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Real World Scenarios in Non-Majors Biology

Students in non-majors’ biology courses may not choose careers that require biology content knowledge; however, all will encounter science in their lives. We redesigned a non-majors introductory biology course to support students in considering the importance of biology in their own lives. Our intent was to provide students with skills to engage in scientific reasoning, apply biological concepts, and increase their interest in the subject. One of the components we created to achieve these goals was a series of three Real World Scenarios (RWS). These RWSs consisted of existing case studies to which we added structured group discussion and individual reflection papers. These elements allowed students to grapple with a complex topic with peers, be exposed to viewpoints different from their own, and then have time to reflect and consider their own thoughts before they made an individual decision. We implemented these RWSs in both the face-to-face (F2F) and online sections. Students in both sections reported finding the assignments useful to help them connect the science to their own lives and appreciated the opportunity to interact with their peers and be exposed to differing viewpoints. We provide information on how we set up the assignment and provide suggestions for additional improvements.

Primary Image: The image depicts students engaged in a classroom discussion (obtained through Microsoft Word Stock Images).

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Kira Treibergs onto Scoping

An Original-Design Board Game to Increase Student Comprehension of Cellular Respiration Pathways

Cellular respiration is a daunting topic for many students in introductory biology courses. Students are challenged at conceptual and factual levels, since instruction covers multiple metabolic pathways occurring across different cellular compartments, involving abstract energy and electron transfers through diverse chemical reactions. Lecture-based instruction may clearly convey details of cellular respiration to students, but the complexity of this topic suggests alternative, active learning strategies may improve student comprehension and retention. I designed an original board game as a teaching tool for cellular respiration, targeted at improving learning outcomes for advanced high school, introductory undergraduate, and upper-level undergraduate biology students. “Aerobic Respiration: The Board Game” applies multiple learning strategies (quiz questions, student-completed study table, visual, tactile and quantitative learning, and game-play) with the goal that students are simultaneously entertained and invested in understanding this complex topic. Initial application in a small undergraduate introductory biology section (ca. 25–30 students) suggested improved student understanding of some aspects of cellular respiration. Use in a longer class or lab period and simplification of game board design and instructions should improve effectiveness of the game. Students had significantly favorable perceptions of the game as a learning tool. Included game board and game cards are provided to reflect multiple student academic levels, and are fully editable. Ordering information for materials and game pieces is also included.

Primary Image: Example setup for Aerobic Respiration: The Board Game.

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Kira Treibergs onto Scoping

A new approach to course-based research using a hermit crab-hydrozoan symbiosis

There are few feasible models for marine-focused inquiry laboratory activities, a notable shortcoming for instructors seeking to engage their students in meaningful, course-based research experiences (CUREs). We describe a multi-week CURE that investigates the symbiosis between hermit crabs and the hydrozoan Hydractinia spp. Although much is known about hermit crab biology, ecology, and behavior, little is known about Hydractinia, and less is known about the relationship between the two symbionts. Given their small size, low cost, and relative ease of maintenance, colonized hermit crabs may be useful subjects for student-driven research projects. We discuss our experiences with this system and offer adopters a suite of resources for in-lab implementation.

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Crystal Goldyn onto Ecology-symbiotic relationships

Integrating Community Ecology Into the Study of Parasites: Exploring the Effect of Host Behavior on Parasite Transmission Rates

Organismal life cycles are often presented as a set of facts to memorize in undergraduate biology courses. This approach is cognitively demanding for students and fails to convey how central life cycle diversity is in shaping ecological and evolutionary processes. Understanding the causes and consequences of life cycles is especially important when studying parasites with multiple life cycle stages for passing through diverse hosts. We designed a two-part lab activity to help our students gain a better understanding of the ecological interactions driven by parasite life cycles. Part I is a structured guide to reading a peer-reviewed journal article. Part II is a guided exercise in summarizing and interpreting mock experimental data involving a trematode parasite life cycle. These assignments helped students (1) understand how parasite life cycles shape ecological interactions with their hosts, (2) practice making predictions about species interactions using core ecological principles, and (3) practice quantitative reasoning and graph literacy skills by visualizing and interpreting data. We first used this activity as a self-guided lab exercise for an upper-division undergraduate parasitology class that switched from in-person to asynchronous-remote mid-semester. The stepwise structure of the activity allowed us to pinpoint the links in the chain of biological reasoning where students struggled most to guide target topic reviews in subsequent lectures. Here, we provide a summary of the activity, our experience with the activity, and suggestions for adapting the activity for a synchronous-remote or in-person class.

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Crystal Goldyn onto Science Literature

Molecular CaseNet Biweekly Meeting related (Mar 3, 2023)

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Shuchismita Dutta onto Meeting Recordings

Including Diverse Scientists for an Inclusive Class

Well, my friends, it's Black History Month, so I want to share with you some important Black scientist sites and several NSF-funded projects where you can learn about creating materials or using materials others have created....

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Molecular CaseNet Biweekly Meeting related (Feb. 17, 2023)

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Shuchismita Dutta onto Meeting Recordings

Black History Month Resource Collection 2023

In honor of Black History Month the BioQUEST team is putting together a collection of resources highlighting contributions from Black scientists, educators, and scholars. February should not be the only month where we honor the important contributions of Black STEM professionals, but we believe that BHM is the perfect time to capture some momentum and share some resources!

Anyone with a QUBESHub account can add to this resource so please share your favorite Black-centered resources here!

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Black History Month: 20 Black trailblazers in science and biotechnology that you need to know

The Biotechnology Innovation Organization brings us this resource of 20 Black trailblazers in science and biotechnology and includes a brief summary and external links to resources for each person. 

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Black History Month 2023 - Science and Medicine

List of Blackhistorymonth.org.uk articles that are relevant to science and medicine.

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What’s science got to do with Black History Month?

The Biotechnology Innovation Organization brings us this resource of 20 Black trailblazers in science and biotechnology and includes a brief summary and external links to resources for each person. 

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African American Scientists: Celebrating Black History Month

Promega Connections brings us a blog highlighting the contributions of 6 African American scientists

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35 Scientists from Black History Month

In honor of Black History Month, we highlight 35 African American scientists and engineers who made important contributions to science, technology, engineering, and math (STEM). There are many, many scientists who could be included on this list!

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100 inspiring Black scientists in America

Cell Mentor compiled a list of 100 inspiring Black scientists in America! 

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16 Black History Month STEM Activities

iD Tech shares 16 STEM teaching activities in honor of Black History Month. Geared towards K-12, but general enough to be easily adapted. 

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Using Open-Source Bioinformatics and Visualization Tools to Explore the Structure and Function of SARS-CoV-2 Spike Protein

The relationship between protein structure and function is a foundational concept in undergraduate biochemistry. We find this theme is best presented with assignments that encourage exploration and analysis. Here, we share a series of four assignments that use open-source, online molecular visualization and bioinformatics tools to examine the interaction between the SARS-CoV-2 spike protein and the ACE2 receptor. The interaction between these two proteins initiates SARS-CoV-2 infection of human host cells and is the cause of COVID-19. In assignment I, students identify sequences with homology to the SARS-CoV-2 spike protein and use them to build a primary sequence alignment. Students make connections to a linked primary research article as an example of how scientists use molecular and phylogenetic analysis to explore the origins of a novel virus. Assignments II through IV teach students to use an online molecular visualization tool for analysis of secondary, tertiary, and quaternary structure. Emphasis is placed on identification of noncovalent interactions that stabilize the SARS-CoV-2 spike protein and mediate its interaction with ACE2. We assigned this project to upper-level undergraduate biochemistry students at a public university and liberal arts college. Students in our courses completed the project as individual homework assignments. However, we can easily envision implementation of this project during multiple in-class sessions or in a biochemistry laboratory using in-person or remote learning. We share this project as a resource for instructors who aim to teach protein structure and function using inquiry-based molecular visualization activities.

Primary image: Exploration of SARS-CoV-2 spike protein: student generated data from assignments I - IV. Includes examples of figures submitted by students, including a sequence alignment and representations of 3D protein structure generated using UCSF Chimera. The primary image includes student generated data and a cartoon from Pixabay, an online repository of copyright free art. 

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Erin Weber onto Biochem

When tests disagree, how do I know if I have COVID-19?

Students will learn about infectious disease and the immune response to infection by investigating different types of tests (PCR, antigen, and antibody tests) to detect the SARS-CoV-2 viral genetic material, antigens, or anti-SARS-CoV-2 antibodies. In the activity, students will apply core concepts and competencies from Vision & Change (https://visionandchange.org/). The activity uses a jigsaw format, with students choosing one of three specialities (epidemiologist, infectious disease doctor, or immunologist) and completing an assignment, either in-class or as homework, based on their speciality. In groups, students first hold a conference by speciality, then teams with representatives from each speciality discuss possible conclusions using results from the three different tests for a hypothetical patient.

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Sumali Pandey onto ImmunoReach Teaching Resources

Molecular CaseNet Biweekly meeting related (Feb. 3, 2023)

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Shuchismita Dutta onto Meeting Recordings

Celebrating Black History Month

Pat shared this link

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Shuchismita Dutta onto Scientist Spotlight related

A Kinesthetic Modeling Activity to Teach PCR Fundamentals

Most molecular biology and biological sciences students understand that the polymerase chain reaction (PCR) is used to amplify DNA. However, we have found that some students experience conceptual misunderstandings, a lack of detailed comprehension of the PCR process, or difficulties with troubleshooting and predicting the effects of alterations to the standard PCR process. We hypothesized that a problem-based learning approach that incorporates a kinesthetic modeling of the PCR process could address these problems. During this hands-on learning activity, students “amplified” a specific region of template DNA through three cycles of PCR using a “toolkit” composed of a) intertwined, supercoiled, and double-stranded yarn representing template DNA, b) short wax sticks representing primers, and c) long wax sticks representing the PCR products. Instructors can introduce a variety of assessments, including real-time image capture of the models, pre- and post-activity assessment quizzes, and homework assignment to gauge student learning. We administered identical four-question quizzes worth 12 points to 28 undergraduate students before and after the activity. The mean score on the post-quiz was three points higher than the pre-quiz score, demonstrating a 75% increase in score. Moreover, we found that students who began the activity with lower levels of understanding experienced the most significant learning gains. This hands-on, student-centered, kinesthetic activity allowed students to (i) visualize PCR processes, (ii) construct a model of the PCR process, (iii) correct common misconceptions and sources of confusion, and (iv) actively engage in the learning process.

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Michael Moore onto 2171 Ideas

Mapping a Mutation to its Gene: The "Fly Lab" as a Modern Research Experience

Although genetics is an invaluable part of the undergraduate biology curriculum, it can be intimidating to students as well as instructors: Students must reduce their reliance on memorization and dive deep into quantitative analysis, and instructors must make a long, rich history of genetics experiments clear, coherent, and relevant for students. Our Lesson addresses these challenges by having students map an unknown mutation to its gene using a modern suite of genetic tools. Students receive a Drosophila melanogaster strain with a mutation that causes the normally flat wing to bend at distinct sites along its length. Although we recently mapped this mutation to its gene, here we have renamed it "crumpled wing" (cw), an example of a pseudonym that you could use in the classroom. Like many standard "fly labs" that are taught at undergraduate institutions, this Lesson reinforces classic genetics concepts: students selectively mate fly strains to determine mode of inheritance, test Mendel's Laws, and three-point map an unknown mutation relative to known markers. But here, we expand on this tradition to simulate a more modern primary research experience: we greatly increase mapping resolution with molecularly-defined transgene insertions, deletions, and duplications; then cross-examine our data with key bioinformatic resources to identify a short-list of candidate cw genes. After extensive data interpretation and integration, students have been able to map cw to a single gene. This Lesson has a flexible design to accommodate a wide range of course structures, staffing, budgets, facilities, and student experience levels.

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Michael Moore onto 2171 Ideas