Janet M. Batzli

Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis.

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions.

Studying Human Disease Genes in Caenorhabditis elegans: A Molecular Genetics Laboratory Project

Scientists routinely integrate information from various channels to explore topics under study. We designed a 4-wk undergraduate laboratory module that used a multifaceted approach to study a question in molecular genetics. Specifically, students investigated whether Caenorhabditis elegans can be a useful model system for studying genes associated with human disease. In a large-enrollment, sophomore-level laboratory course, groups of three to four students were assigned a gene associated with either breast cancer (brc-1), Wilson disease (cua-1), ovarian dysgenesis (fshr-1), or colon cancer (mlh-1). Students compared observable phenotypes of wild-type C. elegans and C. elegans with a homozygous deletion in the assigned gene. They confirmed the genetic deletion with nested polymerase chain reaction and performed a bioinformatics analysis to predict how the deletion would affect the encoded mRNA and protein. Students also performed RNA interference (RNAi) against their assigned gene and evaluated whether RNAi caused a phenotype similar to that of the genetic deletion. As a capstone activity, students prepared scientific posters in which they presented their data, evaluated whether C. elegans was a useful model system for studying their assigned genes, and proposed future directions. Assessment showed gains in understanding genotype versus phenotype, RNAi, common bioinformatics tools, and the utility of model organisms.

Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression in Brassica rapa Fast Plants

This study explores shifts in student word association and explanations of phenotypic variation through an integrative quantitative genetics unit using Brassica rapa Fast Plants.

Analyzing results: the tip of the iceberg

A s faculty dive deeper into educational research, accountability, reliability, and validation will push them to analyze their classroom data in more objective ways. In the May issue of Frontiers, we described two research designs appropriate for classroom research – multiple group and split-group comparisons. We used an example to analyze how students approach an ill-structured problem (Ebert-May et al. 2006). Here, in the final article in this series, we use assessment data from a single course in which we conducted a pilot study to illustrate an approach to research design and analysis. We begin by describing the human subject approval for research and then show the initial analysis of results from the study that led to further investigation. As a final note, we offer ideas about the needs and directions of future ecological education research. Human subject approval of research Reasons for pursuing research into undergraduate learning depend on faculty goals, time, energy, and support (Batzli et al. 2006). Regardless of the reason, faculty are responsible for becoming knowledgeable about conducting research on human subjects and abiding by federal regulations and policies , as implemented by their institutions. At universities and colleges, institutional review boards protect the rights, welfare, and privacy of human subjects who participate in research conducted by students and/or faculty.) we used concept maps to show how students can visualize their thinking by building models that enable them to arrange concepts hierarchically and connect new concepts to those based on prior knowledge (Novak 1998). Concept maps are useful tools that enhance meaningful learning and retention by allowing students to practice making connections among concepts (Ausubel 2000). We designed this pilot study to test whether students who practiced using concept maps performed better on assessments designed to detect their ability to make connections than students who used another instructional tool. We implemented the use of these tools in units on evolution, inva-sive species/ecosystem services. We chose the split-group design, randomly dividing the class into two groups (A and B). For treatments, we asked students to perform multiple representations (MRs) of concepts, a task similar to concept maps. In MRs, students define each concept and then provide an example, an analogy, and a drawing or equation illustrating the concept. Students are not asked to make connections among concepts in MRs, whereas students that constructed concept maps specifically focused on making such connections. We believe that both concept maps …

Crossing the Threshold: Bringing Biological Variation to the Foreground

This essay summarizes the authors’ study of, conversations about, and thought processes on threshold concepts. Using biological variation as an example, the authors demonstrate the utility of threshold concepts for curriculum development and research on student learning.