Using the Curriculum to Introduce Transferable Skill Sets to Undergraduate Students

The effect of problem-based learning (PBL) applications in an undergraduate biochemistry course on students’ interest in this course was investigated through four modules during one semester. Students’ views about active learning and improvement in social skills were also collected and evaluated. We conducted the study with 36 senior students from the Faculty of Science at Dokuz Eylul University in Turkey. Pre- and post-tests were the primary tools used in this study and the Problem-Based Learning Assessment Scale was applied after each module to assess the students’ views about the applications. Semi-structured interviews were conducted to determine students’ pre- and post- attitudes toward the biochemistry course. According to the results, problem quality played an important role in students’ academic achievement. The decreased orientation role played by the tutor toward the end of the PBL process showed that students could find the necessary information by investigating themselves, and associate new information and experiences with their existing knowledge. Additionally, results of semi-structured interviews indicated that their skills in the areas of working collaboratively in a group, fulfilling responsibilities and expression of ideas in a group also improved. In conclusion, it can be argued that PBL as an active learning approach is very effective for formation of knowledge, improvement in social skills and interest in a biochemistry course.

Metabolic systems form the very foundation of life and as such are broadly taught in the molecular life sciences. Here, we describe the biochemistry educator community-based development and use of an assessment instrument designed to evaluate students’ ideas about metabolic pathway dynamics and regulation in undergraduate biochemistry courses. Analysis of student responses showed that most students were able to interpret visual representations in an unfamiliar metabolic pathway and that many could make basic predictions about how the system would be expected to respond to changes. However, fewer students generated nuanced responses that accounted for both microscopic changes at the protein level and macroscopic changes in pathway product outputs. These findings identify some of the challenges of meaningfully assessing students’ understanding of metabolic pathways and could inform how instructors think about teaching and assessing metabolism in undergraduate biochemistry and beyond. The results also suggest future avenues for biochemistry education research.

Many academic institutions across the country are incorporating computer and Internet technology into their classrooms. Rensselaer has developed a studio classroom that incorporates student collaboration and Internet technology. The purpose of this research was to examine student reactions and learning in an undergraduate biochemistry course taught in a studio classroom. Student reactions to the course, the technology, and working in groups were positive. Students liked using the technology, felt it helped them to learn the material, and thought working in groups was beneficial for learning. Pre‐test and post‐test grades on a standardized examination indicated a significant increase in learning. In addition, positive reactions to using the technology in the course, as well as student confidence to do well in the course, were significantly related to improved course performance. © 2001 IUBMB. Published by Elsevier Science Ltd. All rights reserved.

Chromatin structure is an active player in the cellular response to DNA double‐strand breaks (DSBs). The chromatin signals surrounding a DSB are thought to govern which repair pathway, homologous recombination or non‐homologous end joining, is engaged and if cell cycle arrest or cellular death is induced. However, the logic of how combinatorial chromatin signals are integrated to decide cellular repair outcome is unclear and is a major limitation in our understanding of regional predisposition to genomic change. To test the model that certain chromatin signatures (combinations of various histone post‐translational modifications) impact DSB susceptibility and repair, we have optimized a CRISPR‐Cas9 system for inducing DSBs, which we can monitor for DSB frequency and repair using quantitative PCR and plating assays using Saccharomyces cerevisiae.To curate a collection of genome‐wide DSB sites and to create custom guide RNAs (gRNAs), students in a spring semester 16‐week Molecular Genetics laboratory course select different putative DSB sites using publicly available genome‐wide chromatin modification maps and transcription data. Students then design and clone unique gRNA constructs for Cas9 targeting to their selected site. After sequence verification, students introduce the gRNA constructs into a yeast strain containing fluorescent DNA repair proteins. Students then examine break induction and repair pathway using qPCR across the break site, as well as using cell‐based assays. Follow up work to measure differences in repair pathway choice, checkpoint activation, and cell viability is completed by summer research students.The educational goals of the project are to increase students' content knowledge, communication skills and technical and analytical skills, and are assessed using backward‐designed course materials.This project provides the five defining characteristics of a successful course‐based undergraduate research experience (CURE), as defined by CUREnet: 1. Element of discovery and production of novel data; 2. Iteration built into the lab; 3. High levels of collaboration; 4. Students learn authentic scientific practices and 5. The work is broadly relevant/publishable (1). A pedagogical research question we wish to address is: what elements of a CURE lead to specific outcomes? We would like to assess the incorporation of these CURE design elements in the course using Laboratory Course Assessment Survey (2) and test the relationship between CURE elements and mid‐ and long‐term outcomes such as self‐efficacy and persistence. A recently published assessment tool, the Persistence in the Sciences survey, measures project ownership, self‐efficacy, science identity and community values (3) and will be deployed in parallel with LCAS.Incorporating this research into a CURE will not only leverage the power of parallel projects to collect data for greater scientific understanding, but it will bring this high‐impact practice to a larger diversity of our students, enhance student learning, and aims to inspire the next generation of scientists.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Organ-on-chip (OoC) technology bridges the principles of biology and engineering to create a new generation of in vitro models and involves highly interdisciplinary collaboration across STEM disciplines. Training the next generation of scientists, technicians and policy makers is a challenge that requires a tailored effort. To promote the qualification, usability, uptake and long-term development of OoC technology, we designed a questionnaire to evaluate the key aspects for training, identify the major stakeholders to be trained, their professional level and specific skillset. The 151 respondents unanimously agreed on the need to train the next generation of OoC researchers and that the training should be provided early, in interdisciplinary subjects and throughout the researchers’ career. We identified two key training priorities: (i) training scientists with a biology background in microfabrication and microfluidics principles and (ii) training OoC developers in pharmacology/toxicology. This makes training in OoC a transdisciplinary challenge rather than an interdisciplinary one. The data acquired and analyzed here serves to guide training initiatives for preparing competent and transdisciplinary researchers, capable of assuring the successful development and application of OoC technologies in academic research, pharmaceutical/chemical/cosmetic industries, personalized medicine and clinical trials on chip.

Background:There is an urgent need to intentionally develop and expand mentoring for junior faculty from underrepresented communities in the area of HIV research. Such a goal is increasingly recognized as essential across all scientific fields because profound disparities exist regarding which doctorally prepared individuals ultimately end up entering research fields in academic settings. The purpose of this article is to describe a novel inter-Center for AIDS Research (CFAR) program designed to support underrepresented scientists in research to address the HIV epidemic in the Mid-Atlantic region.Methods:Three CFARs in the Mid-Atlantic region (the District of Columbia, Johns Hopkins University CFAR, and University of Pennsylvania CFARs) developed a Scholars program designed for underrepresented minority scholars interested in studying the HIV epidemic in the region. The program provided resources for scholarship as well as cross-institutional mentoring and training.Results:Scholars in the first cohort have been successful in implementing novel research that informs our understanding of the HIV epidemic in the region as well as increasing skills, publications, and grant submissions and funded applications. Lessons learned from the first cohort will inform future years of the MACC Scholars Program.Conclusions:The MACC Scholars Program offers a model for other inter-CFAR collaborations wishing to find novel ways to support the next generation of scientists.

Romolini, M., S. Record, R. Garvoille, Y. Marusenko, and R. Stuart Geiger. 2013. The next generation of scientists: examining the experiences of graduate students in network-level social-ecological science. Ecology and Society 18(3): 42. https://doi.org/10.5751/ES-05606-180342

Specific metrics for the status of US science education indicate that the country is losing its competitive edge on a global scale; among nations, the US ranks 22nd in density of broadband internet penetration and 72nd in density of mobile phone subscriptions, both of which are critical tools for science literacy and likely contribute to our international rank of 48th in quality of math and science education. Even worse, 69% of US public middle-school math students are taught by teachers without degrees or certificates in mathematics, and 93% of public middle-school teachers in physical sciences lack degrees in their subject (NAS 2010). All of these rankings represent indicators of global science leadership. In short, formal science education systems in the US lag behind those of many other countries, and our ability to train the next generation of scientists is at risk (Brewer and Smith 2010). In addition to shortfalls in public schools, US K–12 youth now watch at least 4 hours of television daily, and the average teenager spends a whopping 7.5 recreational hours daily in front of television and gaming screens (NAS 2010) – time that instead could be devoted to doing homework or experiencing the natural world through outdoor engagement. The formal STEM (science, technology, engineering, and mathematics) education metrics for US education are not keeping pace with those of other developed countries and are declining over time. Ecology education is experiencing one of the largest deficits: public schools have cut back on field trips and many K–12 students now experience nature virtually, rather than directly (Louv 2008; Lowman and Mourad 2010). Likewise, many undergraduate and graduate programs are eliminating their natural history programs, sometimes referred to as the "extinction of the ologies" (Lowman and Mourad 2010). In contrast, informal science education (ISE) is now providing a larger compensatory component of STEM education to students as well as to citizens and policy makers. Currently, US museums tally approximately 850 million visits annually, which is more than the attendance for all major league sporting events and theme parks combined (483 million in 2011; www.aam-us.org). Along with these visits, museums are also recording a burgeoning virtual visitorship, with an additional 524 million online visitors in 2006 alone, which has escalated during the past 5 years. In the US, there are over 17 000 museums, whose visitors range from several hundred for a rural museum with a local mission to >8 million annually for larger or national museums (www.aam-us.org); many of these ISE experiences bolster shortfalls in formal STEM education. Natural history museums, with their biodiversity collections and interpretive dioramas, serve as focal points to provide ISE about ecological concepts, including biodiversity, ecosystem services, climate change, and landscapes. In many cases, K–12 students become inspired by seeing, touching, and working with collections; and increasingly, virtual technologies and social media are becoming important drivers of science education concepts for youth outside of the formal classroom setting. Both undergraduate and graduate students can gain valuable training in science communication and outreach using the public floor of museums and other ISE platforms (Trautmann and Krasny 2006; Lowman and Mourad 2010). Given the declining competitiveness of US science education on a global scale, ISE has become an important pipeline for engaging the next generation of scientists and for contributing to otherwise declining ecological literacy. Of US adults surveyed nationally, <20% possess an "acceptable" level of scientific literacy and a majority have little knowledge of natural science, the process of research, or the results of contemporary scientific investigations, despite the importance of science to both human and ecological health (Field and Powell 2001; Miller 2004). Many ISE institutions are embracing the urgency of providing visitors with hands-on experiences to understand science and especially ecology; such efforts may translate to a healthy community through an understanding of fresh water, pollinators, clean air, agriculture, carbon sequestration, forest products, and myriad other ecosystem services. Educators often suggest "the best way to help the public understand the research process is to involve them directly through hands-on research" (Ucko 2004). Public Engagement with Science (PES) is a term used in ISE circles that emphasizes the growing importance of providing citizens with a better understanding of science as a driver of economics and health; ecology is often a conduit for science understanding, whereby museums foster a sense of wonder that leads to greater science literacy by getting kids "hooked" on science. But more analyses of PES in museum settings – including theoretically based assessments of activities – are sorely needed (Bonney et al. 2009). In my former home state of North Carolina, 39% of 8th graders report they "never or hardly ever" designed a science experiment, and another 29% report doing hands-on science activities only once or twice a month. Teaching methods that were traditional several decades ago – lectures, textbooks, recipes in laboratory sessions –continue to be the norm in science education despite national outcries calling for radical change (eg Brewer and Smith 2010). Soon, science teachers may face additional pressure to incorporate hands-on experiences into their courses. Like those of many other states, North Carolina's revised science standards call for inquiry-based learning experiences emphasizing the Next Generation Science standards. Historically restricted to museums as an outreach activity, ISE may infiltrate the public school classroom, so that "citizen-science" activities originating in museums can be virtually transmitted to classrooms for dynamic new science activities (eg Project GLOBE, Project BudBurst, and iNaturalist.org; see Trautmann et al. 2012; Zoellick et al. 2012; www.yourwildlife.org). Programs such as the National Ecological Observatory Network (NEON) have national mandates from Congress to implement citizen science (or some major and transformational capacity of ISE) to reach diverse stakeholders with data streams about North American ecosystems (Lowman et al. 2009). In addition, for states like North Carolina, with large numbers of practicing scientists, the mentoring of K–12 teachers by scientists has the potential to become another pathway for ISE (Lowman and Randle 2009). To keep North Carolina competitive in science (especially given the strength of Research Triangle Park, a huge driver of technology and jobs in the state), public–private partnerships funded a new wing of the North Carolina Museum of Natural Sciences that opened in April 2012. Called the Nature Research Center, it proposed to expand citizen science (ie PES) to diverse stakeholders using four innovative platforms of ISE (Dickinson and Bonney 2012). Drawing upon ecology and especially biodiversity as major drivers (since the museum houses a collection of over three million specimens of organisms endemic to the southeastern US), several ecology-based citizen-science programs were launched with marked success. These programs serve as a case study for integrating real nature and virtual technologies, thereby raising the ecological literacy of museum visitors. Researchers from the Friday Institute for Educational Innovation at North Carolina State University initiated visitor evaluations to track the success of the different platforms of informal learning that include: (1) citizen-science programs in partnership with local scientists (eg the Belly-Button Biodiversity program [Hulcr et al. 2012] or the "wild life of our homes" project [www.yourwildlife.org]); (2) virtual theater to connect K–12 students directly to environmental scientists working both in laboratories and in the field; (3) public education labs (called iLabs) that illustrate natural science techniques of "how we know what we know" about ecology and natural sciences; and (4) glass-walled laboratories where scientists work in the public eye and answer questions from onlookers about the scientific process. Will ISE platforms succeed in bolstering STEM education for students and visitors? With its myriad educational programs for diverse audiences, the California Academy of Sciences (CAS) is proving the success of ISE. Located in San Francisco, CAS's ecoliteracy programs are rooted in science learning, but take the next step to reconnect learners to the natural world and equip them with tools to foster healthy communities through environmental action (eg http://spotlight.macfound.org/featured-stories/entry/elizabeth-babcock). For example, the Academy's Teacher Institute on Science and Sustainability engages 3rd- to 5th-grade teachers in a cohort-based, 2-year training program to incorporate sustainability action in their science teaching. Using simple metaphors that make the science accessible, CAS's ocean action programs (hosted near a 200 000-gallon live coral-reef exhibit on the museum floor) acquaint visitors with the causes and mechanisms of ocean acidification, and its impact on coral reefs. Conservation-oriented stories, as well as action steps designed for individuals and families to reduce carbon emissions, are directly woven into the program's message. In addition, CAS has one of the museum world's first glass-walled laboratories, where visitors can "meet a scientist" and children can interact with diverse scientists as role models (Figure 1). Such innovative attempts to strengthen ISE may ultimately inspire the next generation of ecologists. Moreover, expansion of "virtual-plus-real" natural history educational platforms into other ISE institutions – botanical gardens, zoos, parks, and even school playgrounds (eg www.schoolofants.org) – will foster exciting opportunities to improve ecoliteracy, not just for students but also for their parents, for regional policy makers, and for a diverse public who enjoy destinations that offer ecology education in an informal setting. An informal science education (ISE) laboratory at the California Academy of Sciences encourages students and the general public to pose questions to practicing scientists. This interaction also allows visitors to learn how natural history hypotheses are tested by the scientific method. Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.

New era at the NIH

There is a perceived gap in society between biochemistry as covered in the classroom and that pertinent to real societal concerns. Most traditional outreach efforts remain disconnected from the curriculum and exhibit a unidirectional information flow, from experts to society, widening the gap between “scientists” and “the public.” Here, we present a case study on how an explicit outreach component can be effectively incorporated into an existing upper‐level undergraduate biochemistry course. In the spring of 2012, 5 seniors and 6 juniors enrolled in Biochemistry II were given a choice of disseminating their understanding of a health related biochemical problem to a general audience via i) a layman's abstract or a letter to a senator, ii) an article for the Molecular Anatomy Project initiative at the Protein Data Bank, or iii) a lesson for a non‐science majors chemistry class, in addition to the existing formal research proposal write‐up. Student, audience, and expert feedback on this more student‐ and society‐centered course format were largely positive, pointing to student growth in a diverse set of transferable skills including independent content learning. This outreach‐focused implementation of an existing assessment tool in a terminal course ensures that majors graduate not only with a well‐founded understanding of the field, but also with the ability to effectively communicate it to a diverse audience.

The study of unstable nuclei with unusual ratios of protons to neutrons is one of the frontiers of science. Investigating these rare isotopes is critical for understanding the synthesis of the chemical elements in stellar explosions as well as the fundamental nature of the nuclear forces that bind atomic nuclei together. Scientific progress in this field is driven by the development of exotic beams in present and next-generation rare-isotope beam facilities including the Facility for Rare Isotope Beams (FRIB). Nuclear physics is a broad discipline, influencing our knowledge on subjects as diverse as weakly-bound nuclei, many-body quantum theory, the super heavy elements, and the inner structure of neutron stars. Applications based on nuclear science and technologies include medical diagnostics and therapies, materials science, and national security. The major goal achieved in this project was to hold Exotic Beam Summer School 2023 (EBSS2023), the twentieth installment of EBSS series, July 9-15, 2023 at the Facility for Rare Isotope Beams on the campus of Michigan State University to educate and train the next generation of scientists that will drive research with rare-isotope beams. FRIB became operational in 2022 and is now providing beams of exotic nuclei that will ramp up to unmatched intensities, exceeding what is available today by orders of magnitude. Beams available at FRIB are facilitating a wide variety of studies in nuclear structure, astrophysics, fundamental symmetries and societal applications. There is a large community of scientists interested in working with rare isotope beams; for example, the FRIB User Organization currently has over 1,700 members. In order to maximize the scientific output of FRIB, there must be a workforce continuously trained in both the physics of exotic beams and in the practical techniques of carrying out an experiment. This summer school series is designed to specifically address this need - to ensure that new generations of scientists from a broad range of institutions and backgrounds is trained, motivated, and equipped to push the field forward to new and important breakthroughs.

This article outlines the findings from a contemporary study of principals' leadership practices in Malaysia as part of the 7 System Leadership Study. Recent policy developments within Malaysia have increased principals' accountability and have underlined the importance of the role of the principals in transforming school performance and student learning outcomes. This article draws upon emerging empirical evidence about principals' leadership practices and highlights some of the challenges associated with the new accountability expectations and demands placed upon principals in Malaysia. It provides a contemporary insight into the way in which principals in Malaysia view their leadership practice. The article proposes that despite the pressure on them to secure better school and student outcomes, principals in Malaysia increasingly view their leadership practices as transformational and distributed.

A challenge for biochemistry instructors is dealing with the volume and difficulty of concepts typically taught during semester‐long introductory biochemistry courses. Students struggle to grasp topics because they may not have enough in‐class instruction and practice time to process the new information. Blended learning strategies, such as the flipped classroom approach along with traditional lectures, may offer a solution to this concern. Herein we present the creation of a blended learning introductory biochemistry course. The course used online modules consisting of concept videos tied to active learning problem sets, followed by in‐class sessions of small groups to discuss the application of these concepts. Each topic was covered with a video presentation suited for display on mobile devices that focused on problem solving and an associated active learning project that encouraged practice and application of skills developed in that topic. Students were encouraged to take an online quiz after each set of core topics to assess their readiness in applying the concept. The initial implementation of this module was tested in the Introduction to Biochemistry class and the preliminary data is presented hereinSupport or Funding InformationNord Grant, UCITE, Case Western Reserve UniversityThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Camera traps have been widely adopted in wildlife research and management; however, the manual review of the large volumes of images they produce is time‐consuming and prone to errors. Artificial Intelligence (AI) platforms are becoming increasingly popular for automated image processing, as these tools can significantly reduce the time needed for reviewing images. Given the need for high‐quality, rapidly accessible data for implementing conservation actions in a changing world, the use of AI holds great promise for conservation. Despite the potential of AI, we raise concerns regarding the loss of the human element in wildlife data review. We argue AI may miss unexpected discoveries in images and diminish the personal connection to wildlife and conservation landscapes which is fostered through manual image review. As human values are pivotal in soliciting investment in conservation, AI may pose a risk through the loss of human connection to ecological systems. Further, outsourcing image review to AI represents a loss of training opportunities for the next generation of scientists. Manual review of images also engages citizen scientists in scientific discoveries, fostering enthusiasm for conservation careers and community support for conservation actions. While acknowledging the benefits of AI in processing wildlife camera trap images, we call for meaningful conversation on how AI should be used in the advancement of wildlife research. Given the recent challenges our field has faced with the advent of large language models (e.g., ChatGPT) in scientific training and research production, we should proactively begin conversations. We should prepare for discussion on alternative means of maintaining human connection to wildlife research, and alternative training opportunities for students and citizen scientists.

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development.