Olivia Practice
Workshop Sessions
Microbiomes for All: Resources, strategies, and community support for the incorporation of large microbiome data sets into course-based undergraduate research projects
Theodore Muth
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Co-authors:
Davida Smyth, The New School, NY
Description:
The study of microbiomes has skyrocketed over the last ten years. This growth has been driven by advances in DNA sequencing technologies, and by a paradigm shift in the field of microbial ecology sparked by culture-independent and metagenomic techniques. We saw in these rapid changes an opportunity to bring the excitement of microbiomes and metagenomics to students by providing training in the scientific process through their engagement in research. Using a course-based undergraduate research experience (CURE) model, we established the Urban Microbiome project at The City University of New York. Microbiome research allows students to conduct experiments that reveal the diversity and complexity of local environmental microbiomes and requires problem solving and quantitative skills. As the use of microbiome data in courses increases, there is a need to 1) set community standards, 2) adapt new technologies for use in microbiome CUREs, 3) provide training resources, and 4) to make available the growing microbiome datasets and analysis tools to students. We have established a national model for microbiome research and that provides support to faculty interested in incorporating the exploration of microbiomes into their courses. This is the perfect time for integrating microbiome studies as the tools for culture-independent study of microbial communities and for DNA sequencing are increasingly accessible and affordable.
There are a number of examples of how course-driven research can broaden participation and reach a larger demographic of STEM students who might not otherwise engage in original research. However, there are often barriers to adopting CUREs, including the major restructuring required for an existing course, the need to create a new course in some cases, and the significant time commitment required for faculty training. Aware of how these barriers prevent many instructors from adopting existing CUREs, we set out to offer an alternative CURE model that is easier for faculty to adopt. The Urban Microbiome CURE we developed is innovative because, 1) it uses a modular research project that instructors can easily insert into existing courses, 2) the richness and diversity of the microbiome data can be split into smaller, interconnected, research questions that can be divided among multiple student groups, and 3) because the addition of a microbiome component can complement existing faculty research efforts. The Urban Microbiome CURE has been incorporated into courses at numerous campuses (both four-year colleges and community colleges) in NYC and elsewhere, and has involved >4,500 students in microbiome research.
Cell Collective: Learning biology with modeling and simulations
Ehren Whigham
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date & time
Co-authors:
Tomas Helikar, University of Nebraska-Lincoln
Description:
Cell Collective (https://cellcollective.org) is an online, research-grade modeling platform adapted to engage students in creating and simulating dynamic models of biological processes. The use of modeling and simulation emphasizes higher-order cognitive skills, positioning students to be critical and reflective thinkers proficient in problem-solving and effective communication. Our lessons are designed to engage students in model building and validations of the system’s dynamics through simulation. Comparing the behavior of the system under varied conditions helps students gain insight into the mechanism of a phenomenon. Cell Collective lessons are self-contained, guided exercises suitable for introductory through upper-level courses, and are readily completed in either an in-class or homework setting.
Exploring multiple approaches to engage underrepresented students in research with natural history collections.
Molly Phillips
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date & time
Co-authors:
Adania Flemming, Jeanette Pirlo, and David Blackburn from the Florida Museum of Natural History, University of Florida
Description:
Natural history collections contain records of life on earth including unique and rare specimens of extinct species and temporal information on changes in the distributions of native and introduced species. Associated with these collections are personnel that manage and care for these resources and their associated data, and these people serve as both resources and mentors. The collections (objects and data) and the collection personnel are an excellent conduit for introducing and preparing undergraduate students from underrepresented backgrounds for a myriad of careers in STEAM while equipping them with 21st century skills to successfully matriculate as the next STEAM workforce. Programs designed to serve underrepresented students exist on a continuum of how many people you can reach versus how deeply you can support everyone. Increasing reach is often at the detriment to impact and vice versa.
Building from the undergraduate Introduction to Natural History Collections course model created by Flemming et al., the iDigBio team has leveraged natural history collections in a 3-pronged approach designed to engage undergraduates from underrepresented groups in collections-based research at multiple levels and create synergy within our institution around the common goal of broadening representation in the biological sciences. The three programs include a two-day biological career conference and fair created in collaboration with the University of Florida TRIO programs (large reach, shallow impact), a semester-long introduction to natural history collections course (intermediate reach, higher impact), and a paid, collections-based research summer internship program (limited reach, highest impact). Each program has been created to function independently, but also work synergistically for students that participate in multiple activities. During this session we will elaborate on the benefits and drawbacks for each program and explain how these programs can be adopted at other institutions to leverage natural history collections to help provide undergraduate with necessary research experience.
HHMI Science Education Alliance
Description:
The HHMI Science Education Alliance (SEA) program supports a community of faculty members and institutions embed research as a fundamental component of early undergraduate science curricula.
SEA currently is offering faculty members at all 2-year and 4-year colleges and universities the opportunity to join national collaborative research projects, each designed to be embedded in undergraduate science curricula as course-based research. As part of the alliance, faculty members receive HHMI-sponsored training and year-round support to implement each project.
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