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Building Organizational Capacity for Social Justice: Framework, Approach, and Tools

Author: Asian Americans / Pacific Islanders in Philanthropy National Gender and Equity Campaign

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Racial Equity Tools

Produced by: Center for Assesment and Policy Development, MP Associates, and World Trust

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Anti-racist Discussion Pedagogy Guide

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The Neuroethics Blog

from the Emory University Center for Ethics

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How Can Professors Bring Anti-Racist Pedagogy Practices Into the Classroom?

Author: Sara Weissman

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Lumina is setting aside $15 million over the next three years to help eradicate systemic racism

author:  Danette Howard

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External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs

Callahan, K. P., Peterson, C. N., Martinez-Vaz, B. M., Huisinga, K. L., Galport, N., Koletar, C., ... & Bell, E. (2022). External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs. CBE—Life Sciences Education21(4), ar74. 10.1187/cbe.21-06-0167

Abstract

The  implementation  of  course-based  undergraduate  research  experiences  (CUREs)  has  made it possible to expose large undergraduate populations to research experiences. For these research experiences to be authentic, they should reflect the increasingly collaborative  nature  of  research.  While  some  CUREs  have  expanded,  involving  multiple  schools  across  the  nation,  it  is  still  unclear  how  a  structured  extramural  collaboration  between  students  and  faculty  from  an  outside  institution  affects  student  outcomes.  In  this  study,  we established three cohorts of students: 1) no-CURE, 2) single-institution CURE (CURE), and  3)  external  collaborative  CURE  (ec-CURE),  and  assessed  academic  and  attitudinal  outcomes.  ...

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Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC)

DeChenne-Peters SE, Rakus JF, Parente AD, Mans TL, Eddy R, Galport N, et al. (2023) Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC). PLoS ONE 18(3): e0282170. 10.1371/ journal.pone.0282170

Abstract

Course-based undergraduate research experiences (CUREs) are laboratory courses that integrate broadly relevant problems, discovery, use of the scientific process, collaboration, and iteration to provide more students with research experiences than is possible in individually mentored faculty laboratories. Members of the national Malate dehydrogenase CUREs Community (MCC) investigated the differences in student impacts between traditional laboratory courses (control), a short module CURE within traditional laboratory courses (mCURE), and CUREs lasting the entire course (cCURE). ...

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Using Bioinformatics and Molecular Visualization to Develop Student Hypotheses in a Malate Dehydrogenase Oriented CURE

Callahan KP, Mans T, Zhang J, Bell E, Bell J. 2021. Using bioinformatics and molecular visualization to develop student hypotheses in a malate dehydrogenase oriented CURE. CourseSource. 10.24918/cs.2021.43

Abstract

Developing student creativity and ability to develop a testable hypothesis represents a significant challenge in most laboratory courses. This lesson demonstrates how students use facets of molecular evolution and bioinformatics approaches involving protein sequence alignments (Clustal Omega, Uniprot) and 3D structure visualization (Pymol, JMol, Chimera), along with an analysis of pertinent background literature, to construct a novel hypothesis and develop a research proposal to explore their hypothesis. ...

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Teaching virtual protein‐centric CUREs and UREs using computational tools

Bell, A., Christian, L., Hecht, D., Huisinga, K., Rakus, J., & Bell, E. (2020). Teaching virtual protein‐centric CUREs and UREs using computational tools. Biochemistry and Molecular Biology Education, 48(6), 646-647. DOI: 10.1002/bmb.21454

Abstract

Readily available, free, computational approaches, adaptable for topics accessi- ble for first to senior year classes and individual research projects, emphasizing contributions of noncovalent interactions to structure, binding and catalysis were used to teach Course-based Undergraduate Research Experiences that fulfill generally accepted main CURE components: Scientific Background, Hypothesis Development, Proposal, Experiments, Teamwork, Data Analysis of quantitative data, Conclusions, and Presentation.

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Using Yeast to Make Scientists: A Six-Week Student-Driven Research Project for the Cell Biology Laboratory

Traditionally-trained undergraduate students often lack an understanding of science as an active process that yields the information presented in their textbooks. One result has been a call for more research experiences built into traditional introductory undergraduate courses, now commonly referred to as course-based undergraduate research experiences (CUREs). The laboratory module presented in this paper used an established four-step pedagogical framework to simplify and streamline the development and implementation process of a CURE in an introductory biology laboratory setting. A unique six-week CURE was designed for undergraduates enrolled in a cell biology lab that employs Saccharomyces cerevisiae as a eukaryotic model organism. Students address a research problem that is of interest to the scientific community: Do select chemicals in the environment have adverse effects on the mitotic cell division? Students are first introduced to S. cerevisiae, its life cycle, morphology, growth curve generation and analysis, and the laboratory techniques required to cultivate this organism. Working in groups, students then act as scientists to research primary literature, ask an original question, develop a testable hypothesis, collaborate with peers, design and conduct an experiment, analyze and interpret data, and present their work to their peers. In addition, students are involved in multiple levels of iterative work, including addressing problems or inconsistencies, ruling out alternative explanations, and/or gathering additional data to support assertions.

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Using the IEDB to Predict Proteasomal Cleavage Events and T-cell Epitopes

Research experiences provide a valuable view into the world of science and a great way to explore new fields and careers while developing critical thinking skills. The development and maintenance of databases have allowed researchers to accelerate research in many fields, and understanding how to use them opens doors to actual data for scientific purposes. This resource will give students the opportunity to use research tools with published data to answer questions about immunological topics. The activities in this lesson can be used in Biology, Biotechnology, Microbiology, Bioinformatics, and Introductory Immunology courses. In addition, this activity includes a Student Activity and Instructor Notes with solutions and extra guidance for educators.

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Pesticides in My Smoothie Bowl?

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

Primary image: Assortment of fruit. This image shows some common fruit and fruit drinks.

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Pesticides in My Smoothie Bowl?

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

Primary image: Assortment of fruit. This image shows some common fruit and fruit drinks.

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Pick Your Poison: A Semester-Long Case Study for Undergraduate Toxicology

The ability to collate information from diverse scientific resources and effectively employ scientific writing is an essential skill for scientists. This lesson describes a semester-long project entitled “Pick Your Poison,” which is designed for use in a one-semester Toxicology course. Students are each assigned to or choose their own individual toxicant as a case study from a pre-selected list of toxicants (poisons) that align with the theme of the course. As content is covered in the course, students complete ten scaffolded, low-stakes writing modules that are shared with groupmates of 4–5 students. Each module covers a major feature of the toxicant, such as chemical features, characteristics of absorption, distribution, metabolism, and elimination (ADME), and organ-specific toxicities. Students share their work with their group mates and the instructor, peer review one another’s work, and then edit their original post as appropriate to produce a concise, 3–4 paragraph product. At the end of the course, students compile their writing modules into an article in the format of the Encyclopedia of Toxicology. This project can be adapted to any toxicology course through alteration of the content and number of modules and/or the type of final deliverable. Several evidence-based and inclusive teaching practices are included, such as writing-to-learn, peer review, and low-stakes assessments.

Primary Image: A picture of the online discussions for two of the ten modules.

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Educator-Project Leader Discussions report

Report summarizing facilitated discussions between educators and citizen science project leaders, including surveys of pre-existing attitudes toward using CS in the classroom, potential barriers, and ways to strengthen interactions between educators and project leaders.

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An Interactive Protocol for In-Classroom DNA Extraction

Could use for visit to k-12

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Exploring the City of Biofilms: An Engaging Analogy-Based Activity for Students to Learn Biofilms

Multicellular biofilms constructed by microbes are key aspects of microbiology with significant implications in various fields, including medicine, environmental science, and biotechnology. While bacteria spend nearly all their lives in biofilms, many students do not study them in detail in a course setting. Consequentially, students have misperceptions that microbes exist as free-living single-cell organisms and cannot understand the biofilm lifestyle accurately. Here, I present a comprehensive and engaging lab lesson plan designed for students to explore the concepts of biofilm lifestyle and compare biofilms to cities using a think-group-share strategy. Students are asked to individually define biofilms and relate them to living in a city, followed by forming small groups, and then discussing them as an entire class. The class will understand the different aspects of biofilms in each step of the life cycle from colonization to dispersal. Subsequently, the students will put their knowledge into practice by completing an activity where they must sort different functional activities into the following steps in the biofilm life cycle: colonization, formation, maturation, and dispersal. This analogy-based activity encourages comparative analysis and fosters long-term learning. I observed that students actively participated in the learning activity, which also cultivated a sense of class community during the sharing session. An end-of-module review activity six weeks later showed that the students could still recall the knowledge learned during the lesson. This lesson activity has several advantages: it is easy for the teacher to implement within 20–30 minutes and convenient for the students to engage with biofilm biology.

Primary Image: Comparison of a biofilm to a city. The biofilm has similar analogies to a city. 

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Evolution in Darwin's Finches: Using Darwin's Theory of Evolution by Natural Selection postulates to evaluate evidence of evolution

Students evaluate evidence for evolution of Darwin's finches using authentic research data sets collected by Peter and Rosemary Grant.

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Evaluating the Quick Fix: Weight Loss Drugs and Cellular Respiration

One key to student success in introductory and cell biology courses is a foundational knowledge of cellular respiration. This is a content area in which students often harbor misconceptions that make cellular respiration particularly challenging to teach. Conventional approaches presenting cellular respiration as a complex series of isolated steps creates a situation where students tend to memorize the steps but fail to appreciate the bigger picture of how cells transform and utilize energy. Instructors frequently struggle to find ways to motivate students and encourage deeper learning. The learning goals of this cellular respiration lesson are to understand energy transfer in a biological system, develop data analysis skills, practice hypothesis generation, and appreciate the importance of cellular respiration in everyday life. These goals are achieved by using a case study as the focal point. The case-based lesson is supported with student-centered instructional strategies, such as individual and group activity sheets, in-class group discussions and debate, and in-class clicker questions. This lesson has been implemented at two institutions in large enrollment introductory biology courses and in a smaller upper-division biochemistry course.

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Evaluating the Quick Fix: Weight Loss Drugs and Cellular Respiration

One key to student success in introductory and cell biology courses is a foundational knowledge of cellular respiration. This is a content area in which students often harbor misconceptions that make cellular respiration particularly challenging to teach. Conventional approaches presenting cellular respiration as a complex series of isolated steps creates a situation where students tend to memorize the steps but fail to appreciate the bigger picture of how cells transform and utilize energy. Instructors frequently struggle to find ways to motivate students and encourage deeper learning. The learning goals of this cellular respiration lesson are to understand energy transfer in a biological system, develop data analysis skills, practice hypothesis generation, and appreciate the importance of cellular respiration in everyday life. These goals are achieved by using a case study as the focal point. The case-based lesson is supported with student-centered instructional strategies, such as individual and group activity sheets, in-class group discussions and debate, and in-class clicker questions. This lesson has been implemented at two institutions in large enrollment introductory biology courses and in a smaller upper-division biochemistry course.

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Using Bioinformatics and Molecular Visualization to Develop Student Hypotheses in a Malate Dehydrogenase Oriented CURE

Developing student creativity and ability to develop a testable hypothesis represents a significant challenge in most laboratory courses. This lesson demonstrates how students use facets of molecular evolution and bioinformatics approaches involving protein sequence alignments (Clustal Omega, Uniprot) and 3D structure visualization (Pymol, JMol, Chimera), along with an analysis of pertinent background literature, to construct a novel hypothesis and develop a research proposal to explore their hypothesis. We have used this approach in a variety of institutional contexts (community college, research intensive university and primarily undergraduate institutions, PUIs ) as the first component in a protein-centric course-embedded undergraduate research experience (CURE) sequence. Built around the enzyme malate dehydrogenase, the sequence illustrates a variety of foundational concepts from the learning framework for Biochemistry and Molecular Biology. The lesson has three specific learning goals: i) find, use and present relevant primary literature, protein sequences, structures, and analyses resulting from the use of bioinformatics tools, ii) understand the various roles that non-covalent interactions may play in the structure and function of an enzyme. and iii) create/develop a testable and falsifiable hypothesis and propose appropriate experiments to interrogate the hypothesis. For each learning goal, we have developed specific assessment rubrics. Depending on the needs of the course, this approach builds to an in-class student presentation and/or a written research proposal. The module can be extended over several lecture and lab periods. Furthermore, the module lends itself to additional assessments including oral presentation, research proposal writing and the validated pre-post Experimental Design Ability Test (EDAT). Although presented in the context of course-based research on malate dehydrogenase, the approach and materials presented are readily adaptable to any protein of interest.

Primary image: Mind map of the hypothesis development.

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CRISPR/Cas9 in yeast: a multi-week laboratory exercise for undergraduate students

Providing undergraduate life-science students with a course-based research experience that utilizes cutting-edge technology, is tractable for students, and is manageable as an instructor is a challenge. Here, I describe a multi-week lesson plan for a laboratory-based course with the goal of editing the genome of budding yeast, Saccharomyces cerevisiae. Students apply knowledge regarding advanced topics such as: CRISPR/Cas9 gene editing, DNA repair, genetics, and cloning. The lesson requires students to master skills such as bioinformatics analysis, restriction enzyme digestion, ligation, basic microbiology skills, polymerase chain reaction, and plasmid purification. Instructors are led through the technical aspects of the protocols, as well as the teaching philosophy involved throughout the laboratory experience. As it stands, the laboratory lesson is appropriate for 6-8 weeks of an upper-level undergraduate laboratory course, but may be adapted for shorter stints and students with less experience. Students complete the lesson with a more realistic idea of life science research and report significant learning gains. I anticipate this lesson to provide instructors and students in undergraduate programs with a hands-on, discovery-based learning experience that allows students to cultivate skills essential for success in the life sciences.

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