Experiential Learning and Evidence-Based Teaching Powerful Tools in Assessing STEM

CompetenciesXavier University of Louisiana

New Orleans LA 70125

Mary Carmichael Course Coordinator for Freshman Biology and Assessment Coordinator for the Biology DepartmentAndrea Edwards Conrad N Hilton Endowed Chair in Computer ScienceShubha Ireland Professor of Biology PD for HHMI supported project lsquoScicomprsquo and Special Assistant to the Provost for Life Sciences Education

bull Founded in 1925 only historically Black Roman Catholic institution in the US

bull Primarily undergraduate HBCU (~ 2200 in the CAS ~ 2900 total)

bull Strong liberal arts base

bull Nationally recognized for its success in STEM education

bull ~ 72 STEM majors (33-35 in Biology alone)

bull Top producer of African American graduates in biological and biomedical sciences and physics

bull Tops the nation in number of graduates who complete medical school and in graduates who go on to obtain PhDs in life sciences

httpwwwnsfgovstatisticsinfbriefnsf13323

httpwwwnsfgovstatistics2015nsf15311tablespdftab7-10pdf

bull Founded in 1925 only historically Black Roman Catholic institution in the US

bull Primarily undergraduate HBCU (~ 2200 in the CAS ~ 2900 total)

bull Strong liberal arts base

bull Nationally recognized for its success in STEM education

bull ~ 72 STEM majors (33-35 in Biology alone)

bull Top producer of African American graduates in biological and biomedical sciences and physics

bull Tops the nation in number of graduates who complete medical school and in graduates who go on to obtain PhDs in life sciences

httpwwwnsfgovstatisticsinfbriefnsf13323

httpwwwnsfgovstatistics2015nsf15311tablespdftab7-10pdf

bull Students applying for and receiving financial aid ndash 87bull Students receiving Pell Grants ndash over 65bull Underprepared students exhibiting the will to succeed accepted bull Based on high school GPAs and ACTSAT scores students and other factors

classified in three academic risk categories (low medium and high)bull First time freshmen graduation rate is ~ 65 (internal data)bull Transfer students (mostly pre-Pharms join at the 2nd year level)

Project Scicomp2012-2017

Competency-based curricular reforms and their positive influence on URM

learning and retention

Goals of Project Scicomp

bull Implement curricular reforms to reflect the scientific competency recommendations through newer teaching testing and assessment approaches (that would be sustainable after the end of funding)

bull Increase student retention in the sciences

bull Increase number of students going to medical or graduate schools or in the workforce

Guiding Documents

Years 1 - 3 Biology 1210L and 1220L were developed received academic assembly approval and were piloted in Fall 2012

The main goal of these courses was to introduce the fundamentals of scientific competencies and research-related active learning exercises in a stress-free environment

Based on the formative and summative assessments of these courses we have made several adjustments as we offer these courses each semester

Pre- and post-course diagnostic tests

Biology 1230 lecture and lab underwent changes in content and in the style of teaching testing and assessing

Weekly meetings for more sharing of ideas on best practices

Student self-assessment of performance

Student pre- and post- surveys on perspectives about Biology

Online homework assignments and clicker questions for formative assessment OpScan scanner and LXR Test softwarefor increased assessment capabilities

Curricular changes across STEM disciplines and dissemination

XU Center For the Advancement of Teaching and SERG

AAAS VampC HHMI NAS GCSI Grinnell NYU Faculty Resource Network

On and off campus collaborations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Project Scicomp2012-2017

Competency-based curricular reforms and their positive influence on URM

learning and retention

Goals of Project Scicomp

bull Implement curricular reforms to reflect the scientific competency recommendations through newer teaching testing and assessment approaches (that would be sustainable after the end of funding)

bull Increase student retention in the sciences

bull Increase number of students going to medical or graduate schools or in the workforce

Guiding Documents

Years 1 - 3 Biology 1210L and 1220L were developed received academic assembly approval and were piloted in Fall 2012

The main goal of these courses was to introduce the fundamentals of scientific competencies and research-related active learning exercises in a stress-free environment

Based on the formative and summative assessments of these courses we have made several adjustments as we offer these courses each semester

Pre- and post-course diagnostic tests

Biology 1230 lecture and lab underwent changes in content and in the style of teaching testing and assessing

Weekly meetings for more sharing of ideas on best practices

Student self-assessment of performance

Student pre- and post- surveys on perspectives about Biology

Online homework assignments and clicker questions for formative assessment OpScan scanner and LXR Test softwarefor increased assessment capabilities

Curricular changes across STEM disciplines and dissemination

XU Center For the Advancement of Teaching and SERG

AAAS VampC HHMI NAS GCSI Grinnell NYU Faculty Resource Network

On and off campus collaborations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Goals of Project Scicomp

bull Implement curricular reforms to reflect the scientific competency recommendations through newer teaching testing and assessment approaches (that would be sustainable after the end of funding)

bull Increase student retention in the sciences

bull Increase number of students going to medical or graduate schools or in the workforce

Guiding Documents

Years 1 - 3 Biology 1210L and 1220L were developed received academic assembly approval and were piloted in Fall 2012

The main goal of these courses was to introduce the fundamentals of scientific competencies and research-related active learning exercises in a stress-free environment

Based on the formative and summative assessments of these courses we have made several adjustments as we offer these courses each semester

Pre- and post-course diagnostic tests

Biology 1230 lecture and lab underwent changes in content and in the style of teaching testing and assessing

Weekly meetings for more sharing of ideas on best practices

Student self-assessment of performance

Student pre- and post- surveys on perspectives about Biology

Online homework assignments and clicker questions for formative assessment OpScan scanner and LXR Test softwarefor increased assessment capabilities

Curricular changes across STEM disciplines and dissemination

XU Center For the Advancement of Teaching and SERG

AAAS VampC HHMI NAS GCSI Grinnell NYU Faculty Resource Network

On and off campus collaborations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Guiding Documents

Years 1 - 3 Biology 1210L and 1220L were developed received academic assembly approval and were piloted in Fall 2012

The main goal of these courses was to introduce the fundamentals of scientific competencies and research-related active learning exercises in a stress-free environment

Based on the formative and summative assessments of these courses we have made several adjustments as we offer these courses each semester

Pre- and post-course diagnostic tests

Biology 1230 lecture and lab underwent changes in content and in the style of teaching testing and assessing

Weekly meetings for more sharing of ideas on best practices

Student self-assessment of performance

Student pre- and post- surveys on perspectives about Biology

Online homework assignments and clicker questions for formative assessment OpScan scanner and LXR Test softwarefor increased assessment capabilities

Curricular changes across STEM disciplines and dissemination

XU Center For the Advancement of Teaching and SERG

AAAS VampC HHMI NAS GCSI Grinnell NYU Faculty Resource Network

On and off campus collaborations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Years 1 - 3 Biology 1210L and 1220L were developed received academic assembly approval and were piloted in Fall 2012

The main goal of these courses was to introduce the fundamentals of scientific competencies and research-related active learning exercises in a stress-free environment

Based on the formative and summative assessments of these courses we have made several adjustments as we offer these courses each semester

Pre- and post-course diagnostic tests

Biology 1230 lecture and lab underwent changes in content and in the style of teaching testing and assessing

Weekly meetings for more sharing of ideas on best practices

Student self-assessment of performance

Student pre- and post- surveys on perspectives about Biology

Online homework assignments and clicker questions for formative assessment OpScan scanner and LXR Test softwarefor increased assessment capabilities

Curricular changes across STEM disciplines and dissemination

XU Center For the Advancement of Teaching and SERG

AAAS VampC HHMI NAS GCSI Grinnell NYU Faculty Resource Network

On and off campus collaborations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Focus on Science majorsduring their freshman year

bull Math in biology (Foundations I and II)

bull BioSQuaRE Test and its significance

bull Computer Applications (exercise on BLAST)

bull Biophysics (exercise on electricity)

bull Biol 1230 (leader lecture course for newer assessments

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Foundations I and II (Biol 1210L and Biol 1220L)

bull Biol 1210L Introduces basic principles and applications of math physics and chemistry in biology and research Emphasis on group projects active learning discussions readingcomprehension of scientific articlespassages experimentation data collection data analysis and use of computers

bull Biol 1220L Focuses on statistics using data collected by students using systems like the Bean beetle and plant seeds Also reinforcement of measurement conversions dilutions stock solutions and back calculations using living systems typically bacteria Continuation of primary literature discussionsanalysis

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

1210L Active Learning110$in$50m

L$110$in$100

mL$

110$in$30m

L$

Infect=99 recovery=99

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

STUDIES ON PIGMENTATION OF SERRATIA MARCESCENS

I SPECTRAL AND PAPER CHROMATOGRAPHIC PROPERTIES OF PRODIGIOSIN

ROBERT P WILLIAMS JAMES A GREEN2 AND DONALD A RAPPOPORT

Departments of Microbiology Biochemistry and Radiology Baylor University College of Medicine Houston Texas

Received for publication June 23 1955

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

APPLIED MICROBIOLOGY Mar 1973 p 396-402 Vol 25 No 3 Copyright 0 1973 American Society for Microbiology Printed in USA

Biosynthesis of Prodigiosin a Secondary Metabolite of Serratia marcescensROBERT P WILLIAMS

Department of Microbiology Baylor College of Medicine Houston Texas 77025 Received for publication 30 October 1972

Prodigiosenes (prodigiosin and prodigiosin-like pigments) are known to be synthesized by only one genus of Eubacteriales and by two genera of Actinomycetales Biosynthesis by Serratia marcqscens occurs over a relatively narrow range of temperatures although the bacteria grow over a broad range When cultures of S marcescenswere incubated at 27 C in 10 casein hydrolysate viable count and protein attained maximal values within 24 to 48 h whereas prodigiosin did not reach a maximum until 96 h The greatest amount of pigment was synthesized when cultures were in the senescent phase of growth Suspensions of nonproliferating bacteria incubated at 27 C in only i-alanine also synthesized prodigiosin although at a slower rate than growing cultures Kinetics of growth for the wild-type red S marcescens and a white mutant were identical when incubated at 27 C but the wild type produced abundant pigment These results plus other data obtained from the literature suggest that prodigiosin is a secondary metabolite The importance of this proposal to understanding the function of prodigiosin in S marcescens is discussed

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Zooming ahead to recent yearshelliphellip From 1955 to 2017

MybioSorcecomhttpswwwmybiosourcecom

Product DescriptionProdigiosin is an intensely red pyrrole pigment produced by several bacteria most notably Serratia marcescens Prodigiosin has a broad biological profile with activity against fungi tumor cell lines and malaria It was shown to be an immunosuppressant in 2007 The mode of action of prodigiosin has recently received considerable attention as an inducer of apoptosis in human primary cancer cells via caspase activation Prodigiosin also acts as an inducer of p21WAF1CIP1 expression via transforming growth factor-B receptor pathway and of NAG-1activation by acting on glycogen synthase kinase-3B

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Evidence of ldquomath-gaprdquo

bull ACT College Readiness Benchmark

ndash 50 chance of obtaining a B or

better or ~75 chance of obtaining

a C or higher in a corresponding

first-year course

ACT Site

ndash Math = Algebra I

ndash Science = Biology IBased on sample of 214 institutions and gt230000

students from US Benchmarks = median course

placement values and represent a ldquotypicalrdquo set of

expectations

Percent of ACT-Tested High School Graduates Meeting ACT Benchmarks

Pe

rce

nt

Few 12th Grade Students Interested

in STEM and Proficient in Math

Business-Higher Ed Forum Research Brief (2011)Included in 2012 PCAST Appendix E

STEM interested

AND Math Proficient

NOT STEM

interestedMath

ProficientNOT STEM

interested

NOT Math

Proficient

STEM

interested

NOT Math

Proficient

Few 12th Grade Students Interested

in STEM and Proficient in Math

Business-Higher Ed Forum Research Brief (2011)Included in 2012 PCAST Appendix E

STEM interested

AND Math Proficient

NOT STEM

interestedMath

ProficientNOT STEM

interested

NOT Math

Proficient

STEM

interested

NOT Math

Proficient

Biological Quantitative Reasoning

Exam (BioSQuaRE) ndash Q6 consortium

BioSQuaRE TeamBiology

Paul Overvoorde (Macalester)

Peter Brodfuehrer Greg Davis (Bryn Mawr)

Charles Umbanhowar (St Olaf)

Marion Preest (Keck Science Center Claremont Colleges)

Steve Adolph Cathy McFadden (Harvey Mudd)

Educational PsychologyStatistics

Andy Zieffler Laure Le (U Minnesota)

Laura Zeigler (Iowa State)

Erik Larson (Macalester)- Sociology

ldquoOtherrdquo

Liz Stanhope (Lewis and Clark) ndash Math

Jason Belitsky (Oberlin) ndash Chemistry

Marcelo Vinces (Oberlin) ndash Quantitative Skills Center

Tabassum Haque (Oberlin) ndash Institutional Research

Alignment of Learning Outcomes

bull 14 + 38 faculty

bull Mapping of learning outcomes with

previous national reports

ndash BIO2010

ndash Vision and Changes

ndash Next Gen Science Standards for Science

and Engineering

ndash Revised AP Biology requirements

ndash Preparing Future Physicians

bull Comparison to previously created

Quantitative Literacy Efforts (eg

QRLA TOSLS)

Mapping Learning Outcomes to National Reports

ContentStudents should

be able to

BIO20

10

Vision

amp

Chang

e

SFFPAP

Bio

NGSS

SampE

Algebra

functions

and

modeling

Carry out basic mathematical

computations (eg proportional reasoning

unit conversion center and variation)

X X X X X

Recognize and use logarithmic or

exponential relationshipsX X

Fit a model such as population growth X X

Use a representation or a model to make

predictionsX X X X X

Describeinfer relationships between

variables (scatterplots regression

network diagrams maps)

X X

Perform logicalalgorithmic reasoning X X X X

Statistics

and

probability

Calculate or use the concept of the

likelihood of an eventX X X

Calculate or use conditional probability X X X

Recognize and interpret what summary

statistics representX X X

Identify different types of error X

Recognize that biological systems are

inherently variable (eg stochastic vs

deterministic)

X X

Formulate hypothesis statements X X X X

Understand what a p-value is X X X X

Understand when causal claims can be

made (eg correlation vs causation)X X X X

Visualizati

on

Choose the appropriate type of graph X X X X X

Interpret a graph (eg functional

relationships logarithmic relationships)X X X X X

Be able to use a table X X X

Use spatial reasoning to interpret

multidimensional numerical and visual

data (geographic information)

X

Stanhope et al (2017) Development of a Biological

Science Quantitative Reasoning Exam (BioSQuaRE)

CBE- Life Science Education Winter edition

December 1 2017

bull identification and validation of learning domains

bull iterative development of BioSQuaRE Instrument

bull evidence of validity

bull discussion of instruments utility for students individual

faculty and departments or programs

Visit wwwmacalestereduhhmibiosquare for more information

BioSQuaRE TeamBiology

Paul Overvoorde (Macalester)

Peter Brodfuehrer Greg Davis (Bryn Mawr)

Charles Umbanhowar (St Olaf)

Marion Preest (Keck Science Center Claremont Colleges)

Steve Adolph Cathy McFadden (Harvey Mudd)

Educational PsychologyStatistics

Andy Zieffler Laure Le (U Minnesota)

Laura Zeigler (Iowa State)

Erik Larson (Macalester)- Sociology

ldquoOtherrdquo

Liz Stanhope (Lewis and Clark) ndash Math

Jason Belitsky (Oberlin) ndash Chemistry

Marcelo Vinces (Oberlin) ndash Quantitative Skills Center

Tabassum Haque (Oberlin) ndash Institutional Research

Alignment of Learning Outcomes

bull 14 + 38 faculty

bull Mapping of learning outcomes with

previous national reports

ndash BIO2010

ndash Vision and Changes

ndash Next Gen Science Standards for Science

and Engineering

ndash Revised AP Biology requirements

ndash Preparing Future Physicians

bull Comparison to previously created

Quantitative Literacy Efforts (eg

QRLA TOSLS)

Mapping Learning Outcomes to National Reports

ContentStudents should

be able to

BIO20

10

Vision

amp

Chang

e

SFFPAP

Bio

NGSS

SampE

Algebra

functions

and

modeling

Carry out basic mathematical

computations (eg proportional reasoning

unit conversion center and variation)

X X X X X

Recognize and use logarithmic or

exponential relationshipsX X

Fit a model such as population growth X X

Use a representation or a model to make

predictionsX X X X X

Describeinfer relationships between

variables (scatterplots regression

network diagrams maps)

X X

Perform logicalalgorithmic reasoning X X X X

Statistics

and

probability

Calculate or use the concept of the

likelihood of an eventX X X

Calculate or use conditional probability X X X

Recognize and interpret what summary

statistics representX X X

Identify different types of error X

Recognize that biological systems are

inherently variable (eg stochastic vs

deterministic)

X X

Formulate hypothesis statements X X X X

Understand what a p-value is X X X X

Understand when causal claims can be

made (eg correlation vs causation)X X X X

Visualizati

on

Choose the appropriate type of graph X X X X X

Interpret a graph (eg functional

relationships logarithmic relationships)X X X X X

Be able to use a table X X X

Use spatial reasoning to interpret

multidimensional numerical and visual

data (geographic information)

X

Stanhope et al (2017) Development of a Biological

Science Quantitative Reasoning Exam (BioSQuaRE)

CBE- Life Science Education Winter edition

December 1 2017

bull identification and validation of learning domains

bull iterative development of BioSQuaRE Instrument

bull evidence of validity

bull discussion of instruments utility for students individual

faculty and departments or programs

Visit wwwmacalestereduhhmibiosquare for more information

Alignment of Learning Outcomes

bull 14 + 38 faculty

bull Mapping of learning outcomes with

previous national reports

ndash BIO2010

ndash Vision and Changes

ndash Next Gen Science Standards for Science

and Engineering

ndash Revised AP Biology requirements

ndash Preparing Future Physicians

bull Comparison to previously created

Quantitative Literacy Efforts (eg

QRLA TOSLS)

Mapping Learning Outcomes to National Reports

ContentStudents should

be able to

BIO20

10

Vision

amp

Chang

e

SFFPAP

Bio

NGSS

SampE

Algebra

functions

and

modeling

Carry out basic mathematical

computations (eg proportional reasoning

unit conversion center and variation)

X X X X X

Recognize and use logarithmic or

exponential relationshipsX X

Fit a model such as population growth X X

Use a representation or a model to make

predictionsX X X X X

Describeinfer relationships between

variables (scatterplots regression

network diagrams maps)

X X

Perform logicalalgorithmic reasoning X X X X

Statistics

and

probability

Calculate or use the concept of the

likelihood of an eventX X X

Calculate or use conditional probability X X X

Recognize and interpret what summary

statistics representX X X

Identify different types of error X

Recognize that biological systems are

inherently variable (eg stochastic vs

deterministic)

X X

Formulate hypothesis statements X X X X

Understand what a p-value is X X X X

Understand when causal claims can be

made (eg correlation vs causation)X X X X

Visualizati

on

Choose the appropriate type of graph X X X X X

Interpret a graph (eg functional

relationships logarithmic relationships)X X X X X

Be able to use a table X X X

Use spatial reasoning to interpret

multidimensional numerical and visual

data (geographic information)

X

Stanhope et al (2017) Development of a Biological

Science Quantitative Reasoning Exam (BioSQuaRE)

CBE- Life Science Education Winter edition

December 1 2017

bull identification and validation of learning domains

bull iterative development of BioSQuaRE Instrument

bull evidence of validity

bull discussion of instruments utility for students individual

faculty and departments or programs

Visit wwwmacalestereduhhmibiosquare for more information

Mapping Learning Outcomes to National Reports

ContentStudents should

be able to

BIO20

10

Vision

amp

Chang

e

SFFPAP

Bio

NGSS

SampE

Algebra

functions

and

modeling

Carry out basic mathematical

computations (eg proportional reasoning

unit conversion center and variation)

X X X X X

Recognize and use logarithmic or

exponential relationshipsX X

Fit a model such as population growth X X

Use a representation or a model to make

predictionsX X X X X

Describeinfer relationships between

variables (scatterplots regression

network diagrams maps)

X X

Perform logicalalgorithmic reasoning X X X X

Statistics

and

probability

Calculate or use the concept of the

likelihood of an eventX X X

Calculate or use conditional probability X X X

Recognize and interpret what summary

statistics representX X X

Identify different types of error X

Recognize that biological systems are

inherently variable (eg stochastic vs

deterministic)

X X

Formulate hypothesis statements X X X X

Understand what a p-value is X X X X

Understand when causal claims can be

made (eg correlation vs causation)X X X X

Visualizati

on

Choose the appropriate type of graph X X X X X

Interpret a graph (eg functional

relationships logarithmic relationships)X X X X X

Be able to use a table X X X

Use spatial reasoning to interpret

multidimensional numerical and visual

data (geographic information)

X

Stanhope et al (2017) Development of a Biological

Science Quantitative Reasoning Exam (BioSQuaRE)

CBE- Life Science Education Winter edition

December 1 2017

bull identification and validation of learning domains

bull iterative development of BioSQuaRE Instrument

bull evidence of validity

bull discussion of instruments utility for students individual

faculty and departments or programs

Visit wwwmacalestereduhhmibiosquare for more information

Stanhope et al (2017) Development of a Biological

Science Quantitative Reasoning Exam (BioSQuaRE)

CBE- Life Science Education Winter edition

December 1 2017

bull identification and validation of learning domains

bull iterative development of BioSQuaRE Instrument

bull evidence of validity

bull discussion of instruments utility for students individual

faculty and departments or programs

Visit wwwmacalestereduhhmibiosquare for more information

BLASTing Human and Other Organisms

bull Our goal is to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus(snake) The objective is to find and precisely map the coding regions using NCBIrsquos BLASTp search tool

bull Answer the following questions for each of the 4 organisms1 Describe the summary distributions2 Interpret the score the percent identity and the E-value If

obtain hit(s) are they likely due to chance If no hits why3 Analyze the alignments

Describe these Summary Distributions

Chimp

Cow

Snake

Chicken

Interpret the Scores E-values and Identities

Chimp

Cow

Snake

Chicken

Analyze the Alignments

Chimp

Cow

Snake

Chicken

Additional Questions of Interest

bull Our goal was to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus (snake) The objective is to find and precisely map the coding regions

bull Answer the following questions1 This presentation is showing only highly significant pairs How

do you think the alignments (scores e-values identities) differ if we analyze low significant pairs

2 Can you infer that this protein does not exist in this organism3 Give alternative explanations for the differences in scores e-

values and identities4 Is there an evolutionary relationship between sequences

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Describe these Summary Distributions

Chimp

Cow

Snake

Chicken

Interpret the Scores E-values and Identities

Chimp

Cow

Snake

Chicken

Analyze the Alignments

Chimp

Cow

Snake

Chicken

Additional Questions of Interest

bull Our goal was to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus (snake) The objective is to find and precisely map the coding regions

bull Answer the following questions1 This presentation is showing only highly significant pairs How

do you think the alignments (scores e-values identities) differ if we analyze low significant pairs

2 Can you infer that this protein does not exist in this organism3 Give alternative explanations for the differences in scores e-

values and identities4 Is there an evolutionary relationship between sequences

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Interpret the Scores E-values and Identities

Chimp

Cow

Snake

Chicken

Analyze the Alignments

Chimp

Cow

Snake

Chicken

Additional Questions of Interest

bull Our goal was to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus (snake) The objective is to find and precisely map the coding regions

bull Answer the following questions1 This presentation is showing only highly significant pairs How

do you think the alignments (scores e-values identities) differ if we analyze low significant pairs

2 Can you infer that this protein does not exist in this organism3 Give alternative explanations for the differences in scores e-

values and identities4 Is there an evolutionary relationship between sequences

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Analyze the Alignments

Chimp

Cow

Snake

Chicken

Additional Questions of Interest

bull Our goal was to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus (snake) The objective is to find and precisely map the coding regions

bull Answer the following questions1 This presentation is showing only highly significant pairs How

do you think the alignments (scores e-values identities) differ if we analyze low significant pairs

2 Can you infer that this protein does not exist in this organism3 Give alternative explanations for the differences in scores e-

values and identities4 Is there an evolutionary relationship between sequences

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Additional Questions of Interest

bull Our goal was to determine if a 297 length sequence of homo sapiens ribosomal protein L5 (RPL5) contains region(s) with sequence similarity to gallus gallus (chicken) pan troglodytes (chimp) bos taurus (cow) and python molurus (snake) The objective is to find and precisely map the coding regions

bull Answer the following questions1 This presentation is showing only highly significant pairs How

do you think the alignments (scores e-values identities) differ if we analyze low significant pairs

2 Can you infer that this protein does not exist in this organism3 Give alternative explanations for the differences in scores e-

values and identities4 Is there an evolutionary relationship between sequences

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Am J Hum Genet 2008 Dec 12 83(6) 769ndash780 Published online 2008 Dec 5 doi 101016jajhg200811004

Ribosomal Protein L5 and L11 Mutations Are Associated with Cleft Palate and Abnormal Thumbs in Diamond-Blackfan Anemia Patients

Hanna T Gazda12lowast

Mee Rie Sheen1

Adrianna Vlachos34

Valerie Choesmel56

Marie-Franccediloise ODonohue

56Hal Schneider

1Natasha Darras

1Catherine Hasman

1Colin A

Sieff27

Peter E Newburger8

Sarah E Ball9

Edyta Niewiadomska10

Michal Matysiak10

Jan M Zaucha

11Bertil Glader

12Charlotte Niemeyer

13Joerg J Meerpohl

13Eva Atsidaftos

34Jeffrey

M Lipton34

Pierre-Emmanuel Gleizes56

and Alan H Beggs12

Author information Article notes Copyright and License information AbstractDiamond-Blackfan anemia (DBA) a congenital bone-marrow-failure syndrome is characterized by red blood cell aplasia macrocytic anemia clinical heterogeneity and increased risk of malignancy Although anemia is the most prominent feature of DBA the disease is also characterized by growth retardation and congenital anomalies that are present in sim30ndash50 of patients The disease has been associated with mutations in four ribosomal protein (RP) genes RPS19 RPS24 RPS17 and RPL35A in about 30 of patients However the genetic basis of the remaining 70 of cases is still unknown Here we report the second known mutation in RPS17 and probable pathogenic mutations in three more RP genes RPL5 RPL11 and RPS7 In addition we identified rare variants of unknown significance in three other genes RPL36 RPS15 and RPS27A Remarkably careful review of the clinical data showed that mutations in RPL5 are associated with multiple physical abnormalities including craniofacial thumb and heart anomalies whereas isolated thumb malformations are predominantly present in patients carrying mutations in RPL11 We also demonstrate that mutations of RPL5 RPL11 or RPS7 in DBA cells is associated with diverse defects in the maturation of ribosomal RNAs in the large or the small ribosomal subunit production pathway expanding the repertoire of ribosomal RNA processing defects associated with DBA

Develop more inquiry-based lab exercises1 C elegans crosses (Peter Barrett in Genetics lab)

2 Modifications on DNA transformation and lac operon exercises (PB)

3 The lsquotermitersquo experiment in Biol 1230L (Kristal Huggins and SKI)

4 In Cell Biology lab C elegans (endocytosis experiments) experiments with Planaria regeneration (adapted from MITHHMI) and recently with Daphnia (the water flea a small crustacean) adapted from the Nuffield Foundation where students expose the Daphnia to various cardioactive compounds measure changes in heart rate caused by effects on cellular receptors and design follow-up experiments (PB)

Assessment Strategies for Project Scicomp

Formative and summative

General scheme

bull Assessment tasks based on objectives

bull Develop assessment tools and pilot for validation

bull Apply to larger audience

bull Collect and score

bull Share and analyze data

Coordinated course sequences and our curricular design serve as a good platform

for intra and interdepartmental discussions

(weekly meetings lsquoSERGrsquo etc)

Labs

bull General observation on student participationinitiative

bull Data sheets (say 10 collecthellipsay any 4)

bull Midterm skills practical stations and multiple choice (excellent determinant)

bull Quizzes (5-10 depending on the lab)

bull Final exams

Course based research experiencee(CRE)

bull How they design their experiment

bull Notebooks lab techniques

bull Participation in class discussions

bull Ability to troubleshoot

bull Midterm Skills and oral exam along with traditional exam

bull Short answer (non multiple choice) questions

bull Research paper presentations

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

Assessment Strategies for Project Scicomp

Formative and summative

General scheme

bull Assessment tasks based on objectives

bull Develop assessment tools and pilot for validation

bull Apply to larger audience

bull Collect and score

bull Share and analyze data

Coordinated course sequences and our curricular design serve as a good platform

for intra and interdepartmental discussions

(weekly meetings lsquoSERGrsquo etc)

Labs

bull General observation on student participationinitiative

bull Data sheets (say 10 collecthellipsay any 4)

bull Midterm skills practical stations and multiple choice (excellent determinant)

bull Quizzes (5-10 depending on the lab)

bull Final exams

Course based research experiencee(CRE)

bull How they design their experiment

bull Notebooks lab techniques

bull Participation in class discussions

bull Ability to troubleshoot

bull Midterm Skills and oral exam along with traditional exam

bull Short answer (non multiple choice) questions

bull Research paper presentations

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

General scheme

bull Assessment tasks based on objectives

bull Develop assessment tools and pilot for validation

bull Apply to larger audience

bull Collect and score

bull Share and analyze data

Coordinated course sequences and our curricular design serve as a good platform

for intra and interdepartmental discussions

(weekly meetings lsquoSERGrsquo etc)

Labs

bull General observation on student participationinitiative

bull Data sheets (say 10 collecthellipsay any 4)

bull Midterm skills practical stations and multiple choice (excellent determinant)

bull Quizzes (5-10 depending on the lab)

bull Final exams

Course based research experiencee(CRE)

bull How they design their experiment

bull Notebooks lab techniques

bull Participation in class discussions

bull Ability to troubleshoot

bull Midterm Skills and oral exam along with traditional exam

bull Short answer (non multiple choice) questions

bull Research paper presentations

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

Labs

bull General observation on student participationinitiative

bull Data sheets (say 10 collecthellipsay any 4)

bull Midterm skills practical stations and multiple choice (excellent determinant)

bull Quizzes (5-10 depending on the lab)

bull Final exams

Course based research experiencee(CRE)

bull How they design their experiment

bull Notebooks lab techniques

bull Participation in class discussions

bull Ability to troubleshoot

bull Midterm Skills and oral exam along with traditional exam

bull Short answer (non multiple choice) questions

bull Research paper presentations

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

Course based research experiencee(CRE)

bull How they design their experiment

bull Notebooks lab techniques

bull Participation in class discussions

bull Ability to troubleshoot

bull Midterm Skills and oral exam along with traditional exam

bull Short answer (non multiple choice) questions

bull Research paper presentations

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

CREs at Xavier

bull Phage and Genomics

bull lsquoUndergraduate Researchrsquo for credits

bull Introduction to Mammalian Tissue Culture

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

The SEA-PHAGES ProgramhttpsseaphagesorgThe official website of the HHMI Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science program

SEA-PHAGES (Science Education Alliance-Phage Hunters Advancing Genomics and Evolutionary Science) is a two-semester discovery-based undergraduate research course that begins with simple digging in the soil to find new viruses but progresses through a variety of microbiology techniques and eventually to complex genome annotation and bioinformatic analyses

CBE Life Sci Educ 2016 fall15(3) pii ar38 doi 101187cbe16-01-0078Increasing URM Undergraduate Student Success through Assessment-Driven Interventions A Multiyear Study Using Freshman-Level General Biology as a Model SystemCarmichael MC1 St Clair C1 Edwards AM2 Barrett P1 McFerrin H1 Davenport I1 Awad M1 Kundu A1 Ireland SK3

AbstractXavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students In this multiyear study with sim5500 participants data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course The three hour-long exams were common and administered concurrently to all students New exam questions were developed using Blooms taxonomy and exam results were analyzed statistically with validated assessment tools All but the comprehensive final exam were returned to students for self-evaluation and remediation Among other approaches course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 729 (2010) to 835 (2015) Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20 increase in the course pass rates over time also for the high-risk population These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention particularly for our academically at-risk students

Lecture Biol 1230

bull Competency E4 (chemistry in biology atomic bonds metabolic pathways thermodynamics)

bull Quizzes (formative assessment with Clickers)

bull The coordinator prepares the three lsquoOne hour examsrsquo (questions not from the textbook) instructors again reviewcomment

bull Question types range (content versus applications) and also lsquoBack pagersquo ( 20 of the exam grade) Formative assessment using the LXRtest software (Opscan6 scanner)

Final exam not returned cumulative and has had 60 questions (good discriminators based on the rpbvalues) commonly used on ALL final exams for the past five years Powerful tool for measuring studentsrsquo learning and applications over time and based on academic risk categories

Last Name First Name

Biology 1230 Exam 1 ldquoBack Pagerdquo Score _ 20 pts

I 5 pts Complete the following table for the 3 major components (subatomic particles) of the atom

hint electrical charge = positive negative or neutral and mass = 1 dalton or 11800 dalton 1 pt each

Particle Electrical Charge Mass

1 Proton 1 dalton

2 Electron

3 Neutron

II 5 pts In your own words compare and contrast the following two atoms A and B use the back of the previous page to

make as many observations as you can about similarities (and what they mean) and differences (and what they mean)

between the atoms

A B

III 5 pts Match the following by placing the corresponding in the space provided 1 pt each

_____ tertiary structure 1 produce H2O

_____ two ester linkages 2 is responsible for the 3-dimensional shape of a protein

_____ phosphodiester bonds 3 exist within diglycerides (diacylglyerols) and phospholipids

_____ dehydration synthesis reactions 4 are a type of lipid

_____ steroids 5 are formed when nucleic acids are synthesized

IV 5 pts Circle each of the variable (R) groups in the molecules shown below (3 pts)

a Which lsquoRrsquo group is polar ______ (write the corresponding in the space provided) (1 pt)

b Which lsquoRrsquo group is ionic ______ (write the corresponding in the space provided) (1 pt)

NH3+ OH CH3

1 2 3

12 neutrons

11 protons

10 electrons

13 neutrons

11 protons

11 electrons

Bio1230 Exam 1

Clickers and immediate feedback

Name _____________________________________________________________________________________________

This is a worksheet for your self-evaluation of study habits and exam preparedness Your answers on the corresponding

online exam surveys are confidential

~The average number of hours I spent per week reading the chapters andor reviewingprocessing class notes was (circle the

appropriate response)

zero to one one to two two to four greater than four

~I read the assignment before coming to class (circle the appropriate response)

never sometimes regularly

~I asked my instructor questions when I was confused about textbook material andor lecture material (circle the appropriate

response)

never sometimes regularly

~Overall I spent _____ hours specifically studying for this exam (Please fill in the blank)

~Prior to taking the exam I expected to get an approximate grade of (fill in the blank) _____

~My actual grade was a(n) (fill in the blank) _____

~Check all of the statements that apply to your performance on the exam

____ studied the right information ____ did not study the right information

____ studied the right information but did not ____ studied the right information and

understand it thought I understood it

____ used the class outlines to study ____ thought college would be easier

____ did not know what to study ____ other _____________________

____ did not think I would need to know the information in such detail

Analysis of Missed Questions I answered the question incorrectly because I Insert question number below in the correct category

did not study the information

studied the information but forgot it

did not understand the information in the

summary notes

confused similar concepts or terms (ie

isotopes and isomers)

misread or misunderstood the question

did not consider all of the answer choices

knew the correct answer - but chose an

incorrect answer by mistake

List other reason(s)

List other reason(s)

Please answer additional self-evaluation questions on the back of this page

Self-Evaluation of Study Habits amp Exam Preparedness for Biology 1230 Exam I or II or III (circle one)

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Final exam not returned cumulative and has had 60 questions (good discriminators based on the rpbvalues) commonly used on ALL final exams for the past five years Powerful tool for measuring studentsrsquo learning and applications over time and based on academic risk categories

Last Name First Name

Biology 1230 Exam 1 ldquoBack Pagerdquo Score _ 20 pts

I 5 pts Complete the following table for the 3 major components (subatomic particles) of the atom

hint electrical charge = positive negative or neutral and mass = 1 dalton or 11800 dalton 1 pt each

Particle Electrical Charge Mass

1 Proton 1 dalton

2 Electron

3 Neutron

II 5 pts In your own words compare and contrast the following two atoms A and B use the back of the previous page to

make as many observations as you can about similarities (and what they mean) and differences (and what they mean)

between the atoms

A B

III 5 pts Match the following by placing the corresponding in the space provided 1 pt each

_____ tertiary structure 1 produce H2O

_____ two ester linkages 2 is responsible for the 3-dimensional shape of a protein

_____ phosphodiester bonds 3 exist within diglycerides (diacylglyerols) and phospholipids

_____ dehydration synthesis reactions 4 are a type of lipid

_____ steroids 5 are formed when nucleic acids are synthesized

IV 5 pts Circle each of the variable (R) groups in the molecules shown below (3 pts)

a Which lsquoRrsquo group is polar ______ (write the corresponding in the space provided) (1 pt)

b Which lsquoRrsquo group is ionic ______ (write the corresponding in the space provided) (1 pt)

NH3+ OH CH3

1 2 3

12 neutrons

11 protons

10 electrons

13 neutrons

11 protons

11 electrons

Bio1230 Exam 1

Clickers and immediate feedback

Name _____________________________________________________________________________________________

This is a worksheet for your self-evaluation of study habits and exam preparedness Your answers on the corresponding

online exam surveys are confidential

~The average number of hours I spent per week reading the chapters andor reviewingprocessing class notes was (circle the

appropriate response)

zero to one one to two two to four greater than four

~I read the assignment before coming to class (circle the appropriate response)

never sometimes regularly

~I asked my instructor questions when I was confused about textbook material andor lecture material (circle the appropriate

response)

never sometimes regularly

~Overall I spent _____ hours specifically studying for this exam (Please fill in the blank)

~Prior to taking the exam I expected to get an approximate grade of (fill in the blank) _____

~My actual grade was a(n) (fill in the blank) _____

~Check all of the statements that apply to your performance on the exam

____ studied the right information ____ did not study the right information

____ studied the right information but did not ____ studied the right information and

understand it thought I understood it

____ used the class outlines to study ____ thought college would be easier

____ did not know what to study ____ other _____________________

____ did not think I would need to know the information in such detail

Analysis of Missed Questions I answered the question incorrectly because I Insert question number below in the correct category

did not study the information

studied the information but forgot it

did not understand the information in the

summary notes

confused similar concepts or terms (ie

isotopes and isomers)

misread or misunderstood the question

did not consider all of the answer choices

knew the correct answer - but chose an

incorrect answer by mistake

List other reason(s)

List other reason(s)

Please answer additional self-evaluation questions on the back of this page

Self-Evaluation of Study Habits amp Exam Preparedness for Biology 1230 Exam I or II or III (circle one)

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Last Name First Name

Biology 1230 Exam 1 ldquoBack Pagerdquo Score _ 20 pts

I 5 pts Complete the following table for the 3 major components (subatomic particles) of the atom

hint electrical charge = positive negative or neutral and mass = 1 dalton or 11800 dalton 1 pt each

Particle Electrical Charge Mass

1 Proton 1 dalton

2 Electron

3 Neutron

II 5 pts In your own words compare and contrast the following two atoms A and B use the back of the previous page to

make as many observations as you can about similarities (and what they mean) and differences (and what they mean)

between the atoms

A B

III 5 pts Match the following by placing the corresponding in the space provided 1 pt each

_____ tertiary structure 1 produce H2O

_____ two ester linkages 2 is responsible for the 3-dimensional shape of a protein

_____ phosphodiester bonds 3 exist within diglycerides (diacylglyerols) and phospholipids

_____ dehydration synthesis reactions 4 are a type of lipid

_____ steroids 5 are formed when nucleic acids are synthesized

IV 5 pts Circle each of the variable (R) groups in the molecules shown below (3 pts)

a Which lsquoRrsquo group is polar ______ (write the corresponding in the space provided) (1 pt)

b Which lsquoRrsquo group is ionic ______ (write the corresponding in the space provided) (1 pt)

NH3+ OH CH3

1 2 3

12 neutrons

11 protons

10 electrons

13 neutrons

11 protons

11 electrons

Bio1230 Exam 1

Clickers and immediate feedback

Name _____________________________________________________________________________________________

This is a worksheet for your self-evaluation of study habits and exam preparedness Your answers on the corresponding

online exam surveys are confidential

~The average number of hours I spent per week reading the chapters andor reviewingprocessing class notes was (circle the

appropriate response)

zero to one one to two two to four greater than four

~I read the assignment before coming to class (circle the appropriate response)

never sometimes regularly

~I asked my instructor questions when I was confused about textbook material andor lecture material (circle the appropriate

response)

never sometimes regularly

~Overall I spent _____ hours specifically studying for this exam (Please fill in the blank)

~Prior to taking the exam I expected to get an approximate grade of (fill in the blank) _____

~My actual grade was a(n) (fill in the blank) _____

~Check all of the statements that apply to your performance on the exam

____ studied the right information ____ did not study the right information

____ studied the right information but did not ____ studied the right information and

understand it thought I understood it

____ used the class outlines to study ____ thought college would be easier

____ did not know what to study ____ other _____________________

____ did not think I would need to know the information in such detail

Analysis of Missed Questions I answered the question incorrectly because I Insert question number below in the correct category

did not study the information

studied the information but forgot it

did not understand the information in the

summary notes

confused similar concepts or terms (ie

isotopes and isomers)

misread or misunderstood the question

did not consider all of the answer choices

knew the correct answer - but chose an

incorrect answer by mistake

List other reason(s)

List other reason(s)

Please answer additional self-evaluation questions on the back of this page

Self-Evaluation of Study Habits amp Exam Preparedness for Biology 1230 Exam I or II or III (circle one)

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Clickers and immediate feedback

Name _____________________________________________________________________________________________

This is a worksheet for your self-evaluation of study habits and exam preparedness Your answers on the corresponding

online exam surveys are confidential

~The average number of hours I spent per week reading the chapters andor reviewingprocessing class notes was (circle the

appropriate response)

zero to one one to two two to four greater than four

~I read the assignment before coming to class (circle the appropriate response)

never sometimes regularly

~I asked my instructor questions when I was confused about textbook material andor lecture material (circle the appropriate

response)

never sometimes regularly

~Overall I spent _____ hours specifically studying for this exam (Please fill in the blank)

~Prior to taking the exam I expected to get an approximate grade of (fill in the blank) _____

~My actual grade was a(n) (fill in the blank) _____

~Check all of the statements that apply to your performance on the exam

____ studied the right information ____ did not study the right information

____ studied the right information but did not ____ studied the right information and

understand it thought I understood it

____ used the class outlines to study ____ thought college would be easier

____ did not know what to study ____ other _____________________

____ did not think I would need to know the information in such detail

Analysis of Missed Questions I answered the question incorrectly because I Insert question number below in the correct category

did not study the information

studied the information but forgot it

did not understand the information in the

summary notes

confused similar concepts or terms (ie

isotopes and isomers)

misread or misunderstood the question

did not consider all of the answer choices

knew the correct answer - but chose an

incorrect answer by mistake

List other reason(s)

List other reason(s)

Please answer additional self-evaluation questions on the back of this page

Self-Evaluation of Study Habits amp Exam Preparedness for Biology 1230 Exam I or II or III (circle one)

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Name _____________________________________________________________________________________________

This is a worksheet for your self-evaluation of study habits and exam preparedness Your answers on the corresponding

online exam surveys are confidential

~The average number of hours I spent per week reading the chapters andor reviewingprocessing class notes was (circle the

appropriate response)

zero to one one to two two to four greater than four

~I read the assignment before coming to class (circle the appropriate response)

never sometimes regularly

~I asked my instructor questions when I was confused about textbook material andor lecture material (circle the appropriate

response)

never sometimes regularly

~Overall I spent _____ hours specifically studying for this exam (Please fill in the blank)

~Prior to taking the exam I expected to get an approximate grade of (fill in the blank) _____

~My actual grade was a(n) (fill in the blank) _____

~Check all of the statements that apply to your performance on the exam

____ studied the right information ____ did not study the right information

____ studied the right information but did not ____ studied the right information and

understand it thought I understood it

____ used the class outlines to study ____ thought college would be easier

____ did not know what to study ____ other _____________________

____ did not think I would need to know the information in such detail

Analysis of Missed Questions I answered the question incorrectly because I Insert question number below in the correct category

did not study the information

studied the information but forgot it

did not understand the information in the

summary notes

confused similar concepts or terms (ie

isotopes and isomers)

misread or misunderstood the question

did not consider all of the answer choices

knew the correct answer - but chose an

incorrect answer by mistake

List other reason(s)

List other reason(s)

Please answer additional self-evaluation questions on the back of this page

Self-Evaluation of Study Habits amp Exam Preparedness for Biology 1230 Exam I or II or III (circle one)

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Going forwardhellip

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

bull Track randomly selected students from the FR cohort based on academic risk categories and follow their progression through the curriculum

bull Adapt these validated assessment tools in as many courses as possible (faculty lsquobuy inrsquo)

bull Continue the competency-based approach of teaching to help all students perform better and reach their goals

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Strengths

bull Curricular design amp recommended course sequence

bull Coordinated introductory science courses with defined learning objectives and common exams

bull Dedicated faculty to bring about real change

bull Students eager to join STEM particularly Biology

bull Overall receptive and appreciative student body

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

Areas we are addressing

bull Teachersrsquo willingness to work and change themselves

bull Increasing student engagement in lectures amp labsbull Classroom based researchmore open ended labsbull Early exposure of to scientific literaturebull Early introduction to interdisciplinary conceptsbull More effective teaching and testingbull Developing newer assessment techniques bull Assessing beyond the routineminimum and

actually using the data to improve

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback

AcknowledgmentsSupported by the Howard Hughes Medical Institutebull Candace St Clair (HHMI technician)

bull Mary Carmichael (Biol 1230 coordinator amp departmental assessment person)

bull Harris McFerrin Hector Biliran Harish Ratnayaka Peter Martinat and Cecily DeFreece (Biol 1210L and Biol 1220L)

bull Peter Barrett (Genetics lab coordinator and Cell Bio lecture and labs)

bull Joseph Ross (Phage Genomics)

bull Xavier undergraduate serving as TAs

bull David Hanauer Professor Indiana Univ of Pennsylvania Assessment Consultant

bull University Administration

bull The BioSQuaRE team members

bull Undergraduate students providing formal and informal feedback