CourseSource最新文献_第7页

SEAS CURE: Exploring Coral Biology Across Scales 海洋治疗:跨尺度探索珊瑚生物学

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.38

Angela Z. Poole, Geoffrey Mitchell, A. Roark, Jodi Schwarz

{"title":"SEAS CURE: Exploring Coral Biology Across Scales","authors":"Angela Z. Poole, Geoffrey Mitchell, A. Roark, Jodi Schwarz","doi":"10.24918/cs.2022.38","DOIUrl":"https://doi.org/10.24918/cs.2022.38","url":null,"abstract":"Complex biological concepts (like symbiosis and coral biology) that span multiple scales and cross disciplinary boundaries are often difficult for students to understand. This complexity is compounded by the challenges inherent to teaching and learning the process of science, especially at the undergraduate level. To address these issues, we developed the Symbiotic Exaiptasia -Algae System, or SEA System, which leverages the model anemone Exaiptasia diaphana (often used as a proxy for corals in research laboratories) along with its dinoflagellate symbionts. The SEA System represents a cost-effective, tractable platform for students to explore symbiosis and coral biology in the laboratory. We provide lesson plans for both a Preliminary Laboratory Activity (PLA) and multiple Authentic Research Experiences (AREs) that are accompanied by detailed, user-friendly protocols. Collectively, these resources support a versatile course-based undergraduate research experience (CURE) that instructors can implement in one or multiple laboratory sessions of biology courses at any level. The SEAS CURE allows students to learn about biological concepts from molecular to ecological scales and to engage in authentic research. By emphasizing both concepts and competencies, this holistic and inclusive approach facilitates the teaching and learning of science in undergraduate biology courses.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Three Sisters of Agriculture: An Active Learning Activity on Symbiotic Nitrogen Fixation 农业三姐妹:共生固氮的积极学习活动

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.40

B. Prüß

{"title":"The Three Sisters of Agriculture: An Active Learning Activity on Symbiotic Nitrogen Fixation","authors":"B. Prüß","doi":"10.24918/cs.2022.40","DOIUrl":"https://doi.org/10.24918/cs.2022.40","url":null,"abstract":"This active learning exercise introduces students to the plant microbiome and the contributions that bacteria make to plant growth and food production. The Three Sisters are an ancient indigenous practice in which three plant crops and the associated microbiome contribute to each other’s growth. In this symbiotic relationship, the associated bacteria ( Rhizobium leguminosarum biovar phaseoli ) inhabit root nodules in bean plants, converting atmospheric nitrogen to ammonia through the process of nitrogen fixation. The plant takes up the ammonia as its nitrogen source, and provides the bacteria with organic carbon. The Lesson contains a pre-class reading, a 50-minute class session, and an after-class reading. In the first round of small group work during the class, students discuss and report back on the symbiosis between the three plants and between the bacteria and the plants, and the contributions to sustainable agriculture. In the second round of discussion and reporting, students discuss nitrogen fixation, emphasizing the nod genes for polypeptides involved in forming the root nodules and the nif genes that encode the nitrogenase enzyme complex that carries out nitrogen fixation. The after class reading provides students with an example of enhancing plant growth by adding nitrogen-fixing bacteria externally to beans. Altogether, this exercise provides students with a real life scenario relevant to sustainable agriculture.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Gratitude Interventions in a Biology Course to Foster Student Persistence and Success 感恩干预在生物课程中培养学生毅力与成功

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.41

Lani U. Gleason

{"title":"Gratitude Interventions in a Biology Course to Foster Student Persistence and Success","authors":"Lani U. Gleason","doi":"10.24918/cs.2022.41","DOIUrl":"https://doi.org/10.24918/cs.2022.41","url":null,"abstract":"College students are experiencing a mental health crisis, which has been further exacerbated by the COVID-19 pandemic. This is problematic because stress and anxiety impede learning. One way to combat stress and anxiety is to focus on gratitude, the emotion experienced when we are thankful for positive aspects of our life. In the classroom gratitude has been associated with higher classroom engagement, higher school life satisfaction, higher academic motivation, and higher academic retention. Importantly, a grateful attitude can be taught with interventions. However, more information regarding the implementation and effects of gratitude interventions in the STEM college classroom is needed. Here I describe two simple gratitude interventions that I implemented in an Introduction to Scientific Analysis course in a Biological Sciences Department. A treatment section received gratitude interventions that included 1) keeping a weekly gratitude journal ( e.g., listing five things you are grateful for), and 2) writing three letters of gratitude throughout the semester. A control section received regular curriculum. Preliminary comparison of treatment and control sections indicated these interventions are indeed successful at increasing student gratitude. For example, students reported feeling grateful more frequently after the gratitude interventions than they did before the interventions. Student feedback regarding the gratitude interventions was also overwhelmingly positive. Ultimately, the relatively simple technique of gratitude interventions could be easily implemented across a variety of higher education courses to have long-term positive effects and foster student success.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Film as a Powerful Tool for Increasing Awareness of the Importance of Belonging in STEM 电影是提高STEM中归属感重要性意识的有力工具

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.47

T. Addy, Kendall Moore, Erin L. Whitteck, J. Rossmann

引用次数: 0

Three Research-Based Quantitative Reasoning Modules for Introductory Organismal Biology Laboratories 三个研究为基础的定量推理模块入门有机生物学实验室

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.48

E. Crispo, K. Ilves

{"title":"Three Research-Based Quantitative Reasoning Modules for Introductory Organismal Biology Laboratories","authors":"E. Crispo, K. Ilves","doi":"10.24918/cs.2022.48","DOIUrl":"https://doi.org/10.24918/cs.2022.48","url":null,"abstract":"We have designed three laboratory modules for an introductory organismal biology course with an emphasis on quantitative reasoning and data analysis skills. Module 1 tests for dimorphism in crayfish chelae using a paired statistical design. Module 2 tests for allometric growth of tapeworm hook structures using a regression model. Module 3 tests for differences in stomatal densities between two groups of plants using a two-sample statistical approach. For all three modules, we emphasize the use of confidence intervals to draw statistical conclusions about hypotheses. Knowledge about the basic biology of animals and plants is required, including arthropods, platyhelminths, and vascular plants. Background reading on dimorphism, allometry, and transpiration provides the necessary foundation to develop questions and hypotheses. Some familiarity with R is necessary for both students and instructors, although the activities can be modified for analysis with Excel or another statistical package. These modules can be taught independently or together as a unit within a course. As stated in the AAAS document, Vision and Change: A Call to Action , the ability to use quantitative reasoning is a core competency that must be developed by all biology students. These modules address the call for instruction in quantitative reasoning and provide a hands-on active introduction to key tools that will be required to build students’ statistical repertoire in more advanced courses.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Electron Location, Location, Location: Understanding Biological Interactions 电子定位，定位，定位:理解生物相互作用

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.6

Amanda E. Schivell

引用次数: 1

Integrating Community Ecology Into the Study of Parasites: Exploring the Effect of Host Behavior on Parasite Transmission Rates 将群落生态学纳入寄生虫研究:探索寄主行为对寄生虫传播率的影响

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.22

W. Ryan, Christine M. Sestero

{"title":"Integrating Community Ecology Into the Study of Parasites: Exploring the Effect of Host Behavior on Parasite Transmission Rates","authors":"W. Ryan, Christine M. Sestero","doi":"10.24918/cs.2022.22","DOIUrl":"https://doi.org/10.24918/cs.2022.22","url":null,"abstract":"Organismal life cycles are often presented as a set of facts to memorize in undergraduate biology courses. This approach is cognitively demanding for students and fails to convey how central life cycle diversity is in shaping ecological and evolutionary processes. Understanding the causes and consequences of life cycles is especially important when studying parasites with multiple life cycle stages for passing through diverse hosts. We designed a two-part lab activity to help our students gain a better understanding of the ecological interactions driven by parasite life cycles. Part I is a structured guide to reading a peer-reviewed journal article. Part II is a guided exercise in summarizing and interpreting mock experimental data involving a trematode parasite life cycle. These assignments helped students (1) understand how parasite life cycles shape ecological interactions with their hosts, (2) practice making predictions about species interactions using core ecological principles, and (3) practice quantitative reasoning and graph literacy skills by visualizing and interpreting data. We first used this activity as a self-guided lab exercise for an upper-division undergraduate parasitology class that switched from in-person to asynchronous-remote mid-semester. The stepwise structure of the activity allowed us to pinpoint the links in the chain of biological reasoning where students struggled most to guide target topic reviews in subsequent lectures. Here, we provide a summary of the activity, our experience with the activity, and suggestions for adapting the activity for a synchronous-remote or in-person class.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Medical Student Opinions of a Gross Anatomy Course Aided with Prosection 医学生对检控辅助大体解剖学课程的意见

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.12

Mohsin M Syed, B. Newton

引用次数: 0

Role of crop genetic diversity on pathogen impact: The tale of two pathogens 作物遗传多样性对病原体影响的作用:两种病原体的故事

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.14

Elizabeth Wlezien, Nick T. Peters, R. Wise, N. Boury

{"title":"Role of crop genetic diversity on pathogen impact: The tale of two pathogens","authors":"Elizabeth Wlezien, Nick T. Peters, R. Wise, N. Boury","doi":"10.24918/cs.2022.14","DOIUrl":"https://doi.org/10.24918/cs.2022.14","url":null,"abstract":"Introductory genetics courses are part of the core curriculum in many different fields, including plant breeding, animal science, biology, microbiology, and natural resource management. Concepts involving genes, inheritance, evolution, and genome editing are foundational to both modern biology and agriculture. Understanding these concepts is not only important for training scientists but also for citizens who will make personal health and consumer decisions. For this learning to happen, however, we need to use evidence-based education practices to bring our teaching of the biological and agricultural sciences into the 21st century. This case study uses historical plant pathogen epidemics, such as the Irish potato famine, to guide student learning about how genes are passed from one generation to the next, the advantages and disadvantages of different farming strategies, and how the interactions between a disease-causing organism, its host, and the environment lead to epidemics. In learning about plant disease outbreaks, students also learn basic genetics and crop breeding concepts. This case study also provides teachers with instructions on how to evaluate host, microbe, and environmental data with the students and also guides student groups as they design and discuss plans to optimize yield while minimizing the risk of crop loss due to disease.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A How to Guide and Template for Designing a Puzzle Based Escape Room Game 如何设计一个基于解谜的密室逃脱游戏的指南和模板

CourseSource Pub Date : 2022-01-01 DOI: 10.24918/cs.2022.8

Ashley J. Earle

引用次数: 0