F
ostering the
I
ntegration of
R
esearch and
Undergraduate E ducation
F.I.R.E.
Undergraduate E ducation
F.I.R.E.
Sparking interest in scientific learning by linking learning with discovery
There is a growing desire to provide all undergraduate students with a research experience and to encourage interest in scientific careers. However providing a research experience to all undergraduates is overwhelming for most departments. In this section we relate the experience of linking an NSF-funded project (DBI:0701405) with an undergraduate Molecular Genetics Lab Class at the University of Toledo. Teaching materials are shared here so that educators at other Universities may see how they can also Foster the Integration of Research with Education - a programmatic effort that we refer to as F.I.R.E. With modest cost, students are exposed to experiments with an indefinite outcome and their results (written up as a scientific report) contribute to a larger research project.
The "Keys of Corn" Project was initiated in Fall 2006 and 2007 to integrate undergraduate learning with plant science research. The setting for this project was an undergraduate Molecular Genetics Laboratory (BIOL 3020) with an annual fall enrollment of approx 50 students.
The "Keys of Corn" Project was initiated in Fall 2006 and 2007 to integrate undergraduate learning with plant science research. The setting for this project was an undergraduate Molecular Genetics Laboratory (BIOL 3020) with an annual fall enrollment of approx 50 students.
The main strategy was to replace previous learning goals on acquiring recombinant DNA technology and bioinformatics skills with the identification and cloning of genes for novel transcription factors from corn (which may be easily replaced with another suitable organism). While cloning a novel transcription factor gene students acquired modern cloning technology and bioinformatics skills. In class discovery begins with concrete activities, conceptual and tool development which fosters knowledge, analytical skills, and interest. Individual/group research projects permit progress to higher levels of accomplishment.
The above diagram outlines the flow of experiments that the students are exposed to. The first 4 steps take place in the teaching laboratory while the latter four are available to a few students (selected from the class) that continue the research as undergraduate honors projects over three semesters.
Bioinformatics Software:
In this class, students make extensive use is made of the bioinformatics software package entitled Vector NTI Advance. This software package is available for free academic use through Invitrogen (www.invitrogen.com). This software is loaded on laptops that are used in the wet-lab between experiments (e.g. during incubation or gel running times).
Students have access to the software also though the Biology Department Computer Cluster (9am to 5pm weekdays), so that they can complete their computer assignments. Students can save their work by "archiving" their data and backing it up on a flash drive.
In this class, students make extensive use is made of the bioinformatics software package entitled Vector NTI Advance. This software package is available for free academic use through Invitrogen (www.invitrogen.com). This software is loaded on laptops that are used in the wet-lab between experiments (e.g. during incubation or gel running times).
Students have access to the software also though the Biology Department Computer Cluster (9am to 5pm weekdays), so that they can complete their computer assignments. Students can save their work by "archiving" their data and backing it up on a flash drive.
Learning and Research Outcomes:
- In Fall 2006 the BIOL 3020 class cloned 8 TFs
- In Spring 2007, 6 undergraduates performed bioinformatics based individual research projects.
- In Fall 2007, the BIOL 3020 cloned 20 more TFs
- In Spring 2008 (thru Spring 2009), 8 undergraduates performed bioinformatics based individual honors research projects.
- The final lab reports and exams exhibited an increased depth of understanding concepts. Student evaluations reflected an increased enthusiasm and appreciation for the class (working on "their own" gene).
Links to F.I.R.E. Teaching Materials
- Project Overview and Learning Goals PDF
- BIOL 3020 Molecular Genetics Teaching Schedule PDF
- Draft Class Syllabus (for Fall 2008) PDF
- Week 1 teaching materials (Database Assignment) PPT
- Week 2 teaching materials (Plasmid Isolation) PPT
- Week 3 teaching materials (ORF Amplification) PPT
- Week 4 teaching materials (Gateway Cloning, Entry clone) PDF
- Week 5 teaching materials (Verification of Entry Clone) PDF
- Week 6 teaching materials (Destination Clones and Annotation) PDF
- Instructor Tips PDF
