Sara E. Brownell

Systemic augmentation of αB-crystallin provides therapeutic benefit twelve hours post-stroke onset via immune modulation

Tissue plasminogen activator is the only treatment option for stroke victims; however, it has to be administered within 4.5 h after symptom onset, making its use very limited. This report describes a unique target for effective treatment of stroke, even 12 h after onset, by the administration of αB-crystallin (Cryab), an endogenous immunomodulatory neuroprotectant. In Cryab−/− mice, there was increased lesion size and diminished neurologic function after stroke compared with wild-type mice. Increased plasma Cryab was detected after experimental stroke in mice and after stroke in human patients. Administration of Cryab even 12 h after experimental stroke reduced both stroke volume and inflammatory cytokines associated with stroke pathology. Cryab is an endogenous anti-inflammatory and neuroprotectant molecule produced after stroke, whose beneficial properties can be augmented when administered therapeutically after stroke.

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms.

Women who start college in one of the natural or physical sciences leave in greater proportions than their male peers. The reasons for this difference are complex, and one possible contributing factor is the social environment women experience in the classroom. Using social network analysis, we explore how gender influences the confidence that college-level biology students have in each other’s mastery of biology. Results reveal that males are more likely than females to be named by peers as being knowledgeable about the course content. This effect increases as the term progresses, and persists even after controlling for class performance and outspokenness. The bias in nominations is specifically due to males over-nominating their male peers relative to their performance. The over-nomination of male peers is commensurate with an overestimation of male grades by 0.57 points on a 4 point grade scale, indicating a strong male bias among males when assessing their classmates. Females, in contrast, nominated equitably based on student performance rather than gender, suggesting they lacked gender biases in filling out these surveys. These trends persist across eleven surveys taken in three different iterations of the same Biology course. In every class, the most renowned students are always male. This favoring of males by peers could influence student self-confidence, and thus persistence in this STEM discipline.

Chaperone activity of small heat shock proteins underlies therapeutic efficacy in experimental autoimmune encephalomyelitis

Background: The small heat shock protein, HspB5, is therapeutic in experimental autoimmune encephalomyelitis. Results: Eight other human sHsps, a mycobacterial sHsp, and a linear peptide from HspB5 were equally effective therapeutics. Conclusion: All of the therapeutic proteins and peptides were also molecular chaperones. Significance: Correlation between chaperone activity and therapeutic function supports data demonstrating sHsps bind inflammatory mediators in plasma. To determine whether the therapeutic activity of αB crystallin, small heat shock protein B5 (HspB5), was shared with other human sHsps, a set of seven human family members, a mutant of HspB5 G120 known to exhibit reduced chaperone activity, and a mycobacterial sHsp were expressed and purified from bacteria. Each of the recombinant proteins was shown to be a functional chaperone, capable of inhibiting aggregation of denatured insulin with varying efficiency. When injected into mice at the peak of disease, they were all effective in reducing the paralysis in experimental autoimmune encephalomyelitis. Additional structure activity correlations between chaperone activity and therapeutic function were established when linear regions within HspB5 were examined. A single region, corresponding to residues 73–92 of HspB5, forms amyloid fibrils, exhibited chaperone activity, and was an effective therapeutic for encephalomyelitis. The linkage of the three activities was further established by demonstrating individual substitutions of critical hydrophobic amino acids in the peptide resulted in the loss of all of the functions.

Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses.

The shift from cookbook to authentic research-based lab courses in undergraduate biology necessitates the need for evaluation and assessment of these novel courses. Although the biology education community has made progress in this area, it is important that we interpret the effectiveness of these courses with caution and remain mindful of inherent limitations to our study designs that may impact internal and external validity. The specific context of a research study can have a dramatic impact on the conclusions. We present a case study of our own three-year investigation of the impact of a research-based introductory lab course, highlighting how volunteer students, a lack of a comparison group, and small sample sizes can be limitations of a study design that can affect the interpretation of the effectiveness of a course.

Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions.

This study found that self-reported preferred roles in peer discussions in introductory biology classrooms can be predicted by social identities and that barriers to participation in peer discussions may impact certain student groups more than others.

Impact of a Short Evolution Module on Students' Perceived Conflict between Religion and Evolution

Abstract Evolution has historically been a topic in biology that is fraught with controversy, and a conflict between religion and evolution is often assumed. If students perceive that evolution is in conflict with their religious beliefs, it can have negative ramifications for their learning of evolution and attitudes toward science. However, religion and evolution have been argued to be compatible. An instructor can incorporate a discussion of this compatibility into their teaching, but the impact of this on students perceptions of compatibility is still unknown. In this study, we describe a two-week module on evolution with embedded discussion about compatibility between religion and evolution. We surveyed introductory biology students before and after this evolution module about whether they thought evolution and religion could be compatible. We found that the evolution module reduced the number of students who perceived a conflict between evolution and religion by 50 percent. Unexpectedly, perceived conflict between religion and evolution was reduced for both religious and nonreligious students. These results indicate that how instructors present a module on evolution can have an impact on student perceptions of compatibility between religion and evolution.

How to Assess Your CURE: A Practical Guide for Instructors of Course-Based Undergraduate Research Experiences

Integrating research experiences into undergraduate life sciences curricula in the form of course-based undergraduate research experiences (CUREs) can meet national calls for education reform by giving students the chance to “do science.” In this article, we provide a step-by-step practical guide to help instructors assess their CUREs using best practices in assessment. We recommend that instructors first identify their anticipated CURE learning outcomes, then work to identify an assessment instrument that aligns to those learning outcomes and critically evaluate the results from their course assessment. To aid instructors in becoming aware of what instruments have been developed, we have also synthesized a table of “off-the-shelf” assessment instruments that instructors could use to assess their own CUREs. However, we acknowledge that each CURE is unique and instructors may expect specific learning outcomes that cannot be assessed using existing assessment instruments, so we recommend that instructors consider developing their own assessments that are tightly aligned to the context of their CURE.

Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

Seven students who identified as part of the lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) community from an active-learning biology class were interviewed. It was found that active-learning classrooms present a number of challenges for LGBTQIA students to navigate based on their social identities, but also offer some opportunities to come out to their peers.

Practices and Perspectives of College Instructors on Addressing Religious Beliefs When Teaching Evolution

From 32 interviews with college instructors who teach evolution, we found that the majority do not consider student acceptance of evolution as a goal when they teach evolution. Further, instructors cited a number of barriers to addressing the perceived conflict between religion and evolution in their classrooms.

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

In a study examining more than 4800 student exams in introductory biology, the authors found that exam characteristics differentially impact students based on gender and socioeconomic status.