Abstracts of = Presentations

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Abstracts of=20 Presentations

Concurrent Workshop Session=20 I

Development of a=20 new outcome =96based curriculum in the University of = Wisconsin-Platteville=20 program

=20 Beth = Frieders, Jeff=20 Huebschman, and Wayne Weber

=20 The Biology Department at the University of Wisconsin-Platteville = has=20 undergone a comprehensive curriculum overhaul, in which we identified = learning=20 outcomes for students completing our program. To achieve these outcomes, we = created=20 new courses and new emphases, and revised the major and minor = programs. Numerous factors drove this = change,=20 including: to offer a more competitive and attractive program, to allow = new=20 faculty to teach courses within their expertise areas, to minimize = content=20 overlap in courses, and to include biology as a discovery process. The details of the = department=92s new=20 program will be covered in this presentation, specifically highlighting = its plan=20 to encourage undergraduate research by incorporating the process of = science in=20 multiple courses as well as devoting courses specifically to = research. We also will present the = process the=20 department followed on this five-year journey, involving a combination = of=20 department-as-a-whole and sub-discipline discussions interspersed with = much=20 individual thought and effort. = We=20 will conclude with what we perceive as challenges and benefits of both = the new=20 program and the curriculum revision process = itself.

Integrating=20 Research in Introductory Biology Courses in a New=20 Curriculum

=20 Jeff = Huebschman, Beth=20 Frieders and Kris Wright, U. = Wisc-Platteville

=20 The Biology Department of the University of Wisconsin-Platteville = is=20 implementing a new curriculum in Fall 2007. Among the courses required of = all=20 biology majors are Unity of Life and Diversity of Life, both = freshmen-level=20 courses, and Fundamentals of Biological Investigations, a = sophomore-level=20 course. All three courses = were=20 newly developed as part of the curriculum revision to provide students = with=20 foundational knowledge, skills, and attitudes, both in preparation for=20 upper-level biology courses and, more generally, to address specific = learning=20 outcomes of the overall biology curriculum. To ensure that foundational = elements=20 were provided in Unity and Diversity of Life all faculty and teaching = academic=20 staff were asked to provide input on specific learning outcomes they = expected=20 these courses to provide. =20 Complementing the foundation in knowledge provided by the = aforementioned=20 courses, Fundamentals of Biological Investigations was designed to meet=20 primarily skills-based learning outcomes, specifically in regards to the = practice of science. We = will=20 discuss the creation of these courses, focusing on their educational = intent, the=20 collaborative nature of their development, and the reflection undertaken = by all=20 department members that occurred as a result of being engaged in the = process of=20 their creation.

The case study method: Using case studies to bring = research=20 into the biology classroom

=20 Debra Meuler; = Cardinal Stritch University

The case study method of teaching is = an=20 effective alternative approach to the more traditional lecture method of = delivering science content. Case studies encourage students to think = critically=20 and become active learners. Case studies can also be used to illustrate = the=20 process of science and to provide students with an opportunity to design = experiments as well as analyze and interpret data using authentic = research.=20 During the last few years, I have begun to include case studies in many = of my=20 biology courses to illustrate how science is done. In this presentation, = I will=20 share some of my most popular and effective case studies that allow = students to=20 design experiments, develop hypotheses, make predictions, and analyze = real data=20 while at the same time teaching content. To model how to =91run=94 a = case study, the=20 audience will do a case study that improves student understanding of = science as=20 process as well as data analysis and critical thinking skills.

Pandemic Flu Then = and=20 Now: A Problem Space for = Student=20 Investigation

=20 Margaret=20 Waterman, Southeastern Missouri State =20 University

=20 In this session participants will explore a problem space on = influenza=20 which includes: a case = based on=20 oral history research of the 1918 flu pandemic; an interactive, = excel-based=20 model on disease spread; a set of maps as visual data sets; data from = the CDC=20 and WHO; primary research articles on flu structure as well as on = disease=20 mitigation strategies; and curricular resources for teaching with this = problem=20 space. Participants will = analyze=20 the case and conduct a brief investigation using the model to see = impacts of=20 different mitigation strategies. = All participants will receive a book of cases and investigations = as well=20 as a copy of the new curricular resources on avian=20 influenza.

Concurrent Workshop Session=20 II

Bridging the Gap:=20 Connecting the Scientific Literature with Learning and=20 Research

=20 Katherine = O'Clair;=20 Arizona State University

=20 One of the challenges of integrating research activities into the = biology=20 curriculum is conveying to students the importance of using the = scientific=20 literature to situate their question into the larger framework of = scientific=20 knowledge. Consulting the literature and synthesizing information from = it is a=20 critical component of the research process, yet it remains difficult to = get=20 students to do this using appropriate sources. The sources they do use = and cite=20 often fall short of our expectations. How do we bridge this gap and = connect=20 students with the best source - the scientific literature? In this = workshop we=20 will explore ways to integrate the scientific literature into the = biology=20 curriculum whether it is part of a short laboratory exercise or = semester-long=20 research project. Participants will reflect on their past experiences, = create=20 learning outcomes for their students, and identify activities that can = be used=20 in a variety of settings to expose students to the scientific literature = and=20 convey its purpose in research. Attendees are encouraged to bring their = course=20 syllabi to use during this workshop.

Integrating = Chemistry and=20 Microbiology in a Single Course for Nursing and Health Science=20 Students

=20 Linda O. = Michel,=20 Farahnaz Movahed Zadeh²,Farrokh=20 Asadi³, = Abour H. Cherif¹, Bob = Aron, Dianne=20 M. Jedlicka¹, Frank S. Burrows⁴; = ¹DeVry University, ²University = of Illinois=20 at Chicago, ³Harold Washington College, ⁴Pearson = Custom=20 Publishing.

Foundations of=20 Microbiology and Chemistry is a unique course designed to offer a = comprehensive=20 introduction to the fields of chemistry and microbiology for nursing and = allied=20 health students. This course provides understanding of the basic = foundations of=20 chemistry and microbiology using an integrated approach for conceptual = and=20 teamwork strategies. The = course is=20 four credit hours and includes a laboratory component. This course is = offered in=20 three formats: online, a hybrid online/onsite iOptimize format and a = traditional=20 on-site format. The on-line and iOptimize formats utilize Model ChemLab = and=20 VirtualUnknown=D4 Microbiology software in the = laboratory=20 portion. These programs simulate chemistry and microbiology laboratories = and=20 allow students to perform a wide variety of laboratory simulations = utilizing the=20 Scientific Method as well as higher cognitive thinking in the lab = write-ups. A=20 custom text, Microbiology and Chemistry: An Integrated Approach, has = been=20 created for this novel course by Pearson Custom Publishing. Topics = covered=20 include microscopy, the structure of matter and basic chemistry, = cellular=20 structure and function, microbial genetics and recombinant DNA = technology,=20 characterization of microorganisms, chemical reactions, microbial = metabolism,=20 nutrition, and growth, the immune system, infectious diseases, = epidemiology, and=20 applied and environmental microbiology. =20 The intregration of chemistry and microbiology subject matter = throughout=20 this course makes it unique; the virtual labs complimenting the lecture = topics=20 and allowing students to interpret their results, make this course and = text=20 outstanding.

Microbiology in the=20 News

=20 Nighat P = Kokan;=20 Cardinal Stritch University

=20 This project allows the students to incorporate both writing and = speaking=20 assignments into the curriculum and enables the student to see relevance = of=20 microbiology in their life and career. =20 Students are required to write a two-page synopsis of current = topic of=20 interest of their choice as long as it relates to microbiology. They must describe the topic = in some=20 depth, using primary sources to show that they have understood the = process or=20 the techniques related to the area of interest. After completion of the report = they make=20 a five-minute oral presentation to class. =20 This assignment allows me to cover and incorporate a wide variety = of=20 microorganisms into my teaching, which have a current effect on = society. These assignments result in = interesting=20 class discussions of microbes and their impact on health, disease, = economics and=20 the environment. Students = find=20 these topics rewarding since they pick their own topics to investigate = in some=20 depth. Furthermore, they = see the=20 relevance of basic science and the application of specific techniques to = current=20 discoveries. I will share = the=20 rubrics that I have developed for this process and some of the = modifications and=20 adaptations made for other classes such as Biology and Genetics courses = as well=20 as student responses.

A Freshman Laboratory Curriculum = =96 Buh-bye=20 cookbook and hello research!

=20 Tara=20 Maginnis, St. Edward=92s University

=20 Traditionally, many freshman biology laboratories have been run = in a=20 =91cookbook=92 format; students follow a set of instructions and = write/describe the=20 results. While some of this is appropriate at the freshman level, newer=20 approaches to inquiry and research based thinking have been shown to = drastically=20 improve the quality of the undergraduate mind.

=20 In this session I will present a curriculum implemented at St. = Edward=92s=20 University, a small private institution in Austin, Texas. During the = first=20 semester, students are introduced to scientific inquiry and hypothesis = testing,=20 and these foundations are re-enforced in almost every laboratory = activity. In=20 addition, they acquire and/or are exposed to several scientific = =91tools=92 such as=20 basic statistics, presentation and writing practice, library databases,=20 biological equipment, and experience evaluating scientific experimental = designs=20 and manuscripts. In the second semester, students apply these tools when = they=20 design, implement, write and present a small yet high quality group = research=20 project. The curriculum and each individual laboratory (18 total, = student and=20 instructor copies) will be provided.

Concurrent Paper Session=20 I

Student = Contribution to the Conservation of Timber Rattlesnakes in Eastern=20 Kansas

=20 Mindy Walker, = Rockhurst=20 University

=20 The timber rattlesnake (Crotalus horridus) is considered a species of special = concern in=20 the state of Kansas. Such = a label=20 ostensibly indicates a statewide attempt to protect this species, though = little=20 is being done at the governmental level. =20 In our study, my undergraduate students and I are piloting a = project=20 aimed at actively salvaging a local population of these animals. Individuals are first = collected from a=20 den site currently being decimated by human development, and snakes are=20 subsequently measured, weighed, marked using internal microchips, and = released=20 at a separate locality. A = subset of=20 this population has been, and other collected individuals will be, = surgically=20 implanted with radio transmitters so as to allow tracking of individuals = once=20 they have been released at the secure site. The above students, and others = who will=20 follow them, are able to observe safe handling and collecting procedures = for=20 venomous animals as well as an applied understanding of these organisms=92 = role in the=20 environment, the threat of human land development to natural = populations, the=20 organismal biology of these animals, and the biological consequences of=20 relocating threatened populations. =20 Such an endeavor fosters an enhanced interest in field biology = and a=20 desire to continue their involvement in conservation=20 efforts.

Teaching Evolution=20 in Secular and Christian Educational Settings - Obstacles and = Opportunities for=20 Student Learning

=20 Richard G. = Colling;=20 Olivet Nazarene University

=20 Responding to continued assaults on evolution, the National = Academy of=20 Sciences, the American Association for the Advancement of Science, the = National=20 Science Teachers Association, and others, have issued clear statements = that=20 science and the scientific community are not anti-religion. Yet despite these attempts to=20 appropriately define the boundaries of science and faith, a sharp = disconnect=20 persists between what science reveals and what many people actually=20 believe. The potential = stakes are=20 enormous: Erosion of science definitions to fit political and religious = agendas=20 weakens foundations of science and a democratic society. It even diminishes the = long-term=20 viability and credibility of faith.

=20 National polls reveal a key role for education in overcoming this = disconnect. Yet effective = teaching=20 of evolution presents unique and striking challenges for faculty = teaching at=20 secular vs. religious universities, teaching majors vs. non-majors, and = for=20 those teaching in secondary or middle schools.

=20 This proposed paper will address four = areas:

1. Recent genetic data confirming = evolutionary=20 creation.

2. The crucial need for science = educators to=20 stay abreast of recent developments in evolutionary=20 biology.

3. =20 Finding language and communication techniques that successfully = engage=20 diverse student populations in the classroom.

4. The importance of responding to = escalating=20 religious and political pressures on biology = educators.

Concurrent Paper Session=20 II

A = Biology Course=20 for the Less-Than-Prepared Prospective Biology = Major

=20 Janice = Bonner;=20 College of Notre Dame of Maryland

Many = undergraduate=20 institutions are dealing with less-than-prepared students entering the = biology=20 major. When the biology department at College of Notre Dame of Maryland = analyzed=20 data from five past cohorts of prospective biology majors, it found a=20 significant correlation between students=92 success in the introductory = course and=20 their math SAT score (Spearman=92s rho =3D 0.058). Based on these = results, the=20 biology department developed a preparatory course for students whose = MSAT score=20 was below a prescribed cutoff value and stipulated that a student must = pass this=20 preparatory course with a grade of at least C+ to take the introductory = course.=20 Of the 73 students enrolled in the first three cohorts, 81% passed the=20 preparatory course, 15% withdrew, and 4% failed. Ninety-five percent of = the 40=20 students who subsequently enrolled in the introductory course passed. = There was=20 no correlation between their grade and their MSAT score. This workshop = will=20 explain the design of the course curriculum and the process by which = students=20 are assigned to enroll in the preparatory course; it will provide = specific=20 examples of assignments, laboratory experiments and assessment within = the=20 course. Finally, it will present student feedback and an analysis of the = first=20 three cohorts of students to progress through the = course.

An = Example of=20 Integrating a Community Action - Service Learning [CASL] Project into an = Introductory Microbiology Class

=20 Christine Bezotte, Elmira College

=20 The project addresses the =93disconnect=94 students perceive = between=20 classroom learning and its application to =93real-life.=94 By = incorporating the=20 practical aspects of investigating a community wide condition with = hands-on=20 research and analysis, the project provides contextual relevance to=20 understanding the biology behind the observed effect. An active learning = opportunity enhances problem solving and encourages critical thinking = skills=20 through evaluation of correlations between =20 Methicillian Resistant Staphylococcus aureus [MRSA] presence in general and = hospital worker=20 populations to disease spread. The goal of the project is to engage = students in=20 a relevant contextual learning experience.

=20 Acquisition and spread of MRSA is an increasing problem, not only = hospital acquired but also in the general public. Nursing majors need to = be=20 especially aware of this and be prepared to understand and prevent its = spread.=20 This investigation combines a community and hospital survey for carriers = with=20 microbiological techniques to evaluate the health and economic impact of = the=20 problem. In addition, students are asked to develop a community action = plan=20 educating the general public and devise ways to prevent further disease = spread.=20 =20 The exercise encourages student integration of concepts in = microbiology=20 with disease processes and epidemiology in ways that have personal = significance.=20 Results will be presented and discussed

Partnering with=20 Biotechnology Companies to Promote Student Research=20 Experiences

=20 Richard G. = Colling;=20 Olivet Nazarene University

=20 Biological research provides an essential foundation for ongoing=20 discovery and progress in the fields of biomedicine, biotechnology, and = other=20 related fields. Providing = opportunities for students to experience and appreciate the rigor and = detail of=20 biological research is a valuable part of an overall biological science=20 education. Yet, = exponentially=20 expanding biological complexity, coupled with university infrastructure=20 obstacles, make it increasingly difficult to successfully integrate = relevant=20 student research experiences into the regular teaching curriculum. Common obstacles that work = against this=20 noble goal include upfront material costs, additional time needed for = research=20 over traditional class periods, laboratory facilities and equipment, = scheduling,=20 faculty expertise and teaching loads.

=20 The current paper describes a way to address these obstacles by=20 partnering with biotechnology/biopharmaceutical companies. Win/win for everyone, these = partnerships=20 have provided opportunities for students to participate in meaningful = and=20 relevant research experiences. It has also elevated the visibility and = value of=20 research in the department and on campus as well as spawning individual=20 laboratory exercises for use in other biology courses. In addition, it has produced = positive=20 public relations material for the university, and also helped the = biotechnology=20 company meet their productivity goals.

=20 Proactive communication and coordination with all involved = parties is=20 essential to this approach, but we have found it to be extremely = valuable, and a=20 cost-effective way to achieve student research = goals.

Integration of=20 zebrafish research projects in an upper level molecular biology=20 course

=20 Lisa Felzien; Rockhurst University

=20 Integration of research into coursework provides opportunities = for larger=20 numbers of students to experience scientific discovery and for faculty = members=20 to maintain an emphasis in discipline based research when time and funds = for=20 research are limited. = Incorporation=20 of novel research projects also creates unparalleled active learning=20 experiences. In the = project=20 described here, students were required to perform literature searches, = identify=20 a gene not well-characterized in zebrafish development, design and test = a=20 hypothesis, and present results. = Research approaches included the use of genbank and BLAST = searches to=20 identify zebrafish genes of interest, staging of zebrafish embryos, = extraction=20 of RNA from embryos, and RT-PCR. = Most student groups obtained results, and frequently results = forced=20 students to complete further literature searches to understand why their = hypothesis was not completely supported. =20 Early approaches to assessment of the effects of the project on = student=20 learning are underway.

Concurrent Paper Session=20 III

Trials and = Tribulations of=20 Web-Based Biology Courses

=20 Timothy=20 Mulkey, Indiana State University

=20 Web-based distance education biology courses have been taught at = Indiana=20 State University for 12 years. These courses include non-major General=20 Education, major electives, and laboratory courses. A sort presentation = of what=20 =93works=94 and =93does not work=94, student=92s expectations and = misconceptions, lessons=20 learned form the ISU course offerings will be presented. This will be = followed=20 by a discussion by attendees of their experiences, questions, and ideas=20 concerning the future directions of web-based distance education biology = courses.

Analysis of=20 Logodiversity in Animal Behavior Textbooks

=20 Rebecca=20 Burton, Alverno College

=20 One important consideration in selecting a textbook is the level = of=20 specialized technical vocabulary used. Technical vocabulary can be a = bridge for=20 entry into advanced study in the discipline; however, it can also be a = barrier=20 to students even reading the book or students being willing to engage in = the=20 discipline on the most basic level. =93Logodiversity=94 is a measure of = how many=20 technical words are used and how often each word is used. The optimal = level of=20 logodiversity in a textbook depends on the needs of the specific = students in a=20 particular class. For example, a high logodiversity may be most = appropriate for=20 well-prepared students intending to enter graduate school in that = discipline. A=20 low logodiversity may be most appropriate for students who are bound for = other=20 fields or for whom language or reading is problematic. I used a = modification of=20 the Shannon=96Wiener diversity index to quantify logodiversity in 6 = commonly used=20 animal behavior textbooks and found that these textbooks varied greatly = in their=20 levels of logodiversity. This diversity index can be approximated by a = simple=20 ratio of glossary to text length. We will discuss strategies for = accommodating=20 student needs regardless of the logodiversity of the selected=20 textbook.

Stressed by = Oxygen=97A=20 Laboratory Exercise for Introductory Cell Biology = Classes

=20 H. Neval Erturk and Mary Carolyn Frith, Converse=20 College

=20 This laboratory exercise is designed to expose students to a full = scale=20 scientific investigation while acquiring science processing skills. The = project=20 continues over a 6 week period and exposes students to fundamental = techniques in=20 cell biology and bioinformatics. Students measure the responses of pea=20 antioxidant enzymes super oxide dismutase, catalase, ascorbate = peroxidase,=20 guaiacol peroxidase and glutathione reductase to abiotic stress. = Students can=20 chose from a variety of agents that cause abiotic stress like high = light,=20 paraquat, chilling, heat, salinity, drought, or even a combination of = few. For=20 Bioinformatics exercises students compare DNA and amino acid sequences = of=20 selected antioxidant enzyme from different species for constructing an=20 evolutionary tree. Students also use Deep View Swiss PDV Viewer to study = the=20 three dimensional structures of the antioxidant enzymes. This program = allows=20 students to analyze several proteins at a time, including superimposing=20 structural alignments, comparing active sites, observing amino acid = mutations,=20 etc. Students present their findings during a classroom mini symposium. = This=20 learning process is also supported by lecture content. The process aims = to=20 create and strengthen a student learning community. The project can be = expanded=20 by running native gels for enzyme activity, by having students write = their=20 findings as a peer reviewed journal article, and by publishing a = classroom=20 journal.

Experimental designs = that=20 provide instructors with informative comparisons of alternative teaching = strategies while providing students with equivalent = experiences

=20 Ralph Preszler, New Mexico State = University

=20 Instructors who hope to inform their teaching strategies with = measures of=20 student performance need experimental designs that have sufficient = statistical=20 power to identify true differences in student performance and that are = fair to=20 participating students. I will provide general descriptions and specific = examples of educational experiments conducted within biology courses = that=20 satisfy both of these criteria: they are informative and they provide = students=20 in the classroom(s) with similar opportunities to learn. I have = conducted=20 experiments in biology classrooms which compare the effects of the = following=20 teaching methods on student performance: cooperative concept- mapping = sessions=20 vs. individual homework assignments; instructor vs. student-centered = workshop=20 teaching; and asking low, medium, or high numbers of clicker questions = within=20 biology lectures. Lastly, I will describe challenges associated with = answering=20 research questions tied to large scale changes in course structure. This = workshop will include discussions of approaches to conducting research = within=20 the classroom to address questions that participants have about their = teaching=20 and their students' learning.

Concurrent Paper Session=20 IV

Using = Biotechnology=20 Research to Teach Biology to Undergraduates

=20 Kristy L. = Halverson,=20 Marcelle A. Seigel & Sharyn K. Freyermuth; University of=20 Missouri-Columbia

=20 Finding teaching strategies that connect with undergraduate = students'=20 interests can be a challenging task. =20 In addition, current science research is often left out of = college=20 science curriculum. We = have strived=20 to use current scienctific research advancements that society has = brought to the=20 forefront of the press as well as our own scientific research interests = to help=20 engage our students to learn biology concepts. We have tested our issues = within=20 multiple course settings as well as empolyed these major research = advances to=20 teach both basic and advanced biology concepts. Among the issues we included = into our=20 curriculum are: stem cell research, global warming, DNA fingerprinting, = Human=20 papillomavirus vaccinations, and plant polyploidy. These issues are easily = approachable by=20 both science majors and non-science majors and provide a solid = foundation to=20 teach a wide variety of biology concepts including, but not limited to: = cell=20 characteristics, biochemistry, ecology, conservation of matter, = thermodynamic=20 laws of energy, inheritance, =20 characteristics of life, genetics, and more practical tasks such = as lab=20 research techniques. Our = students=20 responded positively toward the inclusion of current research issues = within the=20 courses. By using = publicized=20 current research within our courses, we have found a way to help = instructors=20 bridge the research-instruction gap even when personal research projects = are not=20 available to help contribute science instruction.

Tools = from Archaea=20 to Fireflies: a Research Based Laboratory Project for a Molecular = Biology=20 Course

=20 Kate Marley; = Doane=20 College

=20 While there are many techniques that molecular biology students = should=20 know, a lab organized around sampling as many of them as possible does = not=20 support proficiency in any. = Rather=20 a lab centered on addressing a specific research question allows = students to=20 learn a few techniques in-depth. = The objective of this project was to examine the role of = potential=20 transcription factor binding sites in transcription regulation. In this case, a minimal = promoter for the=20 human N-cadherin gene was previously identified and the literature = suggested=20 roles for specific transcription factors. =20 Students were responsible for the entire project including = database=20 analysis, primer selection, PCR, cloning, sequencing, mammalian = transfection and=20 luciferase assays. = Students were=20 highly engaged and interested. =20 Ultimately they understood why they used selected techniques, the = necessary controls, troubleshooting and data analysis, all = quantitatively better=20 than students just completing the pre-requisite genetics course, despite = some=20 lab overlap. This project = could be=20 adapted in a number of ways to accommodate instructor strengths = including=20 techniques such as bandshift, siRNA, RT-PCR, Southern, microarray, while = providing for in-depth understanding and engagement. This publication was made = possible by=20 the NIH Grant Number P20 RR16469 from the INBRE Program of the National = Center=20 for Research Resources

Engaging Student in=20 Introductory Biology Courses through the use of=20 Clickers

=20 Glena Temple = and=20 Michael Alfieri; Viterbo University

=20 Introductory biology courses at Viterbo University have = incorporated the=20 TurningPoint audience response systems, or "clickers" as part of a = Department of=20 Education Title III grant: =93Becoming Learner Centered=94 in an effort = to increase=20 the use of active learning techniques on campus. Several faculty within the = biology=20 department have used clickers throughout the semester for quizzes, = assessment of=20 student mastery of information, to provoke discussion through opinion = questions=20 and to take attendance. =20 Overall, students gave positive feedback on the use of clickers = in their=20 introductory biology classes. = Over=20 75% of students surveyed indicated that they wished more classes would = use=20 clickers on campus. = In=20 addition, over 90% of students surveyed indicated that they enjoyed = using the=20 clickers and that they preferred taking quizzes through clickers instead = of=20 traditional paper quizzes. = In this=20 presentation, we will address how clickers are used in our classes, = present=20 complete survey data from our students who have used clickers for a = semester,=20 and discuss the pros and cons of building clickers into courses from a = faculty=20 perspective.

The = Undergraduate=20 Research Experience: = Enriching=20 Undergraduate Science Programs Through Student=20 Research

=20 Agnes M. = Vanderpool and=20 John Copeland; Lincoln Memorial University

=20 Since 1995, Lincoln Memorial University=92s Department of Math = and Natural=20 Sciences has incorporated undergraduate research into the required = curriculum=20 for natural science majors. =20 Structured as one-credit hour seminar course taught during both = the=20 junior and senior years, the Junior-Senior Science seminar series, pairs = undergraduate science majors with a faculty mentor to develop and = implement an=20 independent science research project. =20 This presentation will address the structure and assessments used = within=20 the two seminar courses, the impact of delivery of the courses on = faculty time,=20 workload, faculty research efforts and the departmental budget. The presentation will also = address use=20 of the two course assessments for departmental outcomes reporting, = student=20 perspectives on the seminar courses, administrative and financial = challenges for=20 conducting the courses, and the impact of the seminar courses on = developing=20 departmental budgets and promoting the science major programs. The final portion of the = presentation=20 will discuss strategies for structuring the course to accommodate = changes in=20 student enrollment.

Posters =

Analysis of common=20 topics in introductory biology courses: reinventing the=20 wheel?

=20 James = Clack,=20 Indiana = University-Purdue=20 University

=20 Biology is unique as an academic discipline because of its many = different=20 fields. This is one = reason for the=20 large number of courses offered by most biology departments. In many colleges and = universities=20 another subset of courses are offered to non-majors, further increasing = the=20 number and diversity of courses offered. =20 This effectively produces two lines of the introductory = courses. Because of the different focus = of each=20 introductory course, topics covered in each of the introductory courses = tend to=20 vary. However, many of = these=20 introductory courses contain a number of topics with very similar = content. Indeed, this content = similarity is=20 preserved across majors / non-majors courses. Several topics have been = identified to=20 be common across several courses and their corresponding textbooks for = three=20 different state universities in Indiana. =20 Identifying a concordance of topics between different courses may = allow=20 instructors and/or curriculum developers the ability to condense or = align topics=20 shared by different courses and, thus, streamline course offerings. Knowledge of topic concordance = in=20 introductory courses may also be advantageous when offering instruction = outside=20 of class or when considering topics to be covered in biology assistance=20 centers.

Identification of=20 Unknowns Facilitated by A Computer-Assisted Program=20 (YaIP)

=20 Janet Cooper = and Josh=20 Hilliard, Rockhurst University

=20 Kevin Burger, = Arizona State University

=20 The identification of unknown microorganisms in a Microbiology = course has=20 been a useful exercise for the understanding of cultural and = physiological=20 characteristics of microorganisms as well as introducing students to the = process=20 of doing research and interpreting data. =20 For many nursing students this has been a daunting task and they = have=20 difficulty knowing where to begin. =20 To aid in this process, students are given three sources to use = in their=20 interpretation of results: 1) taxonomic key, 2) computer-assisted = program (YaIP)=20 and 3) Bergey=92s Manual. =20

The=20 use of adult and embryonic zebrafish in extending bioassays in = undergraduate=20 research projects

=20 Melissa Daggett, Missouri Western State = University

=20 Zebrafish have been incorporated into independent undergraduate = research=20 projects at Missouri Western State University. This presentation = outlines and=20 presents protocols and practical information for using zebrafish as a = model=20 organism at a predominately undergraduate institution. Currently = zebrafish are=20 being used for independent research projects in BIO 215 Molecular Cell = Biology=20 and BIO 311 Animal Physiology at MWSU. Zebrafish have become an accepted = model=20 organism for the study of embryonic development and genetic based = diseases. Zebrafish are also becoming an = established organism for use in undergraduate teaching laboratories. The = advantages of using zebrafish include ease of culturing and maintaining = the fish=20 in the lab and the availability of information on the Internet for = performing=20 various scientific investigations using zebrafish. Independent research = projects=20 offer an opportunity for students to design, perform and report on their = own=20 research question. This presentation will present examples of past = student=20 projects in which simple bioassays have been extended to include = experimental=20 techniques required to detect and quantify the expression of specific = genes=20 during exposure to pharmaceuticals, personal care products and = environmental=20 toxins.

Nutritional Assignment for General = Physiology Course

=20 Elizabeth I. = Evans,=20 Rockhurst University

=20 In an effort to help students immediately apply General = Physiology=20 information to their personal lives, I include an individual assignment = related=20 to diet. Students are = given an=20 Excel^=A9 spreadsheet to enter nutritional data (restaurant, = serving=20 size, calories, calories from fat, condiments, cholesterol, etc.) for = their=20 specific fast-food choices to meet a list of basic food categories. They choose from their = spreadsheet at=20 least two meals (lunch and supper) that provide no more than 1500 = calories=20 (assuming 500 calories at breakfast) and include a drink with each meal = or=20 snack. Then they = reevaluate their=20 chosen menus and find at least three food-related changes that can be = made to=20 each meal or snack to reduce daily caloric intake and to ensure their = chosen=20 changes are possible at the restaurant of their choice. In addition, they identify at = least=20 three non-food-related choices that can decrease their net daily caloric = intake. This part of the = assignment=20 often causes students considerable difficulty as they keep returning to = changes=20 in the food items, missing the fact that activity affects their net = caloric=20 intake. After these = assignments are=20 turned in, the class watches the movie, Super Size Me, and closes with a group = discussion. Even if students have = previously seen=20 this movie, this assignment is very eye-opening for students and = hopefully will=20 continue to impact their food (and activity) choices in the=20 future.

Learning by Doing: Using PowerLab Data = Acquisition Units to=20 Help Students Learn Research Skill

=20 Kim = Fredricks,=20 Viterbo University

=20 Students in an upper level human physiology course will use = PowerLab=20 (ADInstruments' PowerLab data acquisition systems are a complete=20 hardware/software computer-based solution for data collection in the = student=20 laboratory. Students can record, visualize and analyze data from = their experiments using a Windows or = Macintosh-based computer and monitor) =20 to learn research skills. = The first 3 weeks of the laboratory component of the course will = allow=20 students to learn the capabilities of PowerLab. Students will then design a = small=20 research project with consent of the instructor. They will formulate a = hypothesis, create=20 the experimental design (including proper statistical tests), conduct = the=20 project, analyze their data, and write a formal laboratory report. = Undergraduate=20 research is important because it helps students think like scientists = and ask=20 questions like scientists. = Students=20 can also see a direct application of their =93book=94 knowledge from = core curriculum=20 to answer a unique question. =20 Student perceptions of research, the value of research in the = curriculum,=20 and their satisfaction with the use of PowerLab in the course will be = collected=20 by survey to determine if we our meeting our course=20 outcomes.

Learning by Doing: Service Learning =96 A Model = For Student=20 and Community Engagement

=20 Kim = Fredricks,=20 Viterbo University

=20 In the 2005-2006 academic year, the Biology Department of Viterbo = University initiated a collaborative learning environment with Hixon = Forest=20 Nature Center (HFNC), an 800 acre park in La Crosse WI consisting of = marsh,=20 bluffs, and prairie lands. = A major=20 emphasis of this project was to utilize a community resource as a = foundation for=20 developing meaningful assignments that would benefit all involved. Here, we report on two = goals=20 specific to this project: = (1) to=20 provide much needed educational resource materials for HFNC, and (2) to=20 cooperatively collect data through scientific research on the needs of = the=20 forest. The = evaluation=20 process used a key informant survey approach: interviewing students, = instructors, and=20 the HNFC naturalist. = Responses were=20 recorded, transcribed, and coded to discover the key concepts related to = this=20 project. The initial = findings=20 supported the value of the science learning through service = projects. First, students expressed = satisfaction=20 with their projects and articulated future plans to build upon this=20 experience. Second, = instructors=20 engaged in the project identified several benefits and plans for = expansion of=20 this type of projects in the future. =20 Third, the identified value for HFNC was that they gained much = needed=20 materials to support their on-going education of elementary = students. Recommendations for future = collaboration=20 include: continuing to = design real=20 life projects for students (especially non-science majors) to integrate=20 knowledge and skills from their discipline in the development of a = science-based=20 project, allowing underclass science majors to begin using their skills = and=20 knowledge in collecting data meaningful to HFNC.

Malleability of Xenopus laevis = Tadpoles in=20 Research-based Physiology Laboratories Involving Heavy=20 Metals

=20 Gregory M. = Grabowski,=20 MS, PhD., Michelle Andrzejak, PhD., Emzy Collins*, Nicolas Deboer*, = Lindsey=20 Greschak*, Azail Hail*, Yasmin Mikail*, and Josha Thomson*, = University of=20 Detroit Mercy (*Undergraduate research = assistants)

=20 Practical resource limitations can be prohibitive to the = integration of=20 research into laboratories with high enrollment, which are historically=20 demonstrative in their presentation. Computer simulations attempt to = alleviate=20 time restrictions, but remain demonstrative and provide little hands on=20 experience. = The=20 fecundity of the African clawed frog (Xenopus laevis) provides enough tadpoles for = relatively=20 simple toxicological investigations that integrate scientific = methodology,=20 statistics, and cell physiology. = Exposure to developing tadpoles to concentration gradients from = 0-100 mm=20 of vanadium, calcium, magnesium, and sodium chloride (osmotic control) = results=20 in growth deviations via eye-eye and body length comparisons. Student research results = demonstrated up=20 to 20% reduction in size ratios under vanadium exposure, and up 64% = reductions=20 in calcium and magnesium exposures. =20 A significant decrease in viability was noted at 75 and 100 mm=20 concentrations, which matched results from osmotic controls. Vanadium = exposures=20 implicate phosphatase inhibition, calcium exposures implicate = membrane-bound=20 phosolipase activity, and magnesium exposures implicate SOD/oxygen = radical=20 activity. Undergraduate = research=20 does not allow use of radioassay technology typically used in = phosphatase=20 studies, however phosphotyrosine phosphatase activity can be assayed=20 colorimetrically within a three hour laboratory session. Phosphate freed from = phosphotyrosine is=20 precipitated with molybdate to form a color complex. Absorbencies are contrasted = with known=20 phosphate standards, which are standardized to the protein concentration = of each=20 sample. Students learn to = standardize data and utilize controls for determining second messenger = activity=20 under various toxicological conditions, and the professor avoids using = expensive=20 materials and equipment, as well as avoiding safety problems associated = with=20 using phosphate isotopes.

Behavior of woodchucks: ethograms in lab and=20 field

=20 Lynn Gillie, = Elmira=20 College

The woodchuck or groundhog = (Marmota=20 monax) is an = abundant mammal=20 in grassy areas near woodland edges in the eastern half of North = America. In studying four different = populations=20 of woodchucks during our summer research program, my students identified = many=20 variables that are interesting to examine during courses in Animal = Behavior or=20 Ecology. As easily = observable,=20 diurnal, burrowing animals, they make good model organisms for studying=20 vigilance rates and durations, flight distance, foraging, and population = density=20 and distribution. = Students practice=20 making ethograms, records of species-typical behavior, in the laboratory = and=20 then apply that experience to animals, such as woodchucks, in the = field. The challenges of moving from = a lab=20 setting to the field will be discussed.

An Introduction to Research Skills = Using=20 Blackworm (Lumbriculus variegatus) = Regeneration

=20 Elaine = Hardwick,=20 University of Wisconsin, River Falls

=20 Charles Drewes=92 blackworm (Lumbriculus variegatus) regeneration = website,=20 (http://www.eeob.iastate.edu/faculty/DrewesC/htdocs/; Accessed August = 10, 2007),=20 was used as a resource guide for a project intended to introduce = research skills=20 to freshmen and sophomores. Students worked collaboratively to generate = a=20 testable hypothesis concerning blackworm regeneration and then applied = concept=20 knowledge, lab, and computer skills to complete and present the project. = Although course instructors had a minor role in the set-up or completion = of the=20 three-week =93hands-on=94 portion of the project, they were more = involved with data=20 analyses and presentation aspects (approximately 2 weeks). Students = presented=20 their project as a poster, using a journal-style format, during an = informal=20 session that included peer-review and self-reflection. Project = assessment=20 included the following areas: collaboration (90% of groups reported = positive=20 interactions), library research and writing skills (75%), and data = analyses and=20 presentation (80%). Since a majority (> 88%) of students had little = to no=20 previous experience with this type presentation format and, = surprisingly, use of=20 computer programs (primarily Microsoft Office), completion of this = project=20 provided them with experience they could apply in other courses. Student = outcomes, instructor comments, and project handouts are included in this = presentation.

Integrating the scholarship of = teaching and=20 research: a case study examining wild bird food preferences at Millikin=20 University in Decatur, Illinois

=20 David Horn = and Stacey=20 Shonkwileer; Millikin University

=20 The scholarship of teaching and research can be synergistic, and = provide=20 students with a learning experience that integrates theory and = practice. I describe how a large-scale = study on=20 wild bird feeding has been integrated into a semester-long research = project for=20 upper-level biology classes. = In=20 2006, over 55 million people fed birds around their home. Despite the large interest in = bird=20 feeding, few scientific studies have been conducted on this hobby. PROJECT WILDBIRD is a study of = seed and=20 feeder preferences of wild birds being conducted by hundreds of citizen=20 scientists throughout the United States and Canada. The study is headquartered at = Millikin=20 University in Decatur, Illinois. = Millikin University students are participating in PROJECT = WILDBIRD as=20 part of an assigned research project in upper-level courses. Upperclassmen are asked to = collect and=20 analyze data, give oral presentations, and write papers on the = research. Millikin University students = are also=20 involved in the coordination of PROJECT WILDBIRD including the = recruitment of=20 citizen scientists and answering questions participants have about the=20 research. At the end of = the study,=20 the general public will be provided with recommendations on food and = feeder=20 preferences of wild birds, while Millikin students are engaged in a = classroom=20 curriculum that provides a meaningful research experience.

Incorporating = bioinformatics=20 research into courses

=20 Karen=20 Klyczek, University Wisconsin, River Falls

=20 The vast amount of sequences and other data available through = online=20 databases provides a good resource for students to address original, = open-ended=20 research questions without necessarily requiring equipment and lab=20 supplies. In = addition to=20 gaining experience with bioinformatics tools, students go through an = authentic=20 research process. One = approach is=20 to start with a published research article and ask students to extend = the=20 research by posing questions and hypotheses that can be tested by = analyzing=20 nucleotide or amino acid sequences. =20 Sequences may be provided with the publication, or students can = search=20 for relevant sequences for comparison. =20 As part of the investigation, students may perform sequence = alignments=20 that identify differences that can be used to determine evolutionary or = other=20 relationships, or conserved regions that may be associated with = particular=20 functions. Depending on = the course,=20 these studies may include investigation of pathways, protein structure, = and=20 other analyses using online analysis tools. Examples will be shared from=20 microbiology and general biology courses. =20 Bioinformatics can also be used to add open-ended investigation = to case=20 studies. The presentation = will also=20 include a demonstration of new features being developed for the Case It = software=20 (caseit.uwrf.edu) that will connect directly from the molecular biology = lab=20 simulations to online bioinformatics databases and tools, facilitating = the=20 extension of case studies to include original research=20 investigations.

Introducing Cross=20 Discipline Research Projects in Upper Division Courses Carol M. Maillet, Brescia=20 University

=20 Research biochemists frequently contribute to exploration of = biological=20 questions by working collaboratively with research groups from other=20 disciplines. In an effort = to mimic=20 this research reality, I developed the opportunity for my biochemistry = students=20 to work cooperatively with students in other areas. For the laboratory section of = the=20 Biochemistry course, students developed joint projects with students in = either=20 the Advanced Anatomy and Physiology or in the Marine Biology = courses. All of the courses were upper = division=20 classes that required a research project spanning several weeks. The Biochemistry lab = experience was=20 divided into four sections: = 1)=20 familiarization with the biological system, 2) identification and = optimization=20 of the appropriate biochemical assays, 3) application of these assays to = the=20 experimental samples, and 4) synthesis and communication of the = results. Students grappled with = problems such as=20 development and optimization of a protocol based on a description in a = primary=20 paper, the availability of material from their collaborators, and the = quality of=20 their collaborator=92s data. = In=20 general, Biochemistry students found the research approach to be = challenging but=20 interesting. As an = instructor, I=20 found that, although I retained course goals, I had to be fluid about = deadlines=20 and the means by which goals were achieved.

Using = Neurospora=20 crassa as a tool for cell biology and genetics

=20 Laura Salem,=20 Rockhurst University

=20 This poster will address some advantages of using Neurospora = crassa as a=20 tool for cell biology and genetics. =20 The research presented was conducted primarily by an = undergraduate=20 student. Lissencephaly is = a=20 developmental brain disorder characterized by a smooth cerebral surface = and=20 abnormal neuronal migration. Classical lissencephaly results from = defects in=20 LIS1, which encodes a WD-repeat protein involved in cytoplasmic dynein=20 regulation, mitosis and nuclear migration. Cytoplasmic dynein is a = large,=20 microtubule-associated motor complex that facilitates minus-end directed = transport of various cargos. = In a=20 screen for mutants defective in hyphal growth, mutations in both LIS1 = and=20 cytoplasmic dynein were identified. Genetic evidence from several model=20 organisms supports a model in which LIS1 interacts with the dynein heavy = chain=20 (DHC), possibly regulating its activity. =20 In this study, we further examined the relationship between LIS1 = and DHC=20 by asking whether mutations in DHC could suppress various lis1=20 alleles.

Analysis of=20 small-group research projects in an introductory Ecology=20 class

=20 Paul Weihe, = Central=20 College

=20 Ecology (BIO 229) at Central College is required of all Biology = and=20 Environmental Studies majors. = For=20 nine years, the class has included original, student-designed research = projects=20 conducted in small groups (typically 3-5 students). Projects are completed over = about eight=20 weeks, following several traditional, whole-class =93canned=94 lab = exercises=20 designed to introduce students to important methods in aquatic and = terrestrial=20 ecology. A random sample = of 55=20 projects included 41 (75 %) field-based and the remainder lab-based; = popular=20 topics included aquatic, landscape, and applied ecology (comprising 71 % = of=20 total). Students analyze = results,=20 write a research report, and present findings in a poster such as used = at=20 professional meetings. On a form seen only by the instructor, students=20 peer-evaluate all the posters and describe group dynamics. Peer review = grades=20 are higher than the instructor=92s but the relative grades (ranking) are = quite=20 similar. Groups are = self-selected=20 and work harmoniously; only 2/ 90 groups were dissolved due to poor = group=20 dynamics. Outcomes have included several students presenting at = professional=20 meetings, or later completing advanced thesis projects. Student evaluations suggest = strongly=20 that such work is seen as challenging and valuable. Comments indicate = promotion=20 of skills in information literacy, hypothesis formulation, quantitative=20 reasoning, problem-solving, and communication.=20