Using an international p53 mutation database as a foundation for an online laboratory in an upper level undergraduate biology class

2014 ◽  
Vol 43 (1) ◽  
pp. 28-32 ◽  
Author(s):  
Patricia G. Melloy
Keyword(s):  
P53 Mutation ◽  
Undergraduate Biology ◽  
Biology Class ◽  
Online Laboratory ◽  
Mutation Database ◽  
Upper Level

IARC p53 mutation database: A relational database to compile and analyze p53 mutations in human tumors and cell lines

1999 ◽  
Vol 14 (1) ◽  
pp. 1-8 ◽  
Author(s):  
Tina Hernandez-Boussard ◽  
Patricia Rodriguez-Tome ◽  
Ruggero Montesano ◽  
Pierre Hainaut
Keyword(s):  
Cell Lines ◽  
Relational Database ◽  
P53 Mutation ◽  
Human Tumors ◽  
P53 Mutations ◽  
Mutation Database

scholarly journals Information Literacy in Biology Education: An Example from an Advanced Cell Biology Course

2005 ◽  
Vol 4 (4) ◽  
pp. 335-343 ◽  
Author(s):  
John R. Porter
Keyword(s):  
Information Literacy ◽  
Cell Biology ◽  
Scientific Literature ◽  
Biology Education ◽  
Literacy Skills ◽  
Undergraduate Biology ◽  
Information Literacy Skills ◽  
Subject Areas ◽  
Upper Level ◽  
A Current

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a“ state-of-the-art” paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.

scholarly journals A Hierarchical Mentoring Program Increases Confidence and Effectiveness in Data Analysis and Interpretation for Undergraduate Biology Students

2020 ◽  
Vol 19 (3) ◽  
pp. ar23
Author(s):  
Cascade J. B. Sorte ◽  
Nancy M. Aguilar-Roca ◽  
Amy K. Henry ◽  
Jessica D. Pratt
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Science Communication ◽  
Core Competencies ◽  
Career Readiness ◽  
Mentoring Program ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Upper Level

A hierarchical mentoring program incorporated into an upper-level ecology course led to improvements in perceived and demonstrated ability in data analysis and interpretation. Such a program contributes to career readiness by building core competencies in critical thinking and science communication.

scholarly journals Book reviews in the age of social media

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Norman A. Johnson
Keyword(s):  
Social Media ◽  
Review Essay ◽  
Popular Science ◽  
Full Length ◽  
Undergraduate Biology ◽  
Biology Class ◽  
Annotated List ◽  
Book Review Essay

AbstractDespite the large quantity and wide variety of popular science books available in biology, most undergraduate biology majors seldom read full-length books outside of class. To ensure that the students in my Writing in Biology class are exposed to such books, I assign a book review essay and provide an annotated list of a few dozen books in genetics, evolution, and other areas of biology. The assignment also includes a section on the book author’s style, in which students use material discussed earlier in the class. Informal presentations of the books provide opportunities for various discussions. The assignment (including the list of books) is included in an Additional file 1.

scholarly journals Undergraduate Textbook Representations of Meiosis Neglect Essential Elements

2020 ◽  
Vol 82 (5) ◽  
pp. 296-305
Author(s):  
L. Kate Wright ◽  
Grace Elizabeth C. Dy ◽  
Dina L. Newman
Keyword(s):  
Molecular Level ◽  
Essential Elements ◽  
The Other ◽  
Postsecondary Students ◽  
Prior Work ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Introductory Textbook ◽  
Upper Level ◽  
Almost All

The process of meiosis is an essential topic that secondary and postsecondary students struggle with. The important meiosis-related concepts of homology, ploidy, and segregation can be described using the DNA Triangle framework, which connects them to the multidimensional nature of DNA (chromosomal, molecular, and informational levels). We have previously established that undergraduate biology students typically fail to describe and/or link appropriate levels to their explanations of meiosis. We hypothesize that students' understanding mirrors the resources they are given – in other words, textbook figures often lack many of the important connections that experts include when talking about meiosis. Prior work showed that text in meiosis chapters typically fails to include many concepts that experts consider important, so we examined how textbook figures present meiosis concepts. We found that almost all textbook representations include the chromosomal level of DNA, but few include the other levels, even to illustrate concepts that are rooted in informational and/or molecular levels. In particular, the molecular level of DNA was absent from nearly all introductory textbook figures examined, and the informational level was seldom depicted in mid/upper-level textbook figures. The previously established deficits in text portions of textbooks are clearly not compensated by their accompanying illustrations.

scholarly journals The Annotated Bibliography and Citation Behavior: Enhancing Student Scholarship in an Undergraduate Biology Course

2007 ◽  
Vol 6 (4) ◽  
pp. 350-360 ◽  
Author(s):  
Molly R. Flaspohler ◽  
Erika M. Rux ◽  
John A. Flaspohler
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Scientific Information ◽  
Research Paper ◽  
Annotated Bibliography ◽  
Sources Of Information ◽  
Undergraduate Biology ◽  
Library Research ◽  
Upper Level ◽  
Based Instruction

Contemporary undergraduates in the biological sciences have unprecedented access to scientific information. Although many of these students may be savvy technologists, studies from the field of library and information science consistently show that undergraduates often struggle to locate, evaluate, and use high-quality, reputable sources of information. This study demonstrates the efficacy and pedagogical value of a collaborative teaching approach designed to enhance information literacy competencies among undergraduate biology majors who must write a formal scientific research paper. We rely on the triangulation of assessment data to determine the effectiveness of a substantial research paper project completed by students enrolled in an upper-level biology course. After enhancing library-based instruction, adding an annotated bibliography requirement, and using multiple assessment techniques, we show fundamental improvements in students' library research abilities. Ultimately, these improvements make it possible for students to more independently and effectively complete this challenging science-based writing assignment. We document critical information literacy advances in several key areas: student source-type use, annotated bibliography enhancement, plagiarism reduction, as well as student and faculty/librarian satisfaction.

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