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Small World Initiative: crowdsourcing search of new an0bio0cs to enhance
undergraduate biology teaching
Ana Maria Barral1, Huda Makhluf1, Paula Soneral2, Bri?any Gasper3
1Na0onal University, CA; 2Bethel University, MN; 3Florida Southern College, FL.
How it ALL started….
Focus on 1st two years of college for one million more STEM professionals because… • 1st two years ac<vely
discourage students from pursuing STEM degrees
• they are common to all types of colleges and universi<es
• retaining more STEM majors is the lowest-‐cost, fastest policy op<on to meet the labor force needs
“Engage to Excel”Recommenda0ons
1. Use evidence-‐based teaching prac0ces.
2. Replace lab courses with research courses. Students are are more likely :
■ to persist in STEM majors
■ to receive beEer grades ■ to complete degrees more quickly
3. Launch a na0onal experiment in math educa0on.
4. Diversify pathways to STEM careers using stakeholder partnerships.
5. Create a Presiden0al council on STEM ed.
Jo Handelsman • HHMI Professor of mol/cell/developmental biology at Yale
• Associate Director for Science at the Office of Science and Technology Policy
• Councilor-‐at-‐large, AAAS (1/1/2012 -‐ 12/31/2016)
• Editor-‐in-‐Chief, DNA and Cell Biology (1/1/2007 -‐ 12/31/2011)
• President, American Society for Microbiology (05/31/2013 -‐ 05/31/2014)
• Co-‐chair, President’s Council of Advisers on Science and Technology Working Group, STEM Educa<on in Higher Ed (01/01/2010 -‐ 02/01/2012)
• President’s Council of Advisers on Science and Technology Working Group, K-‐12 Educa<on (01/01/2009 -‐ 12/31/2010)
Small World Ini<a<ve => students search for an<bio<c-‐producing soil
microbes • Na<onal issues in science educa<on • Global issues in infec<ous disease • Strategies for an<bio<c discovery Yale: Microbes to Molecules Course First workshop of pilot partners: Summer 2013 Currently 24 ins<tu<ons across the country have been/are implemen<ng the SWI curriculum in their courses.
SWI course overview •Students collect soil
•Culture bacteria from soil
•Test bacteria for an<bio<c ac<vity
•Iden<fy bacteria
•Upload data to website u<lized by all par<cipants
•Iden<fy chemical structure of an<bio<c
Course materials • Curriculum adaptable to different courses:
o microbiology o general biology (majors/non majors) o molecular biology
• Lab manual (modular, customizable)
• Instructor manual
• Lab protocols • Online student data repository (Yale)
Assessment
● CURE survey–pre/post
● Project ownership survey (POS) post
● Comparison courses ○ 1 tradi<onal sec<on ○ 1 SWI sec<on
● Reten<on in courses
● Shared assessments
● Longitudinal study
One goal, different implementations
Na<onal University
CA
Private, Non-‐profit, Accelerated
Bethel University
MN
Private,
Residen<al
Liberal Arts
Florida Southern College
Small, Private, Residen<al Liberal Arts
National University: SWI for microbiology classes
• 8 week lecture + lab, mainly for pre-‐allied health (pre-‐nursing) students
• Total of 10 class mee<ngs, 4.5 hours each.
• Half lecture, half lab sessions (>2 hours lab <me per session)
• 3 SWI sec<ons, total 53 students
Example of course schedule Week SWI content Skills Pre-‐allied health content
1 Soil pla<ng, dilu<ons Isola<on & descrip<on of colonies Masterplates
Asep<c technique Pipenng Microscopy Colony morphology
2 Ini<al characteriza<on of isolates
Simple, Gram, and endospore staining Streaking Differen<al media
3 Tes<ng for an<bio<c produc<on against ESKAPE pathogens
Spread/patch pla<ng
Disinfectants An<bio<cs Hand-‐washing
4 Biochemical characteriza<on of soil isolates Biochemical tests Bacteria of respiratory & GI tract, and skin
5 Interpreta<on of data, Drao report due Data analysis & summary Anaerobes ELISA
6 Colony PCR, Blast of sequences
7 Organic extrac<on, re-‐tes<ng.
8 Poster presenta<on Communica<on
NU: student voices • Learned a lot from lab technique, to record keeping, to
analysis and synthesis of data
• Really enjoyed the SWI project as it gave a clear cut goal to use the knowledge we learned in class instead of just memorizing vocabulary
• I feel as if I've done a project that would make me definitely more comfortable and beEer equipped to complete future projects in school, and I would not be as in<midated in doing a professional research project
Introduction to Molecular and Cellular Biology
Course BIO112 Introduc<on to Molecular and Cellular Biology
Format MWF Class Sessions, 70 minutes Lab 1 day per week, 2.5 hr 16 Weeks
Enrollment 61 students (3 sec<ons) Biology, Biochemistry, Biokine<cs Majors Pre-‐Allied Health
Pedagogy and Emphasis
Scale-‐up ac<ve learning classrooms Flipped, Case-‐based, Coopera<ve learning Scien<fic argumenta<on and modeling emphasized
Biological Essentials Laboratory
• Introductory Biology laboratory course for majors
• 14 week course w/ lecture and tradi<onal skills-‐based lab • One sec<on of tradi<onal lab replaced with SWI pilot
o 20 students (13 females, 7 males)
• 9 tradi<onal sec<ons, 1 SWI sec<on
• Lab met once a week for 1 hour and 45 minutes
SWI Lab Schedule Weeks SWI content Skills Introductory Biology Content
1-‐3 Media selec<on Asep<c technique Pipenng Experimental design
Use of standard lab equipment Scien<fic method Metric units and graphing
4-‐5 Soil pla<ng Isola<on & descrip<on of colonies Ini<al characteriza<on of isolates Choose ESKAPE pathogens
Serial dilu<ons Spread pla<ng and patch pla<ng
Diffusion and Osmosis
6-‐7 Tes<ng for an<bio<c produc<on against ESKAPE pathogen safe rela<ves WriEen report on ESKAPE pathogens
Career Center Visit
8-‐9 Prepara<on for chemical extrac<ons Light Microscopy Gram staining Heavy streaking
Colorimetery Use of a spectrophotometer
10-‐11 Organic extrac<on Pla<ng extracted compounds against ESKAPE pathogen safe rela<ves
12-‐14 Colony PCR, Gel electrophoresis, BLAST of sequences WriEen lab report
Data analysis and summary “Manuscript” prepara<on
Student Feedback • No CURE or project ownership survey data (yet) • Student reflec<on papers
o 13/18 would like to con<nue on with research o “I had many friends who were in other Biology labs that I heard
complain constantly while I had nothing but good things to say about this lab even though it was at 8 am.”
o “This research actually made me excited to get up at 8 am.” o “I thoroughly enjoyed working on this project because it showed
me another side of lab” o “Each week I was more excited than the previous week and looked
forward to coming to lab to see the results and perform the next step in the research.”
What’s next???
• Results will be presented at the American Society of Microbiology General Mee<ng May 2014
• SWI faculty & students presen<ng their results
• New workshop this summer
• Updated materials
• hEp://smallworldini<a<ve.org/
• Contact: Tiffany Tsang [<[email protected]]