scholarly journals Using biocatalysis to integrate organic chemistry into a molecular biology laboratory course

2012 ◽  
Vol 40 (2) ◽  
pp. 130-137 ◽  
Author(s):  
Mande Beers ◽  
Crystal Archer ◽  
Brent D. Feske ◽  
Scott C. Mateer
Keyword(s):  
Organic Chemistry ◽  
Molecular Biology ◽  
Laboratory Course ◽  
Biology Laboratory

scholarly journals Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course

2011 ◽  
Vol 10 (1) ◽  
pp. 18-24 ◽  
Author(s):  
Daniel J. Treacy ◽  
Saumya M. Sankaran ◽  
Susannah Gordon-Messer ◽  
Danielle Saly ◽  
Rebecca Miller ◽  
...  
Keyword(s):  
Molecular Biology ◽  
Basic Research ◽  
Site Directed Mutagenesis ◽  
Lens Protein ◽  
Introductory Biology ◽  
Gene Encoding ◽  
Laboratory Course ◽  
Laboratory Courses ◽  
Eye Lens Protein ◽  
Biology Laboratory

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students’ skills in critical thinking and analysis, and has promoted interest in basic research in biology.

scholarly journals Investigative Cases and Student Outcomes in an Upper-Division Cell and Molecular Biology Laboratory Course at a Minority-serving Institution

2008 ◽  
Vol 7 (4) ◽  
pp. 382-393 ◽  
Author(s):  
Jonathan D. Knight ◽  
Rebecca M. Fulop ◽  
Leticia Márquez-Magaña ◽  
Kimberly D. Tanner
Keyword(s):  
Active Learning ◽  
Molecular Biology ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
San Francisco ◽  
Learning Goals ◽  
College Level ◽  
Laboratory Course ◽  
Biology Laboratory

Active-learning strategies are increasingly being integrated into college-level science courses to make material more accessible to all students and to improve learning outcomes. One active-learning pedagogy, case-based learning (CBL), was developed as a way to both enhance engagement in the material and to accommodate diverse learning styles. Yet, adoption of CBL approaches in undergraduate biology courses has been piecemeal, in part because of the perceived investment of time required. Furthermore, few CBL lesson plans have been developed specifically for upper-division laboratory courses. Here, we describe four cases that we developed and implemented for a senior cell and molecular biology laboratory course at San Francisco State University, a minority-serving institution. To evaluate the effectiveness of these modules, we used both written and verbal assessments to gauge learning outcomes and attitudinal responses of students over two semesters. Students responded positively to the new approach and seemed to meet the learning goals for the course. Most said they would take a course using CBL again. These case modules are readily adaptable to a variety of classroom settings.

scholarly journals Demonstrating core molecular biology principles using GST‐GFP in a semester‐long laboratory course

2021 ◽  
Author(s):  
Nicole Verity ◽  
Brittany Ulm ◽  
Katrina Pham ◽  
Baggio Evangelista ◽  
Robert Borgon
Keyword(s):  
Molecular Biology ◽  
Laboratory Course
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