The Poster Session was held on Thursday, June 29 in the Natural Sciences Building lobby. Posters are intended to complement Major and Mini workshops by providing a distinctive venue for novel techniques, pedagogical research, and new modalities on laboratory teaching. Attendees browsed posters starting at 8:30am on Wednesday, then discussed the posters with their presenters Thursday from 5:15-6:15pm. Attendee feedback on anonymous, short evaluation forms was requested to pass along to presenters, along with editor feedback, before publication in our proceedings, Advances in Biology Laboratory Education.
| Name | Affiliation | Title | Poster# | Additional Presenters |
|---|---|---|---|---|
| Lee, Star | University of California, Irvine | Investigating development and pigmentation using zebrafish in a biology laboratory course | 1 | |
| Potter, Kristine | SUNY Canton | Using raw chicken quarters to explore tissues in an anatomy and physiology lab. | 2 | |
| Vereen, Ethell | Morehouse College | Techniques for Conducting the Bean Beetle Microbiome Project on Eggs | 3 | Terrence G. Gardner, Lawrence S. Blumer |
| Korte, Cassandra S. | Lynn University | Linking chemical concepts of enzymatic function in the introductory biology lab | 4 | Erika L. Doctor, Graeme Gardner |
| Thomassie, Susan | Loyola University New Orleans | Exploring Enzyme Renaturation In An Introductory Biology Lab | 5 | |
| Suh, Kevin | High Point University | Introduction of a simple method for detection of DNA fragmentation to study apoptosis for undergraduate biology lab education | 6 | |
| Makhluf, Huda | National University | Implementing Authentic Research Experiences in an Eight-Week Microbiology Course to Crowdsource Antibiotic Discovery. | 7 | |
| Morsink, Maarten | Leiden Center for Applied Bioscience, University of Applied Sciences Leiden | Microbiomics education using a mini-CURE format results in a high level of scientific discovery perception | 8 | |
| Swisher, Brian | Saint Michael’s College | Lake in a Tube: a microcosm system to support Course-Based Research Experiences for Undergraduate students in Biology | 9 | |
| Hulbert, Robin | Boston University | Understanding Evolution Through Close Observation of Specimens: A Multi-Lab Experience | 10 | Sandra Buerger |
| Callahan, Jill | Saint Peter’s University | Investigating Moss and Lichens for Tardigrades (Water Bears) | 11 | Brandy Garrett-Kluthe, Christina Mortellaro, Laura H. Twersky |
| Glider, William (Bill) | University of Nebraska-Lincoln | Predator prey interactions using dragonfly naiads | 12 | Grace McManaman Ethan Ramsey |
| Barmoy, Michèle | Allegany College of Maryland | Persistence in the SEA of Bioinformatics with Phage Genome Annotations | 13 | Norman, Jeff Lafayette College, Drummond, John Lafayette College, |
| Reardon, Sarah | Culver-Stockton College | Beyond the SEA: Continued Study if Phage Genomics | 14 | |
| Backus, Gillian S. | Northern Virginia Community College | Our OER Odyssey: Creating a Case-Study Based OER Lab Manual for Undergraduate Anatomy and Physiology | 15 | Heidi Wangerin, Paula Rodgers |
| Posthumus Meyjes, Anna | Hogeschool Leiden, the Netherlands | An authentic task-based curriculum to deliver practically skilled laboratory technicians with critical thinking and problem-solving skills | 16 | |
| Doonan, Lynley | Carnegie Mellon University | Enhancing Understanding of Multistep Projects Through Structured Concept Map Activities | 17 | Amanda Willard |
| Brady, Aisling | North Island College | Ungrading a First-Year Biology Lab Course | 18 | |
| Sarpal, Ritu | University of Toronto | Learning to critically read and present biology research papers: A study with third-year undergraduates | 19 | |
| O’Brien, Jenean | The College of St. Scholastica | Utilizing Ungrading concepts to assess student progress in a molecular biology laboratory course | 20 | |
| Chasen, Ariel | University of Texas at Austin | Centering Disability and access in lab settings | 21 | |
| Mohan, Swarna | University of Maryland College Park | Reinforcing student understanding of DNA Replication and PCR through coordinated lecture and lab exercises | 22 | Michael Keller |
| Debets, Cassandra | University of Manitoba | Providing students with peer review for laboratory assignments: a first-year lab course assessment tool that could work for you | 23 | Kevin G.E. Scott |
| Smith, Alexander | The University of British Columbia | A Taste of the Pharmaceutical Sciences: Development of Labs to Support Student Learning | 24 | |
| Pormir, Cameron | University of California Irvine | Assessment of Student Preparedness for Independent Research in a Research-Based Teaching Lab | 25 | Suzanne Bohlson |
| Walvoord, Mark | University of Central Oklahoma | Preliminary Analysis of a Measure of Students’ Ecological Identities | 26 | |
| Watkinson, Emily | Virginia Commonwealth University (VCU) | Building Inclusive Communities in Introductory Laboratory Courses Led by Teaching Assistants | 27 | |
| Janknegt, Paul | University of Applied Sciences Leiden | New approach of assessing a graduation project: It’s the progress that counts | 28 |
Investigating development and pigmentation using zebrafish in a biology laboratory course
Star Lee, University of California, Irvine
Our society treats individuals differently based on their skin pigmentation. However, many of us are limited in our knowledge of skin pigmentation or melanin, the pigment present in our skin. This 10-week development and cellular biology laboratory course was designed to focus on topics of skin pigmentation, development of pigment cells (melanocytes), and development and incidence of melanoma, integrating social issues into the course. A major learning goal for the course was to apply the process of science to learning about development and pigmentation. This included generating hypotheses, designing and conducting experiments, predicting expected results, and interpreting data. For these experiments, zebrafish embryos and larvae are an ideal model organism, as they are transparent and students are able to conduct experiments and collect data on both development and pigmentation. Melanocytes in zebrafish are present within 3 days of fertilization (Mort et al., 2015) and visible with either a stereoscope or compound microscope. Here, I describe 5 weeks of labs where students investigated how the presence of a tyrosinase inhibitor affects development and pigmentation in zebrafish embryos and larvae. The first lab was focused on familiarizing students with the use of a stereoscope and compound microscope to observe different developmental stages of zebrafish. The next two labs focused on comparing the development and pigmentation of zebrafish larvae treated with or without a tyrosinase inhibitor. In the final two labs, students compared the melanin protein concentration in zebrafish treated with or without a tyrosinase inhibitor. Laboratory skills learned include microscopy, ImageJ data analysis, statistical analysis, protein isolation and quantification, and micropipetting. Lastly, students wrote an introduction, results (including figures and figure legends), and discussion section of a lab report to assess their writing skills in communicating science, which is another major learning goal of the course.
Using raw chicken quarters to explore tissues in an anatomy and physiology lab.
Kristine Potter, SUNY Canton
The switch to online learning at the onset of the COVID-19 pandemic posed many challenges to the laboratory portion of Human Anatomy & Physiology, but has also had a positive impact on the “post-COVID” teaching in our course. Prior to the pandemic, the course utilized human models and cat cadavers in laboratory activities, homework consisted of worksheets and exams were performed during the lab once every 3 weeks. During the pandemic we began working with virtual modeling software of the human body. We continue to use the software because it has allowed us to deliver laboratory unit exams fully online; freeing up face-to-face time for more hands-on laboratory activities. A laboratory activity we have added is a demonstration of the tissue level of organization of the human body using raw chicken quarters. In the week prior to this activity students have studied the microscopic histology of human tissues and noted their anatomical and physiological properties in a chart. It is our observation that students find learning about tissues at the microscopic level abstract and they have a difficult time transferring this information to further understanding of the human body. In the new “follow-up” activity the students interact with the tissues in a much more tangible way. In groups the students work together to identify and describe the physical characteristics of each tissue type and link this back to the anatomical and physiological properties of that tissue type noted during the prior session. Students also photograph each tissue and add labels. At the conclusion of the activity, students show me their filled out charts and labeled photographs to get credit for being present in the lab. This laboratory activity would also lend itself well as an online/at home exercise.
Techniques for Conducting the Bean Beetle Microbiome Project on Eggs
Ethell Vereen, Terrence G. Gardner & Lawrence S. Blumer, Morehouse College
The Bean Beetle Microbiome Project (www.beanbeetles.org) provides a set of class-tested protocols that permit undergraduates to conduct original research on the bacterial microbiome communities found in the digestive tract of bean beetles, Callosobruchus maculatus. Female bean beetles attach individual fertilized eggs to the surface of the host bean in which their offspring feed, develop and pupate. We have developed a simple and reliable method for students to obtain bean beetle eggs to conduct bacterial microbiome studies. Individual fertilized adult female bean beetles are introduced to a small number (5-6) of sterile 6mm glass beads in a 35mm sterile Petri dish. Females will readily lay eggs on these glass beads. The collection of glass beads with eggs from one female will provide enough material to either extract the bacterial microbiome for culturing or to perform DNA extraction for diversity assay sequencing of the V4 region of the 16S rRNA bacterial gene. Eggs laid on glass beads cannot develop beyond the embryonic and first instar larval stage since they cannot burrow into a substrate and they are prevented from feeding. We surface sterilize the beads and eggs in the same manner as adult beetles (see Cole et al 2018 ABLE 39:3) by placing the beads in a cell strainer cup before dipping through a sequence of bleach, sterile water, ethanol and sterile water. A sterile 2mL microfuge tube containing 5-6 glass bead with saline (for culture plating) or the first extraction buffer (for DNA extraction) placed in a shaking vortex machine for 5 minutes will strip the eggs from the beads and crush them. This technique has permitted our students to successfully perform studies comparing the bacterial microbiomes of virgin adult bean beetles to eggs-embryos.
Linking chemical concepts of enzymatic function in the introductory biology lab
Cassandra S. Korte, Erika L. Doctor & Graeme Gardner, Lynn University
In our experience, students often struggle with making the connection between the use of indicators to signify enzyme activity. Therefore, we have chosen catalase as a commonly available easily detectable enzyme to show enzyme activity in our introductory biology course. Catalase is found in nearly all organisms and catalyzes the decomposition of hydrogen peroxide into water and oxygen, a reaction that is noted by the presence of bubbles. After introduction to the concept of catalase catalysis, students will delve deeper into catalase activity using a colorimetric indicator along with Beer’s law to quantify activity. They are presented with the opportunity to propose a source of dietary flavonoid, potential inhibitors of catalase, from which to test. Flavonoids are natural products that are found in many fruits, vegetables, and even beverages such as teas. They are characterized by their polyphenolic structure and are proposed to have anticancer activity, at least in part through inhibition of catalase. These compounds inhibit catalase activity through the conversion of catalase to an inactive form preventing the decomposition of hydrogen peroxide. Based on their proposal, students in a parallel organic chemistry course will determine methods of flavonoid extraction. Thus, two sets of students will simultaneously engage in hypothesis generation and method development for this inquiry-based series. In these modules students will begin to build their lab skills including micropipetting, aseptic technique, microbiological culture, and searching and interpreting the primary literature. This lab series is intended for introductory biology and organic chemistry students, but could be adapted for a single course in biochemistry.
Exploring Enzyme Renaturation In An Introductory Biology Lab
Susan Thomassie, Loyola University New Orleans
Many introductory biology courses feature lab exercises that explore enzyme denaturation by having students follow enzyme activity both before and after altering certain reaction conditions (e.g. pH, temperature). However, our previous labs on this subject did not adequately convey the concept of renaturation, as evidenced by student lab reports. To reinforce the idea that enzyme activity can be restored by a return to optimal conditions, we have altered a pre-existing lab procedure to follow the activity of turnip peroxidase during both denaturation and renaturation. Students first record the initial rate of peroxidase activity at pH 5 using guaiacol as a reporter for enzymatic activity and quantifying its color change using a spectrophotometer. Next, students observe the reduction in enzymatic activity after denaturation of the enzyme in pH 9 buffer. Finally, students add self-determined aliquots of diluted 1M pH 5 sodium citrate buffer to the denatured enzyme solution to determine whether activity can be recovered. We found a strong, linear relationship (R^2=0.82) between pH and enzyme activity over a range of pHs in both fresh and renatured peroxidase samples during preliminary testing. The data generated during this lab exercise will provide an opportunity to compare enzyme rates between fresh, denatured, and renatured enzyme samples and will allow students to draw connections between reaction conditions and enzyme structure that directly inform their experimental design.
Introduction of a simple method for detection of DNA fragmentation to study apoptosis for undergraduate biology lab education
Kevin Suh, High Point University
Apoptosis is a form of programmed cell death which occurs naturally during development to eliminate unwanted cells. It also plays an important role in tumorigenesis. One of the hallmarks of cancer is evading apoptosis. Therefore, apoptosis is a popular target of many cancer treatment strategies, and apoptosis assays have been used to identify novel anticancer drugs. Apoptotic cell death involves many characteristic morphological and biochemical changes such as membrane blebbing, apoptotic body formation, nuclear condensation, and DNA fragmentation. Currently, there are many assays developed for the detection of apoptosis. This makes screening of novel compounds such as phytochemicals as potential inhibitors of cancer not only intriguing and relevant but also feasible research projects for upper-level undergraduate biology laboratory courses such as advanced cell biology or cancer biology. Some of the commonly used apoptosis assays include Annexin V assay which uses fluorescent tagged annexin V to detect exposed phosphatidylserine to visualize early-stage apoptosis, and terminal deoxynucleotidyl transferase dUTP nick end labeling, or TUNEL, assay to detect excessive DNA breakage in apoptotic cells by tagging them with a fluorochrome. However, both assays require fluorescence microscope or flow cytometer which are not commonly available in many primarily undergraduate institutions. DNA fragmentation can also be used to detect apoptosis. But in-house DNA purification can be labor intensive and time consuming while commercial kits often have detection limit that excludes small fragmented genomic DNA in apoptotic cells. In the present study, we show simple and short method to prepare fragmented DNA from cells undergoing apoptosis. DNA extraction was followed by electrophoresis to visualize apoptosis. Hoechst dye can be used to supplement the assay as it distinguishes condensed nuclei in apoptotic cells. Both DNA fragmentation assay with electrophoresis and Hoechst assay can be completed within a three-hour laboratory class.
Implementing Authentic Research Experiences in an Eight-Week Microbiology Course to Crowdsource Antibiotic Discovery.
Huda Makhluf, National University
Offering authentic research experiences is a transformational learning experience and a powerful tool for student engagement that results in increased persistence, retention, and graduation rates. Herein, we describe implementing an authentic research experience to crowdsource for antibiotic discovery in an eight-week microbiology course. Students collected soil and ocean water samples from various locations in Southern California. They then determined the potential antibiotic-producing isolates by culturing and testing the bacterial isolates against gram-positive and gram-negative bacteria. Using Qiagen BiOstic Bacteremia kits, students extracted bacterial genomic DNA from ocean water and soil isolates and performed PCR to amplify the 16srRNA gene for 16S Sanger sequencing. Sequencing results were further analyzed using the NCBI Basic Local Alignment Search Tool (BLAST) website. Reflecting on this experience, students found the lab engaging and “felt like a scientist,” potentially transforming their negative beliefs and attitudes toward science. Students were active research participants and generated a large dataset of bacterial isolates while honing their perseverance, critical thinking, communication, and collaboration skills.
Microbiomics education using a mini-CURE format results in a high level of scientific discovery perception
Maarten Morsink, Leiden Center for Applied Bioscience, University of Applied Sciences Leiden
The rapidly expanding research field of microbiomics requires more specialized lab technicians. Teaching ‘omics’ research methodology in a course-based undergraduate research experience (CURE) format has been shown to be highly effective. Currently, we developed a 4-week mini-CURE using publicly available Australian coral microbiome DNA sequencing data. We evaluated our mini-CURE using 2 hallmarks that measure student’s perception of doing original scientific research (discovery & iteration) and 3 omics-research based student performance criteria (data generation, analysis & application). The ‘discovery’ hallmark received high agreement scores, indicating high levels of student perception of scientific discovery. Two out of 3 ‘iteration’ dimension items showed lower agreement scores, indicating a perception of lack of time to revise analyses and research questions; motivating students to invest more time may solve this issue. Students performed well with median scores of correctly answered questions over 60% for all 3 performance criteria. We conclude that our mini-CURE performs well on the discovery hallmark but needs optimization for iteration to enhance the students’ scientific research experiences.
Lake in a Tube: a microcosm system to support Course-Based Research Experiences for Undergraduate students in Biology
Brian Swisher, Saint Michael’s College
Complex systems often occur at scales of time and space that make direct measurement of them difficult if not impossible. For introductory biology students, the disconnection between process and pattern can cause difficulties in their ability to make strong inferences about the natural world and thus interfere with their learning. The Lake-in-a-tube (LIAT) microcosm system was designed to allow students to create controlled, replicated experiments that test hypotheses about the ecology of lakes, which are systems that are familiar, complex, and are subject to increased human attention due to water quality concerns. Using algae density as a primary dependent variable, students can readily observe changes over short time scales and quantify algae density using a variety of methods. Currently, students use the LAIT in our Introduction to Ecology and Evolution lab program at Saint Michael’s College as a model system to investigate a sub-set of possible ecological processes that affect algae density. Over the course of the semester, students investigate the impacts of abiotic (nutrient concentration, stormwater runoff) and abiotic (food-chain length) on algae and then participate in a CURE (Course-based Undergraduate Research Experience) in groups that test questions of their own choosing. As a result, students develop their expertise in all aspects of conducting authentic research which can then serve as model experience for work in upper-level courses.
Understanding Evolution Through Close Observation of Specimens: A Multi-Lab Experience
Robin Hulbert & Sandra Buerger, Boston University
Undergraduate students in introductory biology courses often struggle to visualize and understand the process of evolution in complex organisms. The slow and gradual nature of evolution makes it challenging to design laboratory activities that allow for direct observations of evolutionary change, especially in higher taxonomic groups. In order to help students understand these difficult concepts, our department has designed and refined a set of labs involving direct specimen observations and cladogram construction. These lab activities allow the students to view both extant and extinct species, visualizing structural similarities and differences first-hand. Groups of specimens include flowers from extant angiosperms, extant vertebrate skeletons, fossils of extinct plants and animals, and skulls of extinct and extant hominins. Faculty teaching the course can select the sets of specimens that work best for their individual approach.
In each of the labs, students observe the specimens closely while working in a group. With guidance from the instructor, students select physical traits that are evolutionarily significant. These traits are described and quantified, then mapped onto a similarity matrix. The students use their observations to build cladograms showing possible evolutionary relationships. Through this close observation and cladogram building, they are able to directly observe evolutionary similarities and differences between species from disparate taxonomic groups. In addition, the students learn about the pitfalls and limitations of morphological observations in determining evolutionary relationships. The ability to repeat the process using different specimens allows students to hone their skills in taxonomic analysis. By the time students reach the final lab (hominin skulls), they are able to independently identify characteristics that are evolutionary significant, measure relative traits appropriately, and are adept at building cladograms. In our experience, students find this set of labs very engaging. They are able to visualize evolutionary change while applying concepts previously learned in lecture.
Investigating Moss and Lichens for Tardigrades (Water Bears)
Jill Callahan, Brandy Garrett-Kluthe, Christina Mortellaro & Laura H. Twersky, Saint Peter’s University
This laboratory procedure uses an inquiry-based approach to give students experience developing a research protocol and hands-on practice with the scientific method. Student-designed, hypothesis-driven, research methods will allow students to develop their skills in project design, data collection, and analysis and allow for flexibility based on course content and academic level. This is ideal for a freshman level introductory biology course but can be scaled up to a higher-level course. The research organisms for this laboratory activity are tardigrades (water bears) which are ubiquitous organisms often found in the water layer that surrounds mosses and lichens. These hardy micro-invertebrates generally measure less than 0.5 mm in length and are extremophiles who survive a variety of environmental conditions making them excellent model organisms to study. The laboratory methods will give students practice in sample collections and introduce or reinforce their skills using a microscope to search for and view the organisms. This simple, inexpensive exercise focuses on developing a hypothesis and research method where students collect moss and lichen samples from a variety of locations. Instructors can also order specimens and set up several laboratory environments for student designed methods when outside collection is not feasible. Inquiry- based learning increases student engagement and has shown to have a positive impact on overall learning. This laboratory engages students in applying the scientific method to develop critical thinking skills and basic laboratory techniques.
Predator prey interactions using dragonfly naiads
William (Bill) Glider, Grace McManaman & Ethan Ramsey, University of Nebraska-Lincoln
Dragonflies (Order: Odonata; suborder Epiprocta) are hemimetabolous insects which are commonly found in shallow freshwater habitats world-wide. The dragonfly immature stage (commonly referred to as nymphs or naiads) are voracious predators on other aquatic organisms including mosquito larvae, amphipods (scuds), daphnia, small fish and tadpoles. As a result, naiads can be used as model organisms for investigating numerous physical, chemical and biological factors which affect their feeding efficiency. Some of these factors include prey species, prey size predator species, predator size, aquatic vegetation, illumination, and space. Laboratory exercises designed to investigate several of these interactions will be presented.
Persistence in the SEA of Bioinformatics with Phage Genome Annotations
Michèle Barmoy1, Jeff Norman2 & John Drummond2, 1 Allegany College of Maryland, 2 Lafayette College, Easton, PA
SEA-PHAGES (Science Education Alliance – Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester CURE (Course-Based Undergraduate Research Experience) that begins with simple digging in the soil to find new viruses, but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses. The first semester is the discovery phase of SEA-PHAGES, ending with the extraction and characterization of phage DNA. The second semester is the bioinformatics semester. That will be the focus of this poster. Bioinformatics uses computers to understand biological data. It is a field that is rapidly becoming a critical component in all areas of biology and medicine – from ecologists who study populations and migration patterns to epidemiologists who study emergent diseases and assess threats to public health. At the most basic level, the field of bioinformatics is about recognizing patterns. We use bioinformatics in the SEA-PHAGES semester to find patterns in the sequence of nucleotides in a phage’s genome, so we can predict where genes are located and better understand phage genetics. Students work in groups of two or three, each backchecking the other. Later, students work in larger groups, again checking each other. Students use their genome to manipulate genomic tools (DNA Master, GeneMark, Glimmer, BLAST, Phamerator, HHpred, Starterator, PECAAN) and practice calling genes and functions. Students then investigate the types of genes they come across and produce a quality genome annotation. The final project in the course consists of a poster presentation. Sample student posters are included in the poster.
Beyond the SEA: Continued Study if Phage Genomics
Sarah Reardon, Culver-Stockton College
Incoming freshmen at Culver-Stockton College are given the opportunity to participate in and contribute to authentic laboratory and computational research in the field of bacteriophage genomics. This is a one-year course that is offered to freshmen students that use hands-on, experiential methods to teach the importance of both the bench work and bioinformatics efforts that go into characterizing a phage genome. The question is, what’s next? In the past, our institution did not offer instruction or research opportunities past the initial freshmen-level course. We have recently reconsidered this approach, allowing dedicated students to continue their research past their freshmen year and further develop their laboratory and bioinformatic skill sets. The goal of this effort is two-fold; we aim to teach students that research is an ongoing process and to progress the field of phage genomics through contributions to an international research project.
Our OER Odyssey: Creating a Case-Study Based OER Lab Manual for Undergraduate Anatomy and Physiology
Gillian S. Backus, Heidi Wangerin & Paula Rodgers, Northern Virginia Community College
What if you could increase student engagement in the laboratory setting and reduce the cost to students? We will recount our odyssey to create and use case study-based learning in the Life Sciences laboratory. This lab manual consists of 12 Open Educational Resource (OER) anatomy and physiology labs for the undergraduate, upper-level high school, or allied-health student. Each lab centers around a relevant Case Study that is resolved by the end of lab. This poster will highlight the lab contents and the lab format, and will highlight the pros and cons of using OER in the laboratory. Some of the labs (cells, microscopes, a review of the metric system) are usable in an introductory Biology lab course, as well. We will also share different methods used to create high quality images. Students and instructors are pleased with its readability and relevance. In conclusion, this pedagogically rigorous OER manual is free and accessible to all lab instructors nationwide via the web, pdf, or CANVAS (our learning management system). Using this manual has strengthened our lab curriculum, encouraged critical thinking and independent work in our students, and, most importantly, significantly reduced the course cost for each student.
An authentic task-based curriculum to deliver practically skilled laboratory technicians with critical thinking and problem-solving skills
Anna Posthumus Meyjes, Hogeschool Leiden, the Netherlands
The undergraduate educational program of ‘Biology and Medical Laboratory Research’ at the University of Applied Sciences Leiden (The Netherlands) specifically trains students to become biomedical laboratory research technicians with a Bachelor of Science (B.Sc.) qualification. To facilitate development of practical laboratory skills, as well as critical thinking and problem solving skills, we developed an inquiry-based curriculum framework that incorporates authentic task-based and iterative learning.
This curriculum consists of two main tracks that are based on authentic tasks a technician performs in the laboratory setting of the biomedical work field, providing an authentic context for their learning. In the first, skills-based, track students learn all basic laboratory techniques and (big) data analysis. Along this track, students learn biological concepts on the molecular, cellular and population level using e-learnings and team-based learning.
In the second, project-based, track integral learning is facilitated by combining the obtained knowledge and skills to set up and carry out experiments and analyze and report results from authentic research studies. These studies are either hypothesis-driven or focused on process development, optimization and validation within the context of the pharmaceutical companies, academic medical centers, university institutes or the plant industry. After a first course in project management skills like team-work, communication and planning, students perform four 16-week projects in small groups practicing their project management and research skills.
With this redesigned inquiry-based curriculum we aim to deliver practically skilled technicians with problem-solving, critical thinking and communicative skills.
Enhancing Understanding of Multistep Projects Through Structured Concept Map Activities
Lynley Doonan, & Amanda Willard, Carnegie Mellon University
Frontiers, Analysis, and Discovery in Biological Sciences is a first-year, research-based laboratory course. Throughout the semester, students work on a research project requiring them to make components of the experiment, such that each step builds off of a previous experiment. Students often have a hard time connecting the individual experiments with the overall goals of the project. To address this, we use a concept map activity to facilitate student discussions around individual steps of the project. The students work in groups to review the current experiment and connect it to previous experiments in addition to the overarching goal of the semester long project. Once a group has created their part of the map and added it to the board, they are tasked with explaining why they made their connections to the rest of the class. This presents an opportunity for the rest of the class to ask clarifying questions and for us to reinforce key concepts and connections.
Ungrading a First-Year Biology Lab Course
Aisling Brady, North Island College
How many times have you felt students attend lab, write up their report or assignment, never read your feedback or consider ways to improve, and then repeat the same mistakes? Ungrading in the biology lab puts less emphasis on the grade and more on the student, their learning and growth. In this poster, ungrading in a first-year university biology lab course is explained, with an overview of how students are assessed, the role of the lab instructor, the focus on student growth and improvement, and the development of lab and communication skills. Regular self-evaluation of lab skills post-lab is a critical component to ensure students are considering learning expectations and creates a record of their progress. Written work, which includes formal lab reports and weekly assignments that emphasize all parts of the scientific method, is regularly submitted for feedback from the lab instructor. Final grades are determined jointly by both student and lab instructor through discussion and guided by expectation rubrics and the student’s progress throughout the semester.
Learning to critically read and present biology research papers: A study with third-year undergraduates
Ritu Sarpal, University of Toronto
Biology undergraduate students need to be able to participate actively in laboratory research and projects. To prepare them for this, it is important to give them a strong foundation in how to read research papers, analyze and organize data and figures, critically assess published data, and present research seminars. This poster explores how to incorporate these components into a third-year Developmental Biology course in the form of tutorials to supplement hands-on laboratory work. Students were first assigned a practice paper, instructed on the structure of a research article, and provided discussion questions to guide their reading, and assigned open-ended challenge questions to have them explore and design future experiments. After this practice paper, the students were split up into groups and assigned different research papers related to the course topics which they had to read and present. In addition, students were also given structured guidelines and sample slides showing how to design a research presentation, which they used to create their own presentations. Student surveys showed that this tutorial activity greatly helped them to understand the nuances of designing experiments, learn about a broad range of experimental methods, interpret scientific data, and appreciate the overall process of scientific research and dissemination.
Utilizing Ungrading concepts to assess student progress in a molecular biology laboratory course
Jenean O’Brien, The College of St. Scholastica
Ungrading is an educational approach focused on shifting student focus away from earning points and toward intrinsic motivation. By removing traditional grading systems and instead centering on learning goals, self-reflection, and feedback, students are encouraged to focus on the learning process and the joy of discovery. This sounds exactly like a mission statement for laboratory courses, but how do we do it? Our laboratory course is designed to mimic how professional researchers perform molecular biology, with novel research questions that could generate publishable results. Further, all course assignments reflect professional research activities, including maintaining laboratory notebooks, designing figures and presenting research posters. We implemented two ungrading techniques (feedback without points and reflective essays) representative of exercises that professional researchers perform. Based on previous research, we chose to provide task-based instructor feedback without associated points to increase student interest and performance (Butler,1988). Ideally, students focus more on feedback rather than on earning points. After each experiment, students create figures with captions to describe their design, technique and results – and receive only comments, no points (just like in our professional experience). They are encouraged to use this feedback as they incorporate their figures/captions into their research poster. We will present student reflections on how this experience affected their use of instructor feedback and their overall motivation related to coursework. We structured our reflective essays similarly to the argument many researchers write as part of their promotion/tenure process. Here, students practice metacognition as a way to build intrinsic motivation. Students state their case for their progress on course objectives by citing their own evidence and provide an explanation of the letter grade they think they earned in the course. Overall, these ungrading approaches have helped students recognize how this course models professional activities, hopefully leading to deeper engagement and intrinsic motivation.
Centering Disability and access in lab settings
Ariel Chasen, University of Texas at Austin
Presented here are our findings from initial interviews with students and instructors analyzed via thematic qualitative methods and a grounded theory approach. We share best practices for both accommodating students with disabilities in lab and field settings and for adapting lab environments as a whole to better serve diverse student populations. We further identify areas of misalignment between student and instructor perspectives on disability and accommodation, highlighting pitfalls in communication that can be addressed. There is a plethora of data supporting that students with disabilities are not represented in STEM degrees and careers. It has also been shown that this lack of representation increases disproportionate outcomes as students proceed from undergraduates to career scientists. It is further known that appropriate accommodations, when implemented, work to combat these outcomes (Dowaliby et al, 2000). However, even given this background, the perspectives of Students with Disabilities (SWD) are largely absent in the existing body of research in STEM education. The purpose of this pilot research is to discuss disability and accommodations with those stakeholders directly affected and affecting these experiences. In this case, the stakeholders of interest are SWD and the biology lab instructors of these SWD. In doing so, we address the following research questions in order to promote accessibility, advocacy, and inclusivity for disabled biology students:
- Understand what SWD perceive as their greatest obstacles and access needs in postsecondary STEM education
- Understand how instructors interpret and meet the access needs of their disabled students
- Analyze how these perspectives are either aligned or misaligned for effectively meeting access needs for SWD in STEM spaces.
- Use our findings to educate instructors, students, and researchers about meeting access needs.
Reinforcing student understanding of DNA Replication and PCR through coordinated lecture and lab exercises
Swarna Mohan & Michael Keller, University of Maryland College Park
Students in introductory biology courses struggle with understanding the process of DNA replication. We plan to use a combination of coordinated lab and lecture activities to improve student understanding of this process. In lab, students will complete an activity that draws comparisons between PCR and DNA replication. Prior to the in-lab activity students will be introduced to or review both processes using prelab readings and short videos. During the in-lab activity students will illustrate the steps of PCR for the first two cycles and contrast that with the progression of DNA replication from both sides of one replication bubble. Students will then discuss why most of the enzymes required for DNA replication (such as DNA ligase) are not needed for PCR and the fate of primers in the two processes. The in-lab activity will demonstrate the directionality of DNA synthesis in both processes and clarify why lagging strands are not synthesized during PCR. In lecture, students will complete an active learning module that models the process of DNA replication to understand the specific role of each enzyme. The lecture activity will have students use yarn to model the progressive unwinding of double helix, recording the locations of enzymes and drawing the products for each step as they go through at least three rounds of replication bubble expansion. This allows students to observe three features that traditionally are difficult to understand in static diagrams:
- The same enzymes are used in repeated cycles,
- There are multiple products being synthesized at the same time,
- The reason for leading and lagging strands.
For this project, we will add an additional round of modeling for PCR and contrast the two processes. We will compare learning outcomes from completing the in-lab activity first or the in-lecture activity first using a post-activity extra credit worksheet that students will complete in preparation for a midterm exam in the lecture course. We will also assess if there is an improvement on the exam question about DNA replication that has shown mixed success in the past.
Providing students with peer review for laboratory assignments: a first-year lab course assessment tool that could work for you
Cassandra Debets & Kevin G.E. Scott, University of Manitoba
We have implemented a peer review platform, Peerceptiv, in our large enrollment (>1000 student) introductory biology laboratory course. Students anonymously submit their written works for peer review using any rubric the instructor creates. Following submission, students then review assignments of their peers, get feedback on their work, and with the proper scaffolding, incorporate the feedback to improve their own work. These learning gains can be accomplished with as much or as little instructor involvement as desired. The benefits of this iterative approach to assignment design are well documented. The practice of peer review provides all students with a true taste of how what a scientific career entails, better preparing and providing them the transferable skills they will require. Here, we present the feasibility of using peer review in a large enrollment laboratory course, to offer students formative feedback before a final submission, graded by instructor. Specifically, we have found that final lab assignment grades were significantly higher, by an average of 18%. We also found significant improvements in our first-year course without TA feedback, students in the low draft scoring set (usually below 50%) improved significantly, by 35%, for the final submission (t =5.19, p < 0.001). Our results show that peer review in biology labs increases student performance and can be an effective tool to provide formative and summative feedback also minimizing instructor grading time. This poster will highlight ways to incorporate peer review into laboratory assessments, from short assignments to full length lab reports. We will share student feedback, instructor implementation thoughts, and recommendations.
A Taste of the Pharmaceutical Sciences: Development of Labs to Support Student Learning
Alexander Smith, The University of British Columbia
The field of pharmaceutical science requires the integration of key concepts from both chemistry and biology. As part of a new degree program in the Faculty of Pharmaceutical Sciences, I have designed a series of laboratory activities to complement lecture concepts in pharmaceutics, genetics, and nanomedicine that allow students to develop the ability to generate, interpret, and analyze data. Students begin the labs by exploring concepts of solubility, diffusion, and permeability using decalcified eggs, followed by use of a Franz diffusion chamber to see how drugs are able to transit this membrane over time. Building upon the increased familiarity with the lab, we next explore how GST metabolism is affected by both biological sex, and pH, through the use of male and female mouse liver cytosol and the UV detection of substrate metabolites. The third lab introduces concepts from pharmacogenomics with the students having the opportunity to extract their own DNA and see the correlation between their ability to taste bitter compounds and the SNPs present in their TAS2R38 gene. The fourth and fifth labs introduce concepts from nanomedicine with students first preparing liposomes using extrusion techniques and analyzing their liposomes’ physical properties and loading efficiencies. The next lab has students assist with the preparation of liposome encapsulated siRNA using a microfluidic chip-based system, and the subsequent use of these particles to knock down expression of GFP expressed in HEK cells. This ties back into lecture content where they have covered the production and use of siRNA drugs like the anti-cancer medication patisiran. These labs help to introduce basic lab techniques while reinforcing lecture concepts, helping to prepare students for more advanced lab courses in their third year.
Assessment of Student Preparedness for Independent Research in a Research-Based Teaching Lab
Cameron Pormir, & Suzanne Bohlson, University of California Irvine
Authentic engagement in research provides students with skills in scientific inquiry and experimental design that are not easily obtained through traditional pre-developed laboratories. The goal of this work is to transform a twenty-week traditional laboratory experience for first year MS students in a biotechnology program into a more authentic research experience. The laboratory curriculum focuses on developing students’ ability to critically evaluate scientific literature as well as to plan, execute, and troubleshoot experiments. This was done by first introducing the students to relevant scientific articles related to a signal transduction cascade involved in leukemia stem cell self-renewal and identifying both gaps in knowledge and limitations in the literature. Students then design experiments to address those gaps in the form of an NIH-style research proposal, and ultimately conduct wet lab experimentation to address their proposed research questions. Additionally, students present their lab results weekly and develop a poster presentation to showcase their final work. Prior to beginning the course, students were surveyed using validated tools to measure their levels of experience in several skills such as scientific communication and collaboration as well as scientific literature review and comprehension. Further, students were assessed in their ability to plan and design-controlled experiments, solve multiple equations (e.g. generating working stocks, dilutions, etc.), conduct fundamental laboratory techniques and procedures, interpret results and data, and troubleshoot. Students were presented with the same survey upon completion of the teaching lab as well as with a perceived benefits survey to determine whether the lab is effective in developing students’ preparedness for independent research. Here we will discuss the development of the pre- and post-survey and the preliminary results from the first iteration of laboratory assessment.
Preliminary Analysis of a Measure of Students’ Ecological Identities
Mark Walvoord, University of Central Oklahoma
Evidence of human-induced changes to ecosystems and how those changes impact us daily are mounting, and time is running out to course-correct. Information, an understanding of, and even interventions that lead to attitudinal change, have been shown to be insufficient to elicit behavioral changes in sustainable choices. However, shifts in ecological identity have been tied to behavioral changes. Ecological identity refers to how interrelated to nature and pro-nature others we see ourselves, how separated we see ourselves from anti-environment others, and how central those connections are to who we consider ourselves to be. This pilot project describes the administration of four existing surveys to measure undergraduate students’ ecological identities, environmental identities, and transformative learning experiences with ecological concepts. Ecological identities are impacted by transformative learning experiences, so having an instrument that measures students’ ecological identities, transformative experiences, and transformative learning will be key to exploring the impacts of biology laboratory activities on students’ holistic development. Pre-existing instruments were developed and tested with middle school students to older adults using different scales of Likert-like items, and don’t combine the constructs of identity with transformative learning. So, this study sought to assess reliability and the item correlations of the modified and combined instruments with undergraduate introductory biology students at a central U.S. university. Once the tool is further refined, it can be used to assess the impacts of biology laboratory activities on students’ ecological identities.
Building Inclusive Communities in Introductory Laboratory Courses Led by Teaching Assistants
Emily Watkinson, Virginia Commonwealth University (VCU)
Building inclusive classroom communities in our freshman-level laboratory courses is a priority in serving our diverse student population. Challenges in building inclusive communities in high-enrollment teaching-assistant-taught laboratory courses requires careful consideration as the course coordinator is not the primary interface in the classroom. Several key areas in course design were the primary focus for this initial course revision including options for presentations as well as an inclusive syllabus statement. Students in two large introductory courses were asked to respond to a climate survey at the end of the semester. The survey addressed how these changes affected the perception of motivation, stress, learning, and sense of belonging. The positive feedback received demonstrated small changes can impact student perceptions of an inclusive community in laboratory courses staffed with teaching assistants.
New approach of assessing a graduation project: It’s the progress that counts
Paul Janknegt, University of Applied Sciences Leiden
Students from the University of Applied Sciences Leiden (The Netherlands) are trained to become laboratory technicians that perform practical work in a biological laboratory. For their final exam, students work on an extensive internship project. Currently, all projects are assessed on practical skills, an oral presentation and a written scientific thesis. Yet, assessment of all these projects on exactly the same criteria is unfeasible: different projects are done at different institutions which require different sets of skills and different kinds of written deliverables by which the scientific thesis does not suffice anymore. Hence, assessing students on their end performance is a poor way to determine their ability to master laboratory skills and their ability to write a relevant deliverable which is the main focus of laboratory technicians. Therefore, we developed a new approach for assessing practical projects. Now, we focus on the student’s ability to master skills, evaluate its personal progress and write a desired written deliverable. At the beginning of the project, the form of the written deliverable is determined in conjunction with the internship provider. This is a regularly delivered product by laboratory technicians as part of their (future) work. In the course of the internship, the examiner from the university visits the student three times. During each visit, three items are discussed: 1. The students personal progress, through self-reflection and feedback from the workplace supervisor. 2. The student’s project progress, through a work discussion. And 3. the student’s written deliverable provided with feedback from the internship supervisor. By explicitly evaluating, the progress of the student as well as the desired written deliverable on three occasions (without grading), all parties involved gain insight in the learning process. This way, the student is best prepared for its final exam and for the future profession as a laboratory technician.