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  1. Targeting Misconceptions in the Central Dogma by Examining Viral Infection

    Targeting Misconceptions in the Central Dogma by Examining Viral Infection

    2021-10-22 15:43:26 | Teaching Materials | Contributor(s): Stefanie R. DeVito* | doi:10.24918/cs.2021.31

    Understanding the central dogma and how changes in gene expression can impact cell function requires integration of several topics in molecular biology. Students often do not make the necessary connections between DNA structure, transcription, translation and how these processes work together...

  2. A Student-Led Hearing on the Use of HeLa Cells in Research

    A Student-Led Hearing on the Use of HeLa Cells in Research

    2021-10-20 20:04:52 | Teaching Materials | Contributor(s): Jocelyn Stearns, Kevin J. O'Donovan, Melissa Eslinger* | doi:10.24918/cs.2021.30

    In this role-playing case study, students will learn about the HeLa cell line and its origins while examining multiple perspectives surrounding the cell line and its uses. The goal of this case study is for students to use guided questions to analyze different points of view such as...

  3. UDL Mapping Activity

    UDL Mapping Activity

    2021-10-20 19:25:10 | Teaching Materials | Contributor(s): Andrew Osborne Hasley, Hayley Orndorf | doi:10.25334/E9D6-YE29

    This activity guides faculty through analyzing a resource using the Universal Design for Learning Guidelines.

  4. Introduction to the Universal Design for Learning Guidelines

    Introduction to the Universal Design for Learning Guidelines

    2021-10-20 17:47:53 | Teaching Materials | Contributor(s): Andrew Osborne Hasley, Hayley Orndorf | doi:10.25334/3MJJ-4D08

    Two activities for introducing Universal Design for Learning to a faculty audience

  5. Exploring Miracle Fruit: An Undergraduate Laboratory Exercise on Experimental Design

    Exploring Miracle Fruit: An Undergraduate Laboratory Exercise on Experimental Design

    2021-10-20 16:11:36 | Teaching Materials | Contributor(s): Samantha J. Ganser, Justin K. Hines, Michael W. Butler* | doi:10.24918/cs.2021.29

    In recent years, undergraduate biology and biochemistry curricula have seen an increase in the use of course-based undergraduate research experiences (CUREs). CUREs maximize potential student gains when students take an active role in experimental design. Here we propose an activity that can...

  6. Open Practices Learning Community (OPLC) Post Survey Findings

    Open Practices Learning Community (OPLC) Post Survey Findings

    2021-10-18 17:14:22 | Teaching Materials | Contributor(s): Robin Taylor | doi:10.25334/6KEP-JK49

    Post survey findings of a six-week open practices learning community facilitated by Dr. Karen Cangialosi to explore different components of open practices from April 07, 2021 through May 12, 2021.

  7. Problem-Based Learning for Physiology: Synthesizing the Cardiovascular System, Respiration, Macronutrient Metabolism, and Renal Function

    Problem-Based Learning for Physiology: Synthesizing the Cardiovascular System, Respiration, Macronutrient Metabolism, and Renal Function

    2021-10-14 20:22:55 | Teaching Materials | Contributor(s): Alexandra A. Vita*, Emily A. Royse, Nicholas A. Pullen | doi:10.24918/cs.2021.28

    Problem Based Learning (PBL) is a valuable tool for helping students overcome reliance on memorization by scaffolding opportunities for them to practice the competency of “systems thinking,” which is the ability to understand the organization of complex systems (such as...

  8. Spatial Analysis with QGIS

    Spatial Analysis with QGIS

    2021-10-13 20:31:41 | Teaching Materials | Contributor(s): Ryan Kerney, Timothy Whitfeld | doi:10.25334/2RNW-2K04

    Map specimen data points using QGIS, connect them to form a polygon using the Concave Hull plugin, and calculate the range of a species to examine how it changes over time.

  9. A Changing Climate in the Hawaiian Wet Forest: In-Person and Virtual Curriculum for Field Courses at Puʻu Makaʻala NAR

    A Changing Climate in the Hawaiian Wet Forest: In-Person and Virtual Curriculum for Field Courses at Puʻu Makaʻala NAR

    2021-10-12 02:09:49 | Teaching Materials | Contributor(s): Teaching Change | doi:10.25334/CJVN-BP78

    Curriculum for Puʻu Makaʻala Huakaʻi with the National Ecological Observatory Network (NEON), developed by Teaching Change. This module was created to guide Teaching Change Field Courses at Puʻu Makaʻala Natural Area Reserve. The accompanying curriculum can be adapted and used to accompany any...

  10. A Remote-Learning Framework for Student Research Projects: Using Datasets to Teach Experimental Design, Data Analysis and Science Communication

    A Remote-Learning Framework for Student Research Projects: Using Datasets to Teach Experimental Design, Data Analysis and Science Communication

    2021-10-12 13:32:20 | Teaching Materials | Contributor(s): Thea R. Popolizio*, Tess L. Killpack | doi:10.24918/cs.2021.27

    Remote learning often requires an alternative to hands-on, student-designed research projects. To this end, we created a package of scaffolded assignments to support introductory students through the research process using datasets from past student projects. These assignments provide...

  11. Ecological Forecasting Student Resource: Overview of Forecasting, Potential Careers, Helpful Courses

    Ecological Forecasting Student Resource: Overview of Forecasting, Potential Careers, Helpful Courses

    2021-09-30 19:22:32 | Teaching Materials | Contributor(s): Anna Sjodin, Lisa Haber, Shannon LaDeau, Alyssa Willson, Mary Lofton, Tadhg Moore, Olivia Tabares-Mendoza, Diana Dalbotten, Jason McLachlan, Michael Dietze, Jody Peters | doi:10.25334/8VRF-WS31

    Are you an undergraduate or graduate student interested in learning more about ecological forecasting? Or do you work with students that are exploring career options? This is short resource provides suggestions of careers and examples of courses.

  12. Collections Education Coffee Break Series: oVert TCN Resources for Education

    Collections Education Coffee Break Series: oVert TCN Resources for Education

    2021-09-24 17:46:41 | Teaching Materials | Contributor(s): Jaimi Gray | doi:10.25334/95DJ-MY09

    Dr. Jaimi Gray gives a brief introduction into educational resources associated with the oVert project. ...

  13. Mapping Specimen Occurrence Data in QGIS

    Mapping Specimen Occurrence Data in QGIS

    2021-09-24 16:33:35 | Teaching Materials | Contributor(s): Cecily Bronson | doi:10.25334/9EE1-AB83

    Use digitized natural history collection occurrence data from the Global Biodiversity Information Facility (GBIF) to map the distribution of the beaver in the state of Oregon from 1800-2020 using QGIS

  14. Single Cell Insights Into Cancer Transcriptomes: A Five-Part Single-Cell RNAseq Case Study Lesson

    Single Cell Insights Into Cancer Transcriptomes: A Five-Part Single-Cell RNAseq Case Study Lesson

    2021-09-24 15:31:04 | Teaching Materials | Contributor(s): Leigh Ann Samsa*, Melissa Eslinger, Adam Kleinschmit, Amanda Solem, Carlos C. Goller* | doi:10.24918/cs.2021.26

    There is a growing need for integration of “Big Data” into undergraduate biology curricula. Transcriptomics is one venue to examine biology from an informatics perspective. RNA sequencing has largely replaced the use of microarrays for whole genome gene expression studies....

  15. Pre-lesson:  Introduction to BLAST

    Pre-lesson: Introduction to BLAST

    2021-09-22 15:37:53 | Teaching Materials | Contributor(s): Sarah Prescott | doi:10.25334/EJ4N-7074

    Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. This pre-lesson introduces the BLAST tool.

  16. Pre-lesson:  Introduction to BLAST

    Pre-lesson: Introduction to BLAST

    2021-09-22 15:15:41 | Teaching Materials | Contributor(s): Sarah Prescott | doi:10.25334/NWR7-DT11

    Genome Solver began as a way to teach undergraduate faculty some basic skills in bioinformatics; no coding or scripting is required. This pre-lesson introduces the BLAST tool.

  17. Design Your Own Flow Cytometry Experiment: A Four-Week Inquiry Laboratory

    Design Your Own Flow Cytometry Experiment: A Four-Week Inquiry Laboratory

    2021-09-21 19:10:16 | Teaching Materials | Contributor(s): Joseph J. Dolence | doi:10.24918/cs.2021.19

    Due to its importance to the field, flow cytometry should be one of the hallmark methods a student learns in the lab portion of an undergraduate immunology course. Flow cytometry is a classic lab technique utilized within immunology and molecular biology research, as well as clinical...

  18. Reading and Discussing Popular Media to Increase SEA-PHAGES Student Engagement

    Reading and Discussing Popular Media to Increase SEA-PHAGES Student Engagement

    2021-09-16 04:19:06 | Teaching Materials | Contributor(s): Allison A Johnson, Daniel Eric Westholm, Nathan s Reyna | doi:10.25334/J00D-4W57

    This module introduces ways for students to connect their SEA-PHAGES work and real life medical trials with events presented in Arrowsmith, Sinclair Lewis’s 1925 Pulitzer prize winning novel on phage therapy. Here we present ways to incorporate discussion

  19. A CURE for <em>Salmonella</em>: A Laboratory Course in Pathogen Microbiology and Genomics

    A CURE for <em>Salmonella</em>: A Laboratory Course in Pathogen Microbiology and Genomics

    2021-09-15 19:52:34 | Teaching Materials | Contributor(s): Sophie K. Jurgensen, Joseph Harsh, James B. Herrick* | doi:10.24918/cs.2021.24

    Rapid advances in genomics and bioinformatics, the vast amount of data generated by next-generation sequencing, and the penetration of the ‘-omics’ into many areas of biology have created a need for students with hands-on experience with computational and ‘big data’...

  20. Findings from spring 2021 EDSIN community member interviews

    Findings from spring 2021 EDSIN community member interviews

    2021-09-12 21:23:47 | Teaching Materials | Contributor(s): Lou Woodley, Camille Santistevan | doi:10.25334/6AAS-BN78

    During May and June 2021, CSCCE staff conducted nine 45-minute interviews with members of the EDSIN community with the goal of ascertaining perceptions about the community and its purpose, and possible next steps for its growth.