Education/Curricular Innovation

Manipulation of yeast respiration using acetic acid to demonstrate the Scientific Method.

Authors: Michael J. Keller and Curtis Gilliam
Department or Program: Biological Sciences Program
Presented by: Michael Keller
Abstract: The application of the Scientific Method to realistic scenarios using authentic experiments should be an important component of the teaching laboratory. As part of a large introductory biology lab course, the manipulation of yeast respiration has proven to be a reliable, engaging exercise showcasing hypothesis generation and testing. Recent research on Saccharomyces cerevisiae cells has demonstrated that, at under acidic conditions, acetic acid interferes with cellular respiration and can induce apoptosis. In the teaching lab, we have implemented protocols for testing hypotheses addressing the possible effects of acetic acid on CO2 production by yeast, measured by a simple respirometer, including (1) suppression of cellular respiration, (2) reduced cellular proliferation, and (3) enhanced cell death. Students generate hypotheses based on fictitious scenario, frame alternative and null hypothesis, test their hypotheses, and draw conclusions based on class data. This exercise provides beginning students experience with hypothesis testing and introduces them to basic data analysis and experimental error. These lessons are reinforced throughout the semester through a series of exercises explicitly stressing different components of the Scientific Method.

Teaching Assistants on Incorporating Literature and Independent Projects in Lab Courses

Authors: Yi-Tak Lai, Gili Marbach-Ad, Ann C. Smith and Wenxia Song
Department or Program: CBMG
Presented by: Yi-Tak Lai
Abstract: We present results on implementing Literature-based learning (LBL) and Experimental Design Projects (EDP) in a senior-level immunology lab course to promote active and research-oriented learning. LBL and EDP utilize primary research articles and projects to supplement student learning of immunological lab techniques and their applications in biomedical research. Teaching Assistants (TAs) in this lab setting have a major leading role. We interviewed five TAs for their feedback, perspective and attitudes towards their role. They reported that this practical approach had improved the students’ interest, understanding, and application ability in the subject, as indicated by the student feedback (Parent et al, 2005).

Concept Mapping as a Teaching and Assessment Tool in an Undergraduate Immunology Course

Authors: Laura A. Cathcart, Gili Marbach-Ad, Ann C. Smith, Mike Stieff, and Kenneth A. Frauwirth
Department or Program: CBMG
Presented by: Laura Cathcart
Abstract: This study examines use of the concept map technique as a pedagogical innovation in an undergraduate immunology course. The project is part of a longitudinal study aimed at bridging eight courses with content in host-pathogen interactions, with a focus on learning outcomes assessment. We hypothesized that concept maps drawn by students would reveal the level of understanding of course material, as well as misconceptions held by students. Concept mapping is a technique for expressing relationships between important concepts, using two-dimensional node-link diagrams to visually display understanding of ideas and their connections. We introduced concept mapping as a voluntary exercise in the upper-level immunology course. Students were given a brief overview of the technique and were walked through a sample concept map at the start of the course. They were assigned ten concept maps (for which concept lists were provided) at intervals during the semester-long course. Students received extra credit for completion of at least five maps. The instructor provided a solution for each map after student maps were submitted. Of 98 students in the class, 52 students completed at least one map, and 37 completed at least five. We analyzed students' maps to identify alternative conceptions, counting the propositions around each concept and deciding on the accuracy. For reliability, maps were analyzed by three researchers: the course instructor, a science education specialist, and a graduate student teaching assistant. Analysis revealed concepts that were consistently misunderstood by students. For example, 74% of student maps covering the topic of B cell development were missing connections or contained incorrect connections to the concept of allelic exclusion. We did not find any correlation between submission of concept maps and overall course performance. Analysis of midterm and end-of-semester online student surveys revealed that students found concept mapping helpful as a method of organizing course material. Thus, concept mapping is useful in an upper-level undergraduate course as both a formative assessment tool and a teaching technique.

Improving Teaching Assistant Preparation at a Research-1 Institution

Authors: Bryna Clover, Gili Marbach-Ad, Katerina V. Thompson and Michael Doyle
Department or Program: CHEM
Presented by: Bryna Clover
Abstract: While typical Research-1 institutions devote much time and effort into training first-year graduate students in research responsibilities, often little formal teaching instruction is offered. In recent years, graduate teaching assistant training has grown in the Chemistry and Biochemistry department at the University of Maryland. In the Fall of 2009 the department introduced a six-week, mandatory GTA training course for all first-year graduate students. The course covered multiple topics including student-TA communication, student assessment, TA evaluation and teaching strategies. Participation from the department chair in each session displayed the importance of the material. Interactions with faculty and experienced GTAs were valued by the new students, as was the sense of community built through the discussion aspect of the course. The course and learning objectives are described.

Bioanalytical chemistry laboratory: Challenging the lab course paradigm

Authors: Michelle M. Brooks
Department or Program: CHEM
Presented by: Michelle Brooks
Abstract: The bioanalytical chemistry laboratory course (chem277) for chemistry and biochemistry majors at the University of Maryland is unique because it combines content normally taught in a general chemistry lab course with content from a quantitative analysis course, does this with an emphasis on biological reactions, and is taken in the last semester of the introductory chemistry sequence. The learning outcomes for chem277 include a component focused on scientific communication. This is addressed by assigning both traditional (writing scientific abstracts) and non-traditional (utilizing technological communication tools, writing for both the layperson and professional) writing assignments with the ultimate goal of broadening the students’ arsenal of communication tools while simultaneously strengthening their content knowledge. This is coupled with an interdisciplinary, problem-based experiment that asks students to utilize their results and the contemporary scientific literature to perform a risk/benefit analysis related to nanotechnology and antibiotic resistance. The teaching methodologies and an assessment of their perceived effect on student learning will be discussed in this poster.

Integrating an authentic research experience into an undergraduate recombinant DNA technology laboratory course

Authors: B. Booth Quimby
Department or Program: CBMG
Presented by: Boots Quimby
Abstract: National science education reform initiatives recommend that undergraduate biology programs integrate authentic research based laboratory activities into the curriculum. To answer this call, a project-based approach was employed for an undergraduate six week summer Recombinant DNA Technology laboratory course at the University of Maryland. The goals were 1) to apply recombinant DNA techniques to address a real-life problem, 2) to focus on student problem solving skills, and 3) to integrate team work throughout the process. Mutations in the human galactose-1-phophate uridylyl transferase (hGALT) gene result in the metabolic disorder galactosemia. For the majority of the more than 230 mutations in hGALT that have been identified in patients, it is unknown how they affect the protein function to result in disease. The yeast Saccharomyces cerivisiae has been used as a model system for analysis of hGALT. Yeast is an excellent model system for undergraduate work, because it is fast, easy and cheap to work with. To meet the goals set for the course, students were divided into 6 groups of three and each group performed PCR mutagenesis of the hGALT protein and analyzed the effects of the mutations isolated on the function of the hGALT protein using the yeast model system. As this is a multi-step process involving many recombinant techniques the groups had multiple opportunities to work on problem solving skills as the various steps failed for a variety of reasons. The project culminated with each working group presenting their results in a 20 minute presentation to the class that was assessed by their classmates and the instructor based on a defined rubric. Through these group presentations the students demonstrated their ability to assemble data into a coherent story and formulate hypotheses about the novel mutations they had isolated and analyzed. Student responses on surveys administered at the end of the course indicated that students valued ownership of their project and the unknown outcome of their work. Students also reported a better understanding of how the techniques learned in the course could be applied to address a specific scientific problem. Through the use of authentic research to teach recombinant DNA techniques students demonstrated mastery of basic skills and their ability to interpret experimental results. Most importantly, this approach gave students an experiential snapshot of the process of science.

Connecting Case Studies in a Pathogenic Microbiology Course to the Laboratory Experience

Authors: B. Booth Quimby and Volker Briken
Department or Program: CBMG
Presented by: Boots Quimby
Abstract: Previous to fall 2008 the Pathogenic Microbiology course at the University of Maryland (UMD) incorporated five two part case studies into the curriculum. Students read and answered questions related to the case studies outside of class and discussion of the cases was conducted during the laboratory portion of the course. Although the cases covered material related to both the lecture and laboratory components of the course, there was no direct connection to activities conducted in the laboratory in which the cases were discussed. The goals of this project were 1) to connect one case studies directly to the activities conducted in the laboratory portion of the course, 2) to link the case study to research being conducted at the University of Maryland and 3) to integrate molecular diagnostic techniques into the laboratory. To meet these goals, a two part case study related to the epidemiology of tuberculosis (TB) in the homeless population was developed and implemented in the Fall of 2008. The case was linked to the laboratory by having students test mock samples from individuals who had come into contact with a homeless individual diagnosed with TB that was presented in the case study. Two laboratories in the Department of Cell Biology and Molecular Genetics at UMD conduct research related to TB, thus, TB was chosen as the subject for the case study. To introduce students to molecular diagnostics, Polymerase Chain Reaction (PCR) was used to analyze the mock samples. At the conclusion of the case study/laboratory activity student response to the activity was assessed through a short series of open ended questions. Based on these responses changes to the case study/laboratory activity are being made.

Educational Videos for Undergraduate Biology Courses

Authors: Kristi Hall and Patty Shields
Department or Program: CBMG
Presented by: Patty Shields
Abstract: To help students better understand basic concepts of biology; we developed humorous, yet informative videos to illustrate these concepts. These videos were initially intended to supplement materials covered in the course BSCI222 (Principles of Genetics), but have now been expanded to cover topics found in many lower level BSCI classes including BSCI105 (General Biology I), BSCI106 (General Biology II), BSCI 223(General Microbiology) and BSCI330 (Cell Biology) We believe that students benefit from the utilization of these visual tools. We surveyed students in both BSCI105 and BSCI222 to collect data concerning their study habits, learning preferences, and use of visual media as a learning tool. The results were used to help us in designing newer films that would be more effective learning tools.

Interdiciplinary Curriculum Reform in the Biological Sciences

Authors: Kaci Thompson, Todd Cooke, and Joelle Presson
Department or Program: Undergraduate Academic Programs (CLFS Dean's Office)
Presented by: Kaci Thompson
Abstract: A major curriculum redesign effort at the University of Maryland (UM) has brought together teams of faculty, postdoctoral fellows and graduate students to infuse all levels of our undergraduate biological sciences curriculum with current research approaches, increased emphasis on interdisciplinary connections, increased mastery of quantitative applications, and increased emphasis on conceptual learning and active-engagement pedagogy. Our efforts have largely been guided by the recommendations in the NRC report BIO 2010 (2003), and are in alignment with the more recent recommendations from the Association of American Medical College's Scientific Foundations for Future Physicians (2009). To date, these efforts have involved over 80 faculty from two community colleges and seven UM departments, plus five postdoctoral fellows, 28 graduate students, and 10 undergraduates, and have resulted in revisions to courses in biology, biochemistry, chemistry, mathematics and physics serving biological sciences students. A partial list of the projects includes: • How organisms work: Biology as an integrative science • Calculus for life sciences • Mathbench: Infusing math into fundamental biology courses • Biological analytical chemistry: A context – based approach to analytical chemistry • Bridging the gap: Physics for biology students • Increasing community college student success: A collaboration between UM and community college faculty These efforts have been funded in part by grants from the Howard Hughes Medical Institute Undergraduate Science Education Program, the National Science Foundation and the University of Maryland Center for Teaching Excellence.

Transforming the Physics Education of Undergraduate Biology Students in Introductory Physics and Biology Courses

Authors: Edward F. Redish, Todd J. Cooke, Heather D. Dobbins, and Kristi L. Hall
Department or Program: Physics Education Research Group
Presented by: Todd Cooke
Abstract: In 2003, the U.S. National Academy of Sciences issued the BIO 2010 report that called for the increased incorporation of mathematics, physics and chemistry into undergraduate biology curriculum, and for a corresponding increase in the biological relevance of introductory science courses for biologists. This initiative has led to widespread interdisciplinary efforts that are transforming the way mathematics and chemistry is taught to U.S. biology students, but it has not prompted comparable reform in physics. There appear to be a number of reasons for this lag. Many physics faculty are hesitant about pruning and reorganizing traditional content and may not be familiar with the content that biologists feel is relevant and useful, while many biology faculty are hesitant about including physics in their biology classes explicitly. At the University of Maryland, a group of physicists and biologists have started working together to better understand the roadblocks to implementing a coordinated revision of our introductory biology and physics courses for biology students. The clallenges facing this effort occur at a variety of levels. We present examples and suggestions for bridging these gaps. Our goal is to initiate a widespread discussion among physicists and bioologsts regarding the physics challenge in the BIO 2010 initiative.

Infusing the Life Sciences with Science Information Literacy

Authors: Pamela Lanford, Ginger Houston-Ludlam
Department or Program: BIOL
Presented by: Pamela Lanford
Abstract: Students in the College of Chemical and Life Sciences at the University of Maryland demonstrate deficiencies in the use of information technology as applied to biological sciences subject matter. The use of information technology is integral to a comprehensive understanding of modern science and scientific research. Clearly, achieving competency in "science information literacy" is integral to meeting learning outcomes for Life Sciences at the University of Maryland. Here we describe a curriculum project aimed at improving competency in science information literacy through the use of exercises targeting three major tasks: 1) finding appropriate research articles, 2) reading and analyzing the content of research articles, and 3) evaluating the quality and credibility of articles, their authors, and journals. Three exercises were written for each of these competency areas, and an online resource site was developed, which provides background information as well as links to the appropriate literature databases and other resources. Pre- and post-assessments indicate improvements in all three of the major task areas. In particular, students demonstrated a greatly improved understanding of the selection of appropriate literature databases, in the use of tools for evaluating credibility and quality of research articles, and in identifying funding sources of the research. Student performance on pre-semester assessments positively correlated with their overall score in the class. Surprisingly, no correlation was found between students experience in a research lab and their performance on either pre or post-semester assessments. Efforts toward dissemination of the exercises and web resource developed here are being made, which we hope will provide a College-wide uniformity in approach the development of science information literacy among our student population.

Undergraduates as Curriculum Designers: Student-Driven Pedagogical Practices in the Introductory Science Classroom

Authors: Jeffrey Olimpo and Patty Shields
Department or Program: CBMG
Presented by: Patty Shields
Abstract: In an effort to address the possible implications of novel curricular interventions in standard undergraduate biology classrooms, we developed a course entitled BSCI 348P: General Biology Teaching Practicum, which was designed to provide undergraduate teaching assistants with both a foundation in science education principles, as well as experience in devising pedagogical tools for use as part of the regular curriculum in the BSCI 105: Principles of Biology I course here at UMCP. Such tools were intended to improve BSCI 105 student understanding of the concepts being addressed as a result of curricular intervention, leading to an enriched understanding of the biological sciences as a whole. For students enrolled in BSCI 348P, many of whom had little exposure to issues in science education, this experience was designed to provide valuable insights into teaching and learning. Overall, we believe this research has provided us with a better understanding of how students learn and what aids them in this process.

General Microbiology: Teaching basic concepts in context of Big Science Issues

Authors: Ann C. Smith, Kevin McIver, and Daniel C. Stein
Department or Program: CBMG
Presented by: Ann C. Smith
Abstract: General Microbiology is a sophomore level large enrollment course. The course has been designed to engage students and promote active learning. The course is taught according to an active learning course format that is supported by the faculty instructors, TAs and UTAs working as a teaching team, the use of a learning management system as a tool for organization, communication, and support for and the use of problem based case studies that link the learning of content and skills important to scientists to Big Science Issues including exploration of life in the universe, global acceptance of GM food and alternatives to antibiotics provided via nanotechnology.

General Microbiology: Teaching basic concepts in context of Big Science Issues

Authors: see abstract
Department or Program: CBMG
Presented by: Ann C. Smith
Abstract: Ann C. Smith, Laura Cathcart, Gili Marbach-Ad, Volker Briken, Najib El-Sayed, Kennneth Frauwirth, Brenda Fredericksen, Steven Hutcheson, Lian-Yong Gao, Sam Joseph, Vincent Lee, Kevin S. McIver, David Mosser, B. Booth Quimby, Patricia Shields, Wenxia Song, Daniel C. Stein, As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool: the HPI concept inventory. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university.

Fostering engagement,continuity, and synthesis in a large class setting

Authors: Jeffrey S. Jensen
Department or Program: BIOL
Presented by: Jeffrey Jensen
Abstract: Three of the greatest challenges in large course instruction are generating student involvement during lecture, maintaining a continuing theme across lectures, and getting students to take responsibility for developing their own framework for understanding and synthesizing concepts. While much attention has been paid to fostering interactive learning and student engagement, effectively deploying these strategies in a large class setting is often difficult. This study describes the application and outcomes of interactive teaching, including clickers, wikis, and concept mapping, in a large course setting. Learning outcomes, assessed via exam scores, are compared in the same course taught in different years using 1) standard lecturing (Fall2006); 2) lecturing with use of clickers and course Wikis (Fall2008); and 3) lecture with clickers and concept mapping (preliminary data from Fall2009). Student perceptions of the usefulness of Wikis versus Concept mapping were also assessed. Exam performance increased markedly with the introduction of clickers and wikis (Fall2008 - mean exam grade = 70.0%) relative to the standard course (Fall2006 - mean exam grade = 62.8%). With the substitution of concept mapping for Wikis in Fall2009, exam performance returned to approximately the same level as in Fall2006 based on preliminary data. Both Wikis and Concept mapping were considered by students to be useful for “seeing the big picture” and connecting course concepts, with Wikis being viewed more favorably. Students thought wikis were helpful in learning course material, but were neutral on the value of concept mapping in this respect. Overall, wikis were viewed as better than concept mapping and this conclusion is supported by exam performance. Both Wikis and concept mapping are widely used tools for fostering synthetic thinking. As applied in this large course, Wikis appear to be more effective.

Got Glow? Using Green Fluorescent Protein in an Integrated Lab Module in Cell Biology

Authors: Nancy Noben-Trauth and BSCI330 Students
Department or Program: BIOL
Presented by: Nancy Noben-Trauth
Abstract: We have developed a laboratory module for Cell Biology and Physiology (BSCI330) that exploits the fluorescent properties of Green Fluorescent Protein (GFP) and expands on kits developed by Bio-Rad. Students learn the concepts of bacterial transformation, gene expression and regulation, protein purification, and protein analysis by SDS-PAGE and Western blotting. Initially, we discussed publications by the 2008 Nobel laureates in Chemistry that described the discovery and development of GFP. We then used the Bio-Rad plasmid pGLO to transform E. coli bacteria. GFP was expressed in E. coli and purified using column chromatography. Purified GFP and bacterial lysates were analyzed by SDS-PAGE and Western blotting. The presence of GFP was tracked throughout the experiments by using UV penlights. At the conclusion, students submitted a laboratory report of their results to Bio-Rad, highlighting our new laboratory of Western blotting. In the future, the GFP module will be expanded to include transfection of HeLa cells with GFP and visualization by fluorescent microscopy and flow-cytometry, PCR analysis of GFP in transfected cells, and injection of purified GFP into mice and measurement of antibody responses by ELISA. The Green Fluorescent Protein Module has provided a meaningful laboratory experience for Cell Biology students.