruction sheets, time tables, and evaluation rubrics will be provided.
In the two years since this project idea has been developed, it has become a much-anticipated campus event!
Using Seminar Discussions to Nurture Critical Thinking and Reading Skills and Encourage Classroom Participation and Motivation
R. Peffer. Montana State University Great Falls College of Technology, Great Falls, MT.
Engaging students at the start of the semester and encouraging classroom participation can be encouraged with supplementary reading and seminar discussions. This microbrew session presents a classroom activity which uses an article focused on the social ramifications of the Black Death pandemic. A subsequent discussion presents relevance of microbiology to society and captures student attention. The parallels as to how society historically responded to disease pandemics and how it currently responds are uncanny. This activity is designed to: 1) grab student attention, 2) expand on information not covered in texts, 3) encourage critical thinking and critical reading, and 4) nurture reflection of social responses to a plague. Students working in health sciences must reflect how they will personally respond if they are working in a health setting during a plague event. Assessment is performed with a question set and during the seminar discussion to monitor the depth of their reading and retention of material.
Microorganisms You Should Know: Five Minute Student Oral Presentations
P. Richey. Centre College, Danville, KY.
Scientific information is meaningless if you can’t effectively communicate it. An assignment called Microorganisms You Should Know (MYSK, pronounced “misk”) helps students sharpen their writing and presentation skills so that they can accurately and effectively communicate scientific information. MYSK also gives students an appreciation for the diversity and importance of microorganisms in our world. To do a MYSK (which is an optional assignment), students sign up to research one microorganism that will be discussed at some point during their Introduction to Microbiology class. They find out about the organism’s taxonomy, morphology, metabolism, its ecological role in our world and its relevance to the lecture on the assigned day. Students can use any legitimate, scientifically accurate source of information. This includes their textbook, appropriate web sites, books, encyclopedias, journal and newspaper articles, and materials that I’ve put on reserve in the library. They are not allowed to use user-edited sources. Their sources must include print sources—I do not want them to rely solely upon Internet sources. Once they have researched their MYSK, they write a brief summary of information and present this information to the class on the assigned day. The presentation is 5 minutes, maximum, in length and occurs at the beginning of class. The presentation, written summary (with bibliography), and image(s) used on a Powerpoint slide during the presentation are evaluated on a 10 point scale using an evaluation rubric that I give to the students at the beginning of the term. All earned points are added to the student’s next exam as bonus points. Usually 100% of the students in class present a MYSK. Many students become quite “attached” to their MYSK and enjoy being the class expert on that organism.
Only Instructors Can Do What Biology Textbooks Fail to Do: Develop College Students’ Analytical and Critical Thinking such as Introducing Them to Egregious Misconceptions in the History of Science
I.V. Zaitsev. Borough of Manhattan Community College, City University of New York, New York, NY.
In recent years, The American Association for the Advancement of Science has criticized
biology textbooks being unacceptable for quality learning since they fail to convey big scientific ideas. As a consequence, educators must supplement whatever is so woefully lacking in textbooks with lectures based on their professional reading and research experience. As well we know a number of scientific conjectures, once confirmed and supported by the scientific community, were, with second sobering reconsideration, eventually discounted and dismissed. As such, it is incumbent upon a science educator, especially on college campuses, to cite such cases, dissuading students of whatever assumptions they may have had that scientists are infallible. For example: the discovery of nonexistent N-rays once confirmed by many research laboratories; Lysenkonism that denounced theoretical genetics in Stalin’s Soviet Union; the crystallization of the protein of Tobacco Mosaic Virus, and the artifacts that gave rise to the false assumption that prokaryotic cells have endomembranious structures called mesosomes, a misconjecture that spawned hundreds of doctoral dissertation throughout the world. In order to contribute to the development of students’ analytical and critical thinking, either in a Scientific Method unit in my General Biology or Microbiology classes, I ask my students to locate material concerning such fallacies in science. Lately, there had been new sensational reports concerning prion protein, and conclusive evidence that discount the possibility of vaccines have been responsible for autism. The main objective of this unit is the students’ research experience, using scientific reasoning, with readily available internet or library facilities. Graded according to the rubrics I developed, they can give either an oral presentation or a written report on whatever they had researched. As a result, students come to realize that they can learn, of their own initiative, material, even those big scientific ideas, omitted in biology textbooks.
Design a Gene Team Project
K. Zoghby. University of Richmond, Richmond, VA.
This project is designed for students to apply the concepts learned around the theory of the Central Dogma of Biology: DNA ® RNA ® Protein ® Phenotype.
Student teams come up with a creative expression for this flow of biological information. The idea is for them to incorporate as much detail as they can while creating their own, unique protein and building a story around that protein. They cannot change the rules of genetics in their creation – how we inherit genetic information, how genes are turned into protein products, and how proteins can impact the phenotype by disrupting cellular or tissue or organ functions in our bodies. Teams design the gene, and characterize the protein it codes for, characterize the expression of this protein in terms of cells, tissues, timing, etc. They need to discuss how this protein is inherited. What would a pedigree look like if this “disease” affected a family? This protein is totally imaginary, and they can propose different mechanisms of expression, etc, as long as they compare their protein to “normal” conditions. They have to specify the mode of inheritance. Students present these projects the last week of class. They are given two class periods or two lab periods to work on these projects. I have found that they have trouble getting together outside of class with all of their busy schedules. Projects are presented as a power point, as a skit, as a game show, etc. Each team has 25 minutes for their presentation. They may give quizzes; ask questions of their classmates, etc. The 25 minutes are for them to use as they would like in order to make sure everyone understands their created gene/protein format. Feedback from students makes this project the highlight of their semester.
Outreach
Winning at Outreach, Education, and Leadership Development as Part of Undergraduate Microbiology Club Activities
J. Cunnick. Iowa State University, Ames, IA.
The Iowa State Undergraduate Microbiology Club has been conducting a “Microbiology Workshop” for high school students for >10 years. This annual event hosts 30-64 high school students in an all day workshop each fall. Undergraduate Micro Club members invite and teach the high school students basic microbiology techniques. The undergraduates are responsible for preparing a workbook, setting up the lab, and executing the laboratory exercises. In order to teach the younger students, they need to break down concepts and present these ideas in an engaging, yet informative manner. They practice written and spoken communication skills and hone organizational skills. The workshop consists of hands-on activities that teach high students about the diversity of micro-organisms, staining, diagnostics, spread of disease, and uses a murder mystery format with blood stained clothing to teach antigen:antibody techniques, PCR, and how to utilize laboratory equipment.
In this club activity EVERYBODY WINS! The high school students win as they participate in an interactive scientific experience, receive a workbook prepared by the club, and a souvenir mug. The undergraduate club “instructors” win because they learn to share their knowledge and to complete laboratory activities from planning to clean-up. The Microbiology Program and College win because the workshop serves as a recruiting tool for science majors. The club wins as they earn money to fund attendance for members at the annual ASM General Meeting. The workshop is a professional development opportunity for the club advisor who is credited in the areas of recruitment, retention, and outreach.
Problems we have faced include: funding, sufficient micro club student participation, and the selection of 50 minute assays that will hold the interest and attention of the high school population. Funding for the event has come from the college recruitment office, the Microbiology Program, and from the Graduate College. Students in microbiology classes are given extra credit for assisting in the outreach activity.
Microbial Water Quality Monitoring by Community College Students in San Diego Watersheds
J. Hohn. Water Quality Lab, San Diego, CA and H. Valtierra. Grossmont-Cuyamaca Community College District, El Cajon, CA.
As in other semi-arid regions of the world, water is a limited resource in Southern California necessitating water quality monitoring of biological, chemical, or other pollutants of local watersheds. As part of a service-based learning project for a community college microbiology course in conjunction with San Diego Coastkeeper, a non-profit organization promoting stewardship of clean water and healthy coastal ecosystems, water samples from local watersheds in San Diego County were collected and evaluated for enteric microbes by Grossmont College students. Enteric microbes in waterways serve as indicators for environmental contamination with pathogens such as Hepatitis A, Shigella, and Cryptosporidium. Results for samples collected during the Fall 2008, Spring 2009, and Fall 2009 semesters indicated that Enterococcus, fecal coliform, and total coliform counts were all below Environmental Protection Agency standards. Water quality monitoring is an on-going endeavor since sewage and storm drainage contamination as well as intentional pollution can occur at anytime. Current and future microbiology students continue to collaborate with San Diego Coastkeeper in assessing microbial issues that affect environmental policies and public health strategies.
Community Service Learning Projects By Allied Health Microbiology Students
A.H. Williams. University of Tampa, Tampa, FL.
Allied Health students in a Microbiology lecture course divided themselves into groups of 3 - 4 students (total students in class is 30 – 40) to complete a service learning project consisting of writing a paper on a Microbiology based topic and developing a community service component to that topic. The community service projects will be discussed as well as the evaluation criteria for these projects. Handouts will include description of the project, timeline of events, the evaluation document for the service component, and student derived brochures and other projects. Examples that will be shown include brochures for tetanus for middle school age kids, abnormal pap smear results for health center, canine H1N1 vaccine for a veterinary office, mold growth for a home inspector, toxic shock syndrome for health center, and MRSA at the gym. Student presentations were also given to K-12 students on hand washing techniques, a college student event called “Protect your Cookies” discussing Herpes and other STD infections hosted by a student that herself has Herpes, and a discussion about vaccinations for college bound students. A warning billboard for Hepatitis infection was created and posted around campus. Some groups created children’s books and read them to young patients at the local hospital. All service projects were evaluated by the person in the community aiding the students in the project and projects were designed and implemented solely by the students with some guidance from the professor. Although not officially assessed, students and community members both expressed how much they enjoyed the projects and the positive aspects for all involved. I will share some of those testimonials at the session.
Biodiversity Assessments: A Collaborative Exercise for Introductory Biology Students
R.A. Wrightsman. Flathead Valley Community College, Kalispell, MT.
Abstract: Please provide a concise summary of the topic to be discussed in 300 words or less.
The students in my second semester, introductory biology class, Bio 103-Diversity of Life, were given a 10-week assignment to choose an outdoor site near their home to observe for one-hour per week. Students’ study sites included their backyards, local parks, lakes or ponds, areas of our campus, and other easily accessible locations. Students were then asked to choose two different taxonomic groups (trees, flowering plants, birds, mammals, etc.) to assess at their site. As the semester progressed, the assignment was developed collaboratively, with students narrowing their study interests to specific mammals, birds, plants, insects. Students kept weekly records of their observations, with photographs, sketches or videos of their observations. The projects were presented to the class through poster sessions, and the posters were both peer- and instructor-evaluated. This project introduces a field-work aspect into a traditional lecture class, and gives students experience in observing and collecting field data of their choice. Another aspect of this assignment was to introduce students to “Citizen Science” projects, such as the Audubon bird counts, project Bud Burst, and other projects that involve community groups in collecting scientific data.
Reading and Writing to Learn
Primary Literature in Large Lecture General Microbiology: Using Personal Response Systems to increase Science Literacy.
N. Boury. Iowa State University, Ames, IA.
Introducing students to primary papers early in their curriculum is valuable for many reasons. Recently, the National Association of Biology Teachers (NABT) recommended that students learn to read, write and design experiments based on primary literature at some point during their 4 year program of study. General microbiology is frequently part of the biology as well as the microbiology curriculum. Students see how we know basic concepts rather than simply memorizing bits and pieces of information. As they read primary papers, students are able to put these introductory concepts into context. The students also see that there are still questions being asked and answers to be found. Unfortunately, these early microbiology courses tend to be large enrollment courses. This limits the methods that can be reasonably implemented. One recent addition to the toolbox used by large class instructors is personal response systems or clickers. Careful selection of short papers that have a direct connection to course topics, straight-forward methods and simple data presentation illustrates the process of science. In this session, I will discuss the criteria used to choose papers, the pre-assignment introduction of methods used in the paper, common themes in homework assignments and the use of personal response systems (clickers) to review primary papers in a large (100+ enrollment) lecture class.
Infectious" Discussion Boards as a Means of Formulating Fact Based Opinions About Scientific Progress and Communicating Scientific Findings With the Public
L. Cuchara. Quinnipiac University, Hamden, CT.
There is a recognized need for scientists and health professionals to effectively communicate both their work and their understanding of science and health to the public. I have implemented a “how to communicate scientific findings effectively to the public” into ALL of my classes, non-science and science/ pre-healthcare majors and graduate students alike. Randy Olson said that the goal is not for scientists to stop being scientists, but to pay more attention to what they say and how they can say it best, without the jargon. Presidential science adviser John Holdren suggested “that everybody in the science and technology community who cares about the future of the world should be tithing 10% of their time to interacting with the public”. To these ends I have implemented discussion boards in all of my classes where students read, decipher and summarize scientific progress in plain language with minimal jargon. I want the students to have ‘fact based opinions’ so that they know, and can disseminate, that you cannot get the flu from the flu vaccine, that bone marrow stem cells are different from the ‘hot topic’ of embryonic stem cells, that vaccines do not cause autism, etc. These student discussions have been very effective, allowing for well thought out conversations. Students have embraced this pedagogy because they are comfortable with online discussions, can read and summarize on their own time and have time to formulate opinions ahead of time without being put on the spot in the classroom. I grade these discussions and I give bonus points to the “most infectious” posts. The students excel in this arena, both qualitatively and quantitatively, the latter as evidenced by the fact that often I receive 300% of the required number of posts and comments; and they maintain this after leaving my class and even after graduating.
General Hospital: Creative Writing and Role Play to Teach Pathogenesis and Antimicrobial Drug Treatment
A. Dolberry. Salem State College, Salem, MA.
Projects that encourage students to present information through creative writing and role play can be a refreshing way to reinforce topics in Microbiology. The goal of the ‘General Hospital’ assignment is for students to learn about pathogenesis and drug treatment through writing and performing a creative skit. In the assignment, a group of 3-4 students select a pathogen of their choice and develop a skit that addresses a series of questions that are related to their pathogen. The skits must contain the information about the pathogen in lay terms; requiring students to present a project that can be accessible to a general audience. Presentations are accompanied by props, outfits, backdrops and other supporting material that help the students’ present their assignment.
Science podcast project to encourage reading and communication of primary literature
J. Huang. Olin College, Needham, MA.
Through this project, undergraduates communicate scientific findings to their peers by writing, developing and recording a podcast based on a primary literature article of the student’s choosing. Students first browse major journals such as Nature online in the classroom in small groups and read article summaries. The students develop several potential podcast pitches in which they summarize 8 articles and ideas for potential podcasts from their browsing of the literature and discuss the ideas in groups. Students then read one primary literature article of their choosing to develop into a podcast. The students write a reading response to the primary literature article that provides the main points of the article, questions, and comments. Students then write a draft of the podcast, which is peer-reviewed in small groups in class. The final deliverables are: a list of potential podcast ideas derived from browsing journal articles, a reading response to the journal article chosen by the student, the final podcast script and podcast recorded by the student. The goals of this project are for students to become comfortable browsing primary literature journals, build on their ability to understand and communicate science, and to have fun by writing, recording and sharing their science podcasts. During the presentation, I will share examples of student work and discuss the results of this project, which was piloted this past spring in my introductory biology class.
Teaching First Year Biology Majors to Use the Scientific Literature
J. Krontiris-Litowitz. Youngstown State University, Youngstown OH.
The scientific literature represents a vital source of information and communication for scientists and thus it is important for life science majors to become comfortable using the literature. The goal of this project was to teach students in an introductory biology course about the literature in a way that prepared them to use it to gain knowledge and write about science. I introduced students to the scientific literature by incorporating into the course curriculum a series of assignments and activities based upon journal articles. The objectives for the project were to teach students to: 1) to understand how a primary research article is constructed and be able to use this knowledge to acquire information 2) to recognize that the literature represents an accessible source of science information 3) to understand how to use the literature to gain scientific knowledge and 4) to be able to make a preliminary evaluation information in a journal article using a set of simple criteria. In this session I will present examples of activities that I used to teach and assess science literacy in my Introductory Biology Course.
Wikipedia as a Tool Promoting Biology Vocabulary Learning
B. Marintcheva. Bridgewater State College, Bridgewater, MA.
Timely learning of specialized biological vocabulary is critical for building solid biology knowledge base. Without a doubt students with good vocabulary knowledge master the material faster, communicate their knowledge better and start critical analysis of the discussed material sooner. To emphasize, the point in a fashion that students can easily relate to, I have designed a vocabulary exercise utilizing the popular website Wikipedia (www.wikipedia.org). Wikipedia offers non-peer reviewed information in interactive mode. The reader can vary the length and the depth of the topic being explored by exercising the choice to open or not to open a weblink. Students are asked to time themselves reading a paragraph of Wikipedia with and without opening all weblinks, and to calculate the ratio of the measured times. The reading without opening the weblinks is modeled as reading with knowledge of the vocabulary, whereas the reading with opening of the weblinks was modeled as reading without knowledge of vocabulary. On average, the students report that it took them seven to nine times longer to read the paragraph without vocabulary knowledge, which clearly demonstrates the importance of timely learning of biology vocabulary. The exercise has been executed as an in class assignment, followed by a class discussion and as a homework. Informal course surveys show high levels of exercise effectiveness and student approval.
The Bad Bugs Bookclub: Using Popular Fiction to Encourage Science Literacy
J. Verran. Manchester Metropolitan University, Manchester, UK
I set up the Bad Bugs Bookclub 12 months ago. The core Bookclub group comprises a group of 4 scientists and 4 non-scientists who volunteered to take part in the project. We read novels in which microbiology plays a part in the plot, and we discuss the ways in which microorganisms, microbiologists, and microbiology are portrayed. We also identify routes through which the novels can be used to help communicate microbiology to a wider audience – be it University or college students, or the general public. Our meetings are open to all comers, and meeting notes and reading guides are also posted on my website (www.sci-eng.mmu.ac.uk/intheloop). In addition, I organise supplementary activities that complement the book topic, for example:
- Reading ‘Hot Zone’ by Richard Preston and watching the film ‘Outbreak’ (supported by Sfam)
- Reading ‘Year of Wonders’ by Geraldine Brooks and visiting Eyam the village where it was set (as part of Manchester Science Festival).
- Reading ‘Dorian’ by Will Self on World AIDS day, and producing an MMU AIDS quilt (supported by SGM)
- Reading ‘Andromeda Strain’ and comparing different film portrayals of science and scientists.
Undergraduate Research
Assessing Student Learning Through Independent Research in a Majors Microbiology Laboratory Course
L. Aaronson. Utica College, Utica, NY.
Open-ended inquiry provides great potential for higher levels of student learning. As part of an integrative learning strategy in my upper-level microbiology course, students spend approximately one-third of the lab course designing and conducting an independent research project. They select a bacterial species that they had previously identified from a collection of “unknowns”, conduct a literature review on the organism, then design a series of experiments to test a hypothesis related to the biology of their organism. I have developed rubrics for grading the project and for assessment of student learning based on Bloom’s Taxonomy. Students are evaluated on learning through acquisition of knowledge in the literature search, experimental design, conduct of the project, and written presentation of their findings. Rubrics will be shared and preliminary findings will be discussed in this presentation.
Molecular and Microbiology Education and Research
T. Adair. Baylor University, Waco, TX.
During this session of Microbrew a research-based lab course for undergraduate biology students will be discussed. This course was developed based on an ongoing research project that measures the prevalence of methicillin resistant Staphylococcus aureus (MRSA) in the nasal passageways of Baylor students. The course is offered as 2 consecutive 1 hour BIO 3V90 courses titled: Molecular and Microbiology Education and Research I and II. Students apply to be part of the course and are selected based on their interest in research and commitment to the project. The specific objectives of the course are to enhance student understanding of the significance of MRSA in the community and to give students the opportunity to make discoveries in this field. In addition, this course meets the goals of giving a larger number of students an opportunity to participate in meaningful research as an early undergraduate while minimizing the impact on faculty time and giving students the opportunity to attend scientific meetings. Students first learned the methods required to isolate S. aureus from a nasal swab and to identify it as MRSA. In addition, students met weekly to read primary literature and discuss scientific methods and campus technologies available to assist in literature searches. During the first semester each student developed a related project and wrote a proposal for their ideas. Currently in the second semester, students have repeated the MRSA sampling project on a new set of students and are working on their independent projects which they will present at the Texas Branch ASM spring meeting. The course is an example of a guided inquiry-based learning experience which can be repeated each year with new students. It emphasizes analytical thinking and giving students a skill set for microbiology and molecular research. Outcomes, as well as future goals and challenges will be discussed.
Integrating Bioinformatics and Molecular Tools: Enhancing the Undergraduate Research Experience
M. Choudhary, L. Lin, and A. Peters. Sam Houston State University, Huntsville, TX.
The laboratory components of most college courses are based on pre-designed protocols described in the laboratory manuals. Although research based laboratory projects are often arduous to carry out in a large class setting, undergraduate research experiences are necessary for careers in biology and health related disciplines. The goal of this project was to identify and characterize ctrA gene and its corresponding protein by employing the combined approaches of molecular biology and bioinformatics. An unknown bacterial stock and genomic sequence of the ctrA gene along with its flanking regions were provided to students. Also, ten peer-reviewed references related to techniques used throughout this project were posted online. Each group of three students designed experimental protocols, which were further discussed in class. Molecular methods used in this laboratory project included preparation of genomic DNA, oligonucleotide (primer) design, polymerase chain reaction (PCR), and dideoxy DNA sequencing. DNA and protein sequences were analyzed using a number of bioinformatic tools used for sequence similarity searches, promoter analysis, functional domain analysis, and secondary structure prediction of the CtrA protein. Students were required to design experiments which involved proper setup of positive and negative controls necessary to validate the scientific method. This research based laboratory project helped students to enhance technical skills, evaluate results critically, and write a project report in journal format. It also inspires them for their independent research goals.
Documenting Discoveries of Diversity: How To Name and Publish Novel Species Discovered Among Environmental Unknowns.
J.D. Newman. Lycoming College, Williamsport, PA.
Essentially every Microbiology laboratory course includes an unknown microbe identification activity, and many use 16S rRNA sequence analysis to identify environmental unknowns. Because a relatively low percentage of microbial species that exist in nature have been officially described in the taxonomic literature, students frequently isolate organisms that are novel species candidates. Recent funding from the National Science Foundation Major Research Instrumentation – Recovery and Reinvestment (MRI-R2) program has allowed Lycoming College to purchase instruments to fully characterize and publish such organisms, and assist other undergraduate faculty and students in such efforts. The “pipeline” begins with the inexpensive amplification of the 16S rDNA and analysis of a single sequencing read at the 5’ end of the gene. A sequence identity of <99.0% to TYPE strains is used as a filter to select candidates for further study. The nearly complete 16S rDNA sequence is generated using an additional four Sanger sequencing reads, the sequences are assembled into a contig, submitted to GenBank and used to construct phylogenetic trees to identify the most closely related type strains to request from the primary authors for comparison. Once these strains are obtained, polyphasic analysis is conducted using traditional morphological and biochemical methods, as well as more advanced techniques such as Multi-Locus Sequence Typing, Fatty Acid Methyl Ester (FAME) analysis, and phenotypic analysis on Biolog GenIII plates, API test strips or Vitek cards. If the data supports classification as a new species, additional tests are done (such as GC composition, quinone & polar lipid analysis) , the newly characterized strains are submitted to at least two culture collections in different countries, and a manuscript can be prepared for publication in IJSEM. The goal of this project is to develop standard operating procedures to facilitate the publication of novel species by undergraduate students and their faculty mentors.
Enterobiome MetaProject as a Semester-Length Unified Microbiology Laboratory
T.P. Primm, Aaron Lynne, and Madhu Choudhary. Sam Houston State University, Huntsville, TX.
We are developing a microbiology laboratory, previously completed both in an undergraduate majors course and a pre-health course, which ties together the entire semester. This comprehensive project is designed to take students out of the mindset of completing preset weekly isolated experiments with known results, “a cookbook approach,” and into real scientific experiments which generate new knowledge (the scientific discovery process). After 3-4 weeks of practicing preparatory skills, students isolate bacteria from the human gut biome as an exploratory project. Successful isolations have included thermophiles, acidophiles, and osmotolerant bacteria. For the remainder of the semester they identify their isolates via stains, biochemical tests, behavioral tests, and antibiograms (typically seven sets of experiments). There is also a virulence assay with a live animal model. While the experiments performed are mostly typical of microbiology course labs, they are integrated into the context of a series of explorations connected by a theme. Two inquiry-based learning projects teach experimental design. Several experiments teach the importance of the inclusion of controls in experiments. Students practice reading and analysis of primary and review literature, especially recent developments with the Human Microbiome Project. Peer-review is taught while reviewing the end-of-semester reports, which teach scientific writing. This lab is flexible to be scaled to upper division courses or to be tailored to non-majors courses. Students respond well to the unified nature the lab component exhibits, and to participating in a “real” experiment.
opics in Microbiology. The goal of the ‘General Hospital’ assignment is for students to learn about pathogenesis and drug treatment through writing and performing a creative skit. In the assignment, a group of 3-4 students select a pathogen of their choice and develop a skit that addresses a series of questions that are related to their pathogen. The skits must contain the information about the pathogen in lay terms; requiring students to present a project that can be accessible to a general audience. Presentations are accompanied by props, outfits, backdrops and other supporting material that help the students’ present their assignment.
Science podcast project to encourage reading and communication of primary literature
J. Huang. Olin College, Needham, MA.
Through this project, undergraduates communicate scientific findings to their peers by writing, developing and recording a podcast based on a primary literature article of the student’s choosing. Students first browse major journals such as Nature online in the classroom in small groups and read article summaries. The students develop several potential podcast pitches in which they summarize 8 articles and ideas for potential podcasts from their browsing of the literature and discuss the ideas in groups. Students then read one primary literature article of their choosing to develop into a podcast. The students write a reading response to the primary literature article that provides the main points of the article, questions, and comments. Students then write a draft of the podcast, which is peer-reviewed in small groups in class. The final deliverables are: a list of potential podcast ideas derived from browsing journal articles, a reading response to the journal article chosen by the student, the final podcast script and podcast recorded by the student. The goals of this project are for students to become comfortable browsing primary literature journals, build on their ability to understand and communicate science, and to have fun by writing, recording and sharing their science podcasts. During the presentation, I will share examples of student work and discuss the results of this project, which was piloted this past spring in my introductory biology class.
Teaching First Year Biology Majors to Use the Scientific Literature
J. Krontiris-Litowitz. Youngstown State University, Youngstown OH.
The scientific literature represents a vital source of information and communication for scientists and thus it is important for life science majors to become comfortable using the literature. The goal of this project was to teach students in an introductory biology course about the literature in a way that prepared them to use it to gain knowledge and write about science. I introduced students to the scientific literature by incorporating into the course curriculum a series of assignments and activities based upon journal articles. The objectives for the project were to teach students to: 1) to understand how a primary research article is constructed and be able to use this knowledge to acquire information 2) to recognize that the literature represents an accessible source of science information 3) to understand how to use the literature to gain scientific knowledge and 4) to be able to make a preliminary evaluation information in a journal article using a set of simple criteria. In this session I will present examples of activities that I used to teach and assess science literacy in my Introductory Biology Course.
Wikipedia as a Tool Promoting Biology Vocabulary Learning
B. Marintcheva, Bridgewater State College, Bridgewater, MA.
Timely learning of specialized biological vocabulary is critical for building solid biology knowledge base. Without a doubt students with good vocabulary knowledge master the material faster, communicate their knowledge better and start critical analysis of the discussed material sooner. To emphasize, the point in a fashion that students can easily relate to, I have designed a vocabulary exercise utilizing the popular website Wikipedia (www.wikipedia.org). Wikipedia offers non-peer reviewed information in interactive mode. The reader can vary the length and the depth of the topic being explored by exercising the choice to open or not to open a weblink. Students are asked to time themselves reading a paragraph of Wikipedia with and without opening all weblinks, and to calculate the ratio of the measured times. The reading without opening the weblinks is modeled as reading with knowledge of the vocabulary, whereas the reading with opening of the weblinks was modeled as reading without knowledge of vocabulary. On average, the students report that it took them seven to nine times longer to read the paragraph without vocabulary knowledge, which clearly demonstrates the importance of timely learning of biology vocabulary. The exercise has been executed as an in class assignment, followed by a class discussion and as a homework. Informal course surveys show high levels of exercise effectiveness and student approval.
The Bad Bugs Bookclub: Using Popular Fiction to Encourage Science Literacy
J. Verran. Manchester Metropolitan University, Manchester, UK
I set up the Bad Bugs Bookclub 12 months ago. The core Bookclub group comprises a group of 4 scientists and 4 non-scientists who volunteered to take part in the project. We read novels in which microbiology plays a part in the plot, and we discuss the ways in which microorganisms, microbiologists, and microbiology are portrayed. We also identify routes through which the novels can be used to help communicate microbiology to a wider audience – be it University or college students, or the general public. Our meetings are open to all comers, and meeting notes and reading guides are also posted on my website (www.sci-eng.mmu.ac.uk/intheloop). In addition, I organise supplementary activities that complement the book topic, for example:
- Reading ‘Hot Zone’ by Richard Preston and watching the film ‘Outbreak’ (supported by Sfam)
- Reading ‘Year of Wonders’ by Geraldine Brooks and visiting Eyam the village where it was set (as part of Manchester Science Festival).
- Reading ‘Dorian’ by Will Self on World AIDS day, and producing an MMU AIDS quilt (supported by SGM)
- Reading ‘Andromeda Strain’ and comparing different film portrayals of science and scientists.
Undergraduate Research
Assessing Student Learning Through Independent Research in a Majors Microbiology Laboratory Course
L. Aaronson. Utica College, Utica, NY.
Open-ended inquiry provides great potential for higher levels of student learning. As part of an integrative learning strategy in my upper-level microbiology course, students spend approximately one-third of the lab course designing and conducting an independent research project. They select a bacterial species that they had previously identified from a collection of “unknowns”, conduct a literature review on the organism, then design a series of experiments to test a hypothesis related to the biology of their organism. I have developed rubrics for grading the project and for assessment of student learning based on Bloom’s Taxonomy. Students are evaluated on learning through acquisition of knowledge in the literature search, experimental design, conduct of the project, and written presentation of their findings. Rubrics will be shared and preliminary findings will be discussed in this presentation.
Molecular and Microbiology Education and Research
T. Adair. Baylor University, Waco, TX.
During this session of Microbrew a research-based lab course for undergraduate biology students will be discussed. This course was developed based on an ongoing research project that measures the prevalence of methicillin resistant Staphylococcus aureus (MRSA) in the nasal passageways of Baylor students. The course is offered as 2 consecutive 1 hour BIO 3V90 courses titled: Molecular and Microbiology Education and Research I and II. Students apply to be part of the course and are selected based on their interest in research and commitment to the project. The specific objectives of the course are to enhance student understanding of the significance of MRSA in the community and to give students the opportunity to make discoveries in this field. In addition, this course meets the goals of giving a larger number of students an opportunity to participate in meaningful research as an early undergraduate while minimizing the impact on faculty time and giving students the opportunity to attend scientific meetings. Students first learned the methods required to isolate S. aureus from a nasal swab and to identify it as MRSA. In addition, students met weekly to read primary literature and discuss scientific methods and campus technologies available to assist in literature searches. During the first semester each student developed a related project and wrote a proposal for their ideas. Currently in the second semester, students have repeated the MRSA sampling project on a new set of students and are working on their independent projects which they will present at the Texas Branch ASM spring meeting. The course is an example of a guided inquiry-based learning experience which can be repeated each year with new students. It emphasizes analytical thinking and giving students a skill set for microbiology and molecular research. Outcomes, as well as future goals and challenges will be discussed.
Integrating Bioinformatics and Molecular Tools: Enhancing the Undergraduate Research Experience
M. Choudhary, L. Lin, and A. Peters. Sam Houston State University, Huntsville, TX.
The laboratory components of most college courses are based on pre-designed protocols described in the laboratory manuals. Although research based laboratory projects are often arduous to carry out in a large class setting, undergraduate research experiences are necessary for careers in biology and health related disciplines. The goal of this project was to identify and characterize ctrA gene and its corresponding protein by employing the combined approaches of molecular biology and bioinformatics. An unknown bacterial stock and genomic sequence of the ctrA gene along with its flanking regions were provided to students. Also, ten peer-reviewed references related to techniques used throughout this project were posted online. Each group of three students designed experimental protocols, which were further discussed in class. Molecular methods used in this laboratory project included preparation of genomic DNA, oligonucleotide (primer) design, polymerase chain reaction (PCR), and dideoxy DNA sequencing. DNA and protein sequences were analyzed using a number of bioinformatic tools used for sequence similarity searches, promoter analysis, functional domain analysis, and secondary structure prediction of the CtrA protein. Students were required to design experiments which involved proper setup of positive and negative controls necessary to validate the scientific method. This research based laboratory project helped students to enhance technical skills, evaluate results critically, and write a project report in journal format. It also inspires them for their independent research goals.
Documenting Discoveries of Diversity: How To Name and Publish Novel Species Discovered Among Environmental Unknowns.
J.D. Newman. Lycoming College, Williamsport, PA.
Essentially every Microbiology laboratory course includes an unknown microbe identification activity, and many use 16S rRNA sequence analysis to identify environmental unknowns. Because a relatively low percentage of microbial species that exist in nature have been officially described in the taxonomic literature, students frequently isolate organisms that are novel species candidates. Recent funding from the National Science Foundation Major Research Instrumentation – Recovery and Reinvestment (MRI-R2) program has allowed Lycoming College to purchase instruments to fully characterize and publish such organisms, and assist other undergraduate faculty and students in such efforts. The “pipeline” begins with the inexpensive amplification of the 16S rDNA and analysis of a single sequencing read at the 5’ end of the gene. A sequence identity of <99.0% to TYPE strains is used as a filter to select candidates for further study. The nearly complete 16S rDNA sequence is generated using an additional four Sanger sequencing reads, the sequences are assembled into a contig, submitted to GenBank and used to construct phylogenetic trees to identify the most closely related type strains to request from the primary authors for comparison. Once these strains are obtained, polyphasic analysis is conducted using traditional morphological and biochemical methods, as well as more advanced techniques such as Multi-Locus Sequence Typing, Fatty Acid Methyl Ester (FAME) analysis, and phenotypic analysis on Biolog GenIII plates, API test strips or Vitek cards. If the data supports classification as a new species, additional tests are done (such as GC composition, quinone & polar lipid analysis) , the newly characterized strains are submitted to at least two culture collections in different countries, and a manuscript can be prepared for publication in IJSEM. The goal of this project is to develop standard operating procedures to facilitate the publication of novel species by undergraduate students and their faculty mentors.
Enterobiome MetaProject as a Semester-Length Unified Microbiology Laboratory
T.P. Primm, Aaron Lynne, and Madhu Choudhary. Sam Houston State University, Huntsville, TX.
We are developing a microbiology laboratory, previously completed both in an undergraduate majors course and a pre-health course, which ties together the entire semester. This comprehensive project is designed to take students out of the mindset of completing preset weekly isolated experiments with known results, “a cookbook approach,” and into real scientific experiments which generate new knowledge (the scientific discovery process). After 3-4 weeks of practicing preparatory skills, students isolate bacteria from the human gut biome as an exploratory project. Successful isolations have included thermophiles, acidophiles, and osmotolerant bacteria. For the remainder of the semester they identify their isolates via stains, biochemical tests, behavioral tests, and antibiograms (typically seven sets of experiments). There is also a virulence assay with a live animal model. While the experiments performed are mostly typical of microbiology course labs, they are integrated into the context of a series of explorations connected by a theme. Two inquiry-based learning projects teach experimental design. Several experiments teach the importance of the inclusion of controls in experiments. Students practice reading and analysis of primary and review literature, especially recent developments with the Human Microbiome Project. Peer-review is taught while reviewing the end-of-semester reports, which teach scientific writing. This lab is flexible to be scaled to upper division courses or to be tailored to non-majors courses. Students respond well to the unified nature the lab component exhibits, and to participating in a “real” experiment.
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