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van der Lugt DR, Smits T, El-Yamani L, van den Eng T, Burggraaf MJ, Horn IR. An idea to explore: Student-centered scientific and medical writing project and workshop for undergraduate students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024. [PMID: 39140193 DOI: 10.1002/bmb.21853] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 05/22/2024] [Accepted: 07/09/2024] [Indexed: 08/15/2024]
Abstract
Writing is usually integrated in the curriculum of science studies. However, students often lack the skills to write for various audiences or, to produce a well written manuscript. We developed a concise project of 15 European Credits to improve the writing skills in an early phase of the bachelor study. Students worked on texts from various journals and looked at the writing styles. They rewrote texts in a popular and more scientific way and practiced with clear, vivid language, avoiding clutter and hedge words, considering a proper use of grammar and interpunction. Medical writing was also introduced during the project. Grading was based on rewriting for a non-expert and expert audience. A rewritten text was presented to the public in the form of a student-initiated survey. This project shows an inverted approach creating student ownership and enthusiasm for writing. In addition, we created and tested successfully a concise two-day workshop based on this project. Based on the results we herewith present the work as an idea to explore.
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Affiliation(s)
- Dionne R van der Lugt
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Talia Smits
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Loubna El-Yamani
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Thom van den Eng
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Maroeska J Burggraaf
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
| | - Ivo R Horn
- Faculty of Science and Technology, University of Applied Sciences Leiden, Leiden, The Netherlands
- Scientific and Medical Writing, Picamed, Zoeterwoude, The Netherlands
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Oxford JT, Smith DB, Yarnell T, Jorcyk CL. How to Develop a Grant Writing Course for Undergraduate Students. Curr Protoc 2023; 3:e728. [PMID: 36971686 PMCID: PMC10057567 DOI: 10.1002/cpz1.728] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
Abstract
Grant writing is an important skill to develop, allowing students to envision solutions to issues that impact their local, regional, and global communities. Additionally, grant writing, like other research-associated activities, can improve student success in and out of the classroom. Grant writing can help students understand the alignment between research activities and a "big picture" understanding of the common good and societal impact of the research. Grant writing can improve students' ability to articulate the significance and broader impacts of research. Faculty mentors can play a major role in grant writing activities by helping to guide undergraduate students through the process. A course-based approach can help instructors who mentor students in research by providing scaffolding and scheduling tools. This article provides an overview of a grant writing course used as an efficient and effective way for undergraduate students to be guided through the grant proposal writing process with a greater potential for positive outcomes. We discuss why undergraduate students should learn how to write grant proposals, the advantages of teaching grant writing in a course-based format, time management, learning outcomes, and ways to assess student learning. © 2023 Wiley Periodicals LLC.
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Affiliation(s)
- Julia Thom Oxford
- Center of Excellence for Biomedical Research, Boise State University, 1910 University Drive, Boise, Idaho 83725
- Department of Biological Sciences, Boise State University, 1910 University Drive, Boise, Idaho 83725
| | - Diane B. Smith
- Center of Excellence for Biomedical Research, Boise State University, 1910 University Drive, Boise, Idaho 83725
| | - Tracy Yarnell
- Center of Excellence for Biomedical Research, Boise State University, 1910 University Drive, Boise, Idaho 83725
| | - Cheryl L. Jorcyk
- Center of Excellence for Biomedical Research, Boise State University, 1910 University Drive, Boise, Idaho 83725
- Department of Biological Sciences, Boise State University, 1910 University Drive, Boise, Idaho 83725
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Liu J, Cook R, Danhof L, Lopatto D, Stoltzfus JR, Benning C. Connecting research and teaching introductory cell and molecular biology using an Arabidopsis mutant screen. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:926-934. [PMID: 34559440 PMCID: PMC9214838 DOI: 10.1002/bmb.21579] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2020] [Revised: 08/04/2021] [Accepted: 09/14/2021] [Indexed: 06/13/2023]
Abstract
A complex research project was translated into a Course-based Undergraduate Research Experience (CURE), which was implemented in sections of an introductory Cell and Molecular Biology laboratory course. The research laboratory generated an engineered plant line producing a growth-inhibiting, lipid-derived plant hormone and mutagenized this line. Students in the CURE cultured the mutagenized plant population and selected and characterized suppressor mutants. They learned to observe phenotypes related to the biosynthesis and perception of the plant hormone and explored the genetic and biochemical basis of these phenotypes. As the students studied the relevant genetic, molecular and biochemical concepts during this CURE, they were able to translate this knowledge into practice and develop scientific arguments. This CURE was a successful collaboration between the teaching lab and the research lab. It benefited both parties as the students had a real-life, deep learning experience in scientific methodology, while the research lab gathered data and materials for further studies.
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Affiliation(s)
- Jinjie Liu
- Biological Sciences Program, Michigan State University, East Lansing, MI 48824
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
| | - Ron Cook
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
| | - Linda Danhof
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
| | - David Lopatto
- Center for Teaching, Learning, and Assessment, Grinnell College, Grinnell, IA 50112, USA
| | - Jon R. Stoltzfus
- Biological Sciences Program, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
| | - Christoph Benning
- MSU-DOE Plant Research Laboratory, Michigan State University, East Lansing, MI 48824
- Department of Biochemistry and Molecular Biology, Michigan State University, East Lansing, MI 48824
- Department of Plant Biology, Michigan State University, East Lansing, MI 48824
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Mini-Review - Teaching Writing in the Undergraduate Neuroscience Curriculum: Its Importance and Best Practices. Neurosci Lett 2020; 737:135302. [PMID: 32784006 DOI: 10.1016/j.neulet.2020.135302] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2020] [Revised: 08/04/2020] [Accepted: 08/07/2020] [Indexed: 11/22/2022]
Abstract
In neuroscience and other scientific disciplines, instructors increasingly appreciate the value of writing. Teaching students to write well helps them succeed in school, not only because they perform better on assessments but also because well-structured writing assignments improve learning. Moreover, the ability to write well is an essential professional skill, because good clear writing in conjunction with good clear thinking results in increased success in fellowship applications, grant proposals, and publications. However, teaching writing in neuroscience classrooms is challenging for several reasons. Students may not initially recognize the importance of writing, teachers may lack training in the pedagogy of writing instruction, and both teachers and students must commit substantial time and effort to writing if progress is to be made. Here, we detail effective strategies for teaching writing to undergraduates, including scaffolding of teaching assignments, both within a class and across a curriculum; use of different types of writing assignments; early integration of writing into courses; peer review and revision of assignments; mentoring by student tutors; and use of defined rubrics. We also discuss how these strategies can be utilized effectively in the context of multicultural classrooms and labs.
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Shelby SJ. A course-based undergraduate research experience in biochemistry that is suitable for students with various levels of preparedness. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:220-227. [PMID: 30794348 DOI: 10.1002/bmb.21227] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2019] [Accepted: 02/01/2019] [Indexed: 06/09/2023]
Abstract
Due to resource limitations at predominantly undergraduate institutions, research opportunities for non-senior students can be limited. To provide opportunities for a variety of students to gain exposure to research, a course-based undergraduate research experience (CURE) was designed and conducted. Coupled inquiry was used to allow underclassmen and upperclassmen to participate. Students first utilized a bioinformatics approach to develop hypotheses concerning protein interactions with the receptor Mer tyrosine kinase (MERTK). Students designed experiments to identify specific sites of interactions with SH2-domain proteins utilizing an assortment of basic biochemical techniques. The semester culminated in students testing their hypotheses and producing manuscripts. Underclassmen that participated in the course also benefitted from mentor-mentee relationships developed with upperclassmen due to the collaborative nature of the course. The structure of the course also allows for further studies to be conducted based on novel findings and is highly adaptable to receptor tyrosine kinases found in other tissue types. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):220-227, 2019.
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Affiliation(s)
- Shameka J Shelby
- Department of Chemistry, Biochemistry, and Physics, Florida Southern College, Lakeland, Florida 33801
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Colabroy KL, Mayer K. Benchtop Immobilized Metal Affinity Chromatography, Reconstitution and Assay of a Polyhistidine Tagged Metalloenzyme for the Undergraduate Laboratory. J Vis Exp 2018. [PMID: 30199034 PMCID: PMC6231711 DOI: 10.3791/58012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Benchtop immobilized metal affinity chromatography (IMAC), of polyhistidine tagged proteins is easily mastered by undergraduate students and has become the most widely used protein purification method in the modern literature. But, the application of affinity chromatography to metal binding proteins, especially those with redox sensitive metals such as iron, is often limited to laboratories with access to a glove box - equipment that is not routinely available in the undergraduate laboratory. In this article, we demonstrate our benchtop methods for isolation, IMAC purification and metal-ion reconstitution of a poly-histidine tagged, redox-active, non-heme iron binding extradiol dioxygenase and the assay of the dioxygenase with varied substrate concentrations and saturating oxygen. These methods are executed by undergraduate students and implemented in the undergraduate teaching and research laboratory with instrumentation that is accessible and affordable at primarily undergraduate institutions.
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Hyatt JPK, Bienenstock EJ, Tilan JU. A student guide to proofreading and writing in science. ADVANCES IN PHYSIOLOGY EDUCATION 2017; 41:324-331. [PMID: 28679566 DOI: 10.1152/advan.00004.2017] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2017] [Revised: 05/11/2017] [Accepted: 05/25/2017] [Indexed: 06/07/2023]
Abstract
Scientific writing requires a distinct style and tone, whether the writing is intended for an undergraduate assignment or publication in a peer-reviewed journal. From the first to the final draft, scientific writing is an iterative process requiring practice, substantial feedback from peers and instructors, and comprehensive proofreading on the part of the writer. Teaching writing or proofreading is not common in university settings. Here, we present a collection of common undergraduate student writing mistakes and put forth suggestions for corrections as a first step toward proofreading and enhancing readability in subsequent draft versions. Additionally, we propose specific strategies pertaining to word choice, structure, and approach to make products more fluid and focused for an appropriate target audience.
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Affiliation(s)
- Jon-Philippe K Hyatt
- College of Integrative Sciences and Arts, Arizona State University, Tempe, Arizona;
| | - Elisa Jayne Bienenstock
- College of Public Service & Community Solutions, Arizona State University, Phoenix, Arizona; and
| | - Jason U Tilan
- Department of Human Science, Georgetown University, Washington, District of Columbia
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Mertz P, Streu C. Writing throughout the biochemistry curriculum: Synergistic inquiry-based writing projects for biochemistry students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2015; 43:408-416. [PMID: 26443683 DOI: 10.1002/bmb.20914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2015] [Accepted: 08/02/2015] [Indexed: 06/05/2023]
Abstract
This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences.
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Affiliation(s)
- Pamela Mertz
- Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686
| | - Craig Streu
- Department of Chemistry and Biochemistry, St. Mary's College of Maryland, St. Mary's City, Maryland, 20686
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Yang X, Sun L, Zhao Y, Yi X, Zhu B, Wang P, Lin H, Ni J. The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2015; 43:428-433. [PMID: 26442905 DOI: 10.1002/bmb.20890] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2015] [Revised: 06/02/2015] [Accepted: 06/29/2015] [Indexed: 06/05/2023]
Abstract
Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and participated in some original research work. There is a critical educational need to prepare these students for the increasing accessibility of research experience. The redesigned experimental curriculum of biochemistry and molecular biology was developed to fulfill such a requirement, which keeps two original biochemistry experiments (Gel filtration and Enzyme kinetics) and adds a new two-experiment component called "Analysis of anti-tumor drug induced apoptosis." The additional component, also known as the "project-oriented experiment" or the "comprehensive experiment," consists of Western blotting and a DNA laddering assay to assess the effects of etoposide (VP16) on the apoptosis signaling pathways. This reformed laboratory teaching system aims to enhance the participating students overall understanding of important biological research techniques and the instrumentation involved, and to foster a better understanding of the research process all within a classroom setting. Student feedback indicated that the updated curriculum helped them improve their operational and self-learning capability, and helped to increase their understanding of theoretical knowledge and actual research processes, which laid the groundwork for their future research work.
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Affiliation(s)
- Xiaohan Yang
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Luyang Sun
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Ying Zhao
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Xia Yi
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Bin Zhu
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Pu Wang
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Hong Lin
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
| | - Juhua Ni
- Department of Biochemistry and Molecular Biology, Peking University Health Science Center, Beijing, 100191, People's Republic of China
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Resendes KK. Using HeLa cell stress response to introduce first year students to the scientific method, laboratory techniques, primary literature, and scientific writing. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2015; 43:110-120. [PMID: 25726932 DOI: 10.1002/bmb.20852] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/29/2014] [Revised: 10/17/2014] [Accepted: 01/16/2015] [Indexed: 06/04/2023]
Abstract
Incorporating scientific literacy into inquiry driven research is one of the most effective mechanisms for developing an undergraduate student's strength in writing. Additionally, discovery-based laboratories help develop students who approach science as critical thinkers. Thus, a three-week laboratory module for an introductory cell and molecular biology course that couples inquiry-based experimental design with extensive scientific writing was designed at Westminster College to expose first year students to these concepts early in their undergraduate career. In the module students used scientific literature to design and then implement an experiment on the effect of cellular stress on protein expression in HeLa cells. In parallel the students developed a research paper in the style of the undergraduate journal BIOS to report their results. HeLa cells were used to integrate the research experience with the Westminster College "Next Chapter" first year program, in which the students explored the historical relevance of HeLa cells from a sociological perspective through reading The Immortal Life of Henrietta Lacks by Rebecca Skloot. In this report I detail the design, delivery, student learning outcomes, and assessment of this module, and while this exercise was designed for an introductory course at a small primarily undergraduate institution, suggestions for modifications at larger universities or for upper division courses are included. Finally, based on student outcomes suggestions are provided for improving the module to enhance the link between teaching students skills in experimental design and execution with developing student skills in information literacy and writing.
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Affiliation(s)
- Karen K Resendes
- Westminster College, Hoyt Science Center 222, New Wilmington, Pennsylvania, 16172
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Erasmus DJ, Brewer SE, Cinel B. Integrating bio-inorganic and analytical chemistry into an undergraduate biochemistry laboratory. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2015; 43:121-125. [PMID: 25752808 DOI: 10.1002/bmb.20865] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/27/2014] [Accepted: 02/02/2015] [Indexed: 06/04/2023]
Abstract
Undergraduate laboratories expose students to a wide variety of topics and techniques in a limited amount of time. This can be a challenge and lead to less exposure to concepts and activities in bio-inorganic chemistry and analytical chemistry that are closely-related to biochemistry. To address this, we incorporated a new iron determination by atomic absorption spectroscopy exercise as part of a five-week long laboratory-based project on the purification of myoglobin from beef. Students were required to prepare samples for chemical analysis, operate an atomic absorption spectrophotometer, critically evaluate their iron data, and integrate these data into a study of myoglobin.
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Affiliation(s)
- Daniel J Erasmus
- Biochemistry and Molecular Biology Program, University of Northern British Columbia, Prince George, British Columbia, V2N 4Z9, Canada
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Sato BK. Attack of the killer fungus: a hypothesis-driven lab module. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2013; 14:230-7. [PMID: 24358387 PMCID: PMC3867761 DOI: 10.1128/jmbe.v14i2.612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
Discovery-driven experiments in undergraduate laboratory courses have been shown to increase student learning and critical thinking abilities. To this end, a lab module involving worm capture by a nematophagous fungus was developed. The goals of this module are to enhance scientific understanding of the regulation of worm capture by soil-dwelling fungi and for students to attain a set of established learning goals, including the ability to develop a testable hypothesis and search for primary literature for data analysis, among others. Students in a ten-week majors lab course completed the lab module and generated novel data as well as data that agrees with the published literature. In addition, learning gains were achieved as seen through a pre-module and post-module test, student self-assessment, class exam, and lab report. Overall, this lab module enables students to become active participants in the scientific method while contributing to the understanding of an ecologically relevant model organism.
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Affiliation(s)
- Brian K. Sato
- Corresponding author. Mailing address: Department of Biochemistry and Molecular Biology, 2238 McGaugh Hall MC3900, University of California, Irvine, CA 92697. Phone: 949-824-0661. Fax: 949-824-8014. E-mail:
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