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Vasquez CA, Evanoff M, Ranzau BL, Gu S, Deters E, Komor AC. Curing "GFP-itis" in Bacteria with Base Editors: Development of a Genome Editing Science Program Implemented with High School Biology Students. CRISPR J 2023. [PMID: 37083425 DOI: 10.1089/crispr.2023.0002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/22/2023] Open
Abstract
The flexibility and precision of CRISPR-Cas9 and related technologies have made these genome editing tools increasingly popular in agriculture, medicine, and basic science research for the past decade. Genome editing will continue to be relevant and utilized across diverse scientific fields in the future. Given this, students should be introduced to genome editing technologies and encouraged to consider their ethical implications early on in precollege biology curricula. Furthermore, instruction on this topic presents an opportunity to create partnerships between researchers and educators at the K-12 levels that can strengthen student engagement in science, technology, engineering, and mathematics. To this end, we present a 3-day student-centered learning program to introduce high school students to genome editing technologies through a hands-on base editing experiment in Escherichia coli, accompanied by a relevant background lecture and facilitated ethics discussion. This unique partnership aims to educate students and provides a framework for research institutions to implement genome editing outreach programs at local high schools. We have included all requisite materials, including lecture slides, worksheets, experimental protocols, and suggestions on active learning strategies for others to reproduce our program with their local communities.
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Affiliation(s)
- Carlos A Vasquez
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Mallory Evanoff
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Brodie L Ranzau
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Sifeng Gu
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Emma Deters
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Alexis C Komor
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
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Ruth AA, Nesbitt A, Johnson LE. Flexible, short-duration outreach sessions in the human anatomy laboratory provide authentic, humanistic experiences. ANATOMICAL SCIENCES EDUCATION 2023; 16:280-290. [PMID: 35776633 DOI: 10.1002/ase.2209] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 05/04/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
Anatomy laboratories can provide rich opportunities for outreach to K-12 and college students interested in pursuing careers in health, medicine, or science. At the University of Missouri, the Department of Pathology and Anatomical Sciences has designed flexible, one-hour interactive sessions that typically cover basic anatomical concepts using whole-body donors. In order to evaluate whether short-duration programs were impactful in increasing enthusiasm for anatomy and the health professions sciences, we used mixed methods to study participant experience covering three topics: (1) enthusiasm for anatomy, (2) interest in pursuing a career in healthcare professions, and (3) perception of the importance of whole-body donation. The same questions were asked pre- and post-session, and the post-session survey had additional questions related to student satisfaction. Quantitative analyses showed an increased interest in anatomy and appreciation for whole-body donation following the session. Students also perceived that they had a better understanding of the body and what it would be like to attend a health professions school. Thematic analysis revealed an appreciation for contextualizing the size, position, and hands-on feel of anatomical structures, and emphasized that students felt that they understood the body better after having seen a donor's anatomy. This work shows that short-duration, flexible outreach sessions involving whole-body donors can provide students with a rare opportunity to confirm their contextual understanding of anatomy, and provide students with an authentic, and humanistic experience.
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Affiliation(s)
- Aidan A Ruth
- Center for Anatomical Science and Education, Saint Louis University School of Medicine, Saint Louis, Missouri, USA
| | - Allison Nesbitt
- Department of Pathology and Anatomical Sciences, University of Missouri School of Medicine, Columbia, Missouri, USA
| | - Laura E Johnson
- Department of Pathology and Anatomical Sciences, University of Missouri School of Medicine, Columbia, Missouri, USA
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Vasquez CA, Evanoff M, Ranzau BL, Gu S, Deters E, Komor AC. Curing "GFP-itis" in Bacteria with Base Editors: Development of a Genome Editing Science Program Implemented with High School Biology Students. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.06.527367. [PMID: 36798336 PMCID: PMC9934571 DOI: 10.1101/2023.02.06.527367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Abstract
The flexibility and precision of CRISPR-Cas9 and related technologies have made these genome editing tools increasingly popular in agriculture, medicine, and basic science research over the past decade. Genome editing will continue to be relevant and utilized across diverse scientific fields in the future. Given this, students should be introduced to genome editing technologies and encouraged to consider their ethical implications early on in pre-college biology curricula. Furthermore, instruction on this topic presents an opportunity to create partnerships between researchers and educators at the K-12 levels that can strengthen student engagement in science, technology, engineering, and mathematics (STEM). To this end, we present a three-day student-centered learning program to introduce high school students to genome editing technologies through a hands-on base editing experiment in E. coli , accompanied by a relevant background lecture and facilitated ethics discussion. This unique partnership aims to educate students and provides a framework for research institutions to implement genome editing outreach programs at local high schools.
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Affiliation(s)
- Carlos A. Vasquez
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,These authors contributed equally
| | - Mallory Evanoff
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,These authors contributed equally
| | - Brodie L. Ranzau
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Sifeng Gu
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Emma Deters
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Alexis C. Komor
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,Correspondence:
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Interest in Insects: The Role of Entomology in Environmental Education. INSECTS 2018; 9:insects9010026. [PMID: 29473884 PMCID: PMC5872291 DOI: 10.3390/insects9010026] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/31/2017] [Revised: 02/18/2018] [Accepted: 02/21/2018] [Indexed: 11/21/2022]
Abstract
University-based outreach programs have a long history of offering environmental education programs to local schools, but often these lessons are not evaluated for their impact on teachers and students. The impact of these outreach efforts can be influenced by many things, but the instructional delivery method can affect how students are exposed to new topics or how confident teachers feel about incorporating new concepts into the classroom. A study was conducted with a series of university entomology outreach programs using insects as a vehicle for teaching environmental education. These programs were used to assess differences between three of the most common university-based outreach delivery methods (Scientist in the Classroom, Teacher Training Workshops, and Online Curriculum) for their effect on student interest and teacher self-efficacy. Surveys administered to 20 fifth grade classrooms found that the delivery method might not be as important as simply getting insects into activities. This study found that the lessons had a significant impact on student interest in environmental and entomological topics, regardless of treatment. All students found the lessons to be more interesting, valuable, and important over the course of the year. Treatment also did not influence teacher self-efficacy, as it remained high for all teachers.
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Ufnar JA, Kuner S, Shepherd VL. Moving beyond GK-12. CBE LIFE SCIENCES EDUCATION 2012; 11:239-247. [PMID: 22949421 PMCID: PMC3433297 DOI: 10.1187/cbe.11-12-0119] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/29/2011] [Revised: 03/21/2012] [Accepted: 04/09/2012] [Indexed: 06/01/2023]
Abstract
The National Science Foundation GK-12 program has made more than 300 awards to universities, supported thousands of graduate student trainees, and impacted thousands of K-12 students and teachers. The goals of the current study were to determine the number of sustained GK-12 programs that follow the original GK-12 structure of placing graduate students into classrooms and to propose models for universities with current funding or universities interested in starting a program. Results from surveys, literature reviews, and Internet searches of programs funded between 1999 and 2008 indicated that 19 of 188 funded sites had sustained in-classroom programs. Three distinct models emerged from an analysis of these programs: a full-stipend model, in which graduate fellows worked with partner teachers in a K-12 classroom for 2 d/wk; a supplemental stipend model in which fellows worked with teachers for 1 d/wk; and a service-learning model, in which in-classroom activity was integrated into university academic coursework. Based on these results, potential models for sustainability and replication are suggested, including establishment of formal collaborations between sustained GK-12 programs and universities interested in starting in-classroom programs; development of a new Teaching Experience for Fellows program; and integration of supplemental fellow stipends into grant broader-impact sections.
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Affiliation(s)
- J. A. Ufnar
- *Division of Science and Technology, Southern Vermont College, Bennington, VT 05201
- Center for Science Outreach, Vanderbilt University, Nashville, TN 37240
| | | | - V. L. Shepherd
- Center for Science Outreach, Vanderbilt University, Nashville, TN 37240
- Department of Veterans Affairs, Nashville, TN 37212
- Department of Pathology, Microbiology and Immunology, Vanderbilt University, Nashville, TN 37232
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Marra N, Vanek D, Hester C, Holian A, Ward T, Adams E, Knuth R. Evolution of the Air Toxics Under the Big Sky Program. JOURNAL OF CHEMICAL EDUCATION 2011; 88:397-401. [PMID: 34446971 PMCID: PMC8386819 DOI: 10.1021/ed1007316] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Affiliation(s)
- Nancy Marra
- Center for Environmental Health Sciences, The University of Montana, Missoula, Montana, 59812, United States
| | - Diana Vanek
- Center for Environmental Health Sciences, The University of Montana, Missoula, Montana, 59812, United States
| | - Carolyn Hester
- Center for Environmental Health Sciences, The University of Montana, Missoula, Montana, 59812, United States
| | - Andrij Holian
- Center for Environmental Health Sciences, The University of Montana, Missoula, Montana, 59812, United States
| | - Tony Ward
- Center for Environmental Health Sciences, The University of Montana, Missoula, Montana, 59812, United States
| | - Earle Adams
- Department of Chemistry and Biochemistry, The University of Montana, Missoula, Montana 59812, United States
| | - Randy Knuth
- Knuth Research, Inc., Spokane, Washington 99208, United States
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Bush SD, Pelaez NJ, Rudd JA, Stevens MT, Tanner KD, Williams KS. Investigation of science faculty with education specialties within the largest university system in the United States. CBE LIFE SCIENCES EDUCATION 2011; 10:25-42. [PMID: 21364098 PMCID: PMC3046885 DOI: 10.1187/cbe.10-08-0106] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2010] [Revised: 11/22/2010] [Accepted: 11/23/2010] [Indexed: 05/20/2023]
Abstract
Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.
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Affiliation(s)
- Seth D. Bush
- California Polytechnic State University, San Luis Obispo, CA 93407
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Dolan E, Grady J. Recognizing Students' Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry. JOURNAL OF SCIENCE TEACHER EDUCATION 2010; 21:31-55. [PMID: 21113314 PMCID: PMC2990477 DOI: 10.1007/s10972-009-9154-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
Teaching by inquiry is touted for its potential to encourage students to reason scientifically. Yet, even when inquiry teaching is practiced, complexity of students' reasoning may be limited or unbalanced. We describe an analytic tool for recognizing when students are engaged in complex reasoning during inquiry teaching. Using classrooms that represented "best case scenarios" for inquiry teaching, we adapted and applied a matrix to categorize the complexity of students' reasoning. Our results revealed points when students' reasoning was quite complex and occasions when their reasoning was limited by the curriculum, instructional choices, or students' unprompted prescription. We propose that teachers use the matrix as a springboard for reflection and discussion that takes a sustained, critical view of inquiry teaching practice.
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Affiliation(s)
- Erin Dolan
- Department of Biochemistry, Fralin Life Science Institute, Virginia Polytechnic Institute and State University, Blacksburg, VA 24061, USA,
| | - Julia Grady
- Department of Educational Leadership, Curriculum, and Special Education, Arkansas State University, P.O. Box 1450, State University, AR 72467, USA,
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In choosing a research health career, mentoring is essential. Lung 2007; 186:1-6. [PMID: 17990035 DOI: 10.1007/s00408-007-9050-x] [Citation(s) in RCA: 32] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2007] [Accepted: 10/04/2007] [Indexed: 10/22/2022]
Abstract
An academic career in medical research can be wonderfully rewarding if the new biologic and health knowledge one discovers is later translated into the design of better health care strategies or clinical therapy. With so many new investigative methods available, this seems to be an opportune time to enter the research field. However, the seemingly limitless possibilities for discovery might not be realized if an ample new investigator work force is not maintained. Preparing and training young investigators are included in the primary mission of the National Institutes of Health (NIH),which is to support and facilitate scientific research. The National Heart, Lung, and Blood Institute (NHLBI) is very involved in research training, as are the professional pulmonary societies, patient disease-related organizations, and pharmaceutical companies who support this partnership. This perspective will review ways, young students initially may become interested in science and perhaps medicine through the help of mentors, and exposure to early research opportunities that allow them to experience the excitement of science. Then, later career development strategies will be presented that might further the interest of undergraduate and young health professionals to pursue medical research. As creative and spirited mentoring efforts are often very important in career selection, current approaches need to be critiqued for improvement.
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Lally D, Brooks E, Tax FE, Dolan EL. Sowing the seeds of dialogue: public engagement through plant science. THE PLANT CELL 2007; 19:2311-9. [PMID: 17766406 PMCID: PMC2002607 DOI: 10.1105/tpc.107.053587] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Affiliation(s)
- David Lally
- Fralin Biotechnology Center, Department of Biochemistry, Virginia Tech, Blacksburg, VA 24061, USA
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Foy JG, Feldman M, Lin E, Mahoney M, Sjoblom C. Neuroscience workshops for fifth-grade school children by undergraduate students: a university-school partnership. CBE LIFE SCIENCES EDUCATION 2006; 5:128-36. [PMID: 17012203 PMCID: PMC1634799 DOI: 10.1187/cbe.05-08-0107] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
The National Science Education Standards recommend that science be taught using inquiry-based approaches. Inspired by the Dana Alliance for Brain Initiatives, we examined whether undergraduate students could learn how to conduct field research by teaching elementary school children basic neuroscience concepts in interactive workshops. In an inquiry-based learning experience of their own, undergraduate psychology students working under the close supervision of their instructor designed and provided free, interactive, hour-long workshops focusing on brain structure and function, brain damage and disorders, perception and illusions, and drugs and hormones to fifth-graders from diverse backgrounds, and we assessed the effectiveness of the workshops using a pretest-post-test design. The results suggest that the workshops enhanced the children's knowledge of neuroscience concepts as measured using pre- and post-open-ended assessments. The undergraduates also found their learning experience engaging and productive. The article includes detailed descriptions of the workshop activities, procedures, the course in which the undergraduates implemented the workshops, and guidance for future university-school collaborations aimed at enhancing science literacy.
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Affiliation(s)
- Judith G Foy
- Loyola Marymount University, Los Angeles, CA 90045, USA.
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