A course‐based undergraduate research experience investigating the consequences of nonconserved mutations in lactate dehydrogenase

Ayella, Allan; Beck, Moriah R.

doi:10.1002/bmb.21115

Cited by 15 publications

(22 citation statements)

References 26 publications

(30 reference statements)

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“…Fortunately, as CUREs have become more common (both in implementation and as the subject of educational research), so have resources for identifying research ideas to implement in classroom settings (15). There are now numerous papers outlining CURE courses being taught on a wide variety of topics (16)(17)(18) and websites containing project ideas for CURE courses (see Appendix 1). Additionally, several professional scientific societies, including the American Society for Microbiology and the Genetics Society of America, have embraced CUREs and offer workshops and resources to assist in course development (19).…”

Section: Perceived Barriers and Solutions To Starting A Cure: I Am A mentioning

confidence: 99%

Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience

Govindan

Pickett

Riggs

2020

J Microbiol Biol Educ.

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Over the past decade, growing evidence has shown that there are many benefits to undergraduate students engaging in scientific research, including increased persistence in pursuing STEM careers and successful outcomes in graduate study. With these benefits in mind, there has been a significant push toward providing research opportunities for students in STEM majors. To address this need, an increasing number of undergraduate courses have been developed to provide students with research experiences in a class setting, also known as course-based undergraduate research experiences, or CUREs. Despite the growing success of these courses, a number of barriers remain that deter faculty from developing and implementing CUREs. Here, we will review the perceived challenges of developing a CURE and provide practical strategies to overcome these challenges.

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Section: Perceived Barriers and Solutions To Starting A Cure: I Am A mentioning

confidence: 99%

Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience

Govindan

Pickett

Riggs

2020

J Microbiol Biol Educ.

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“…They could also be applied to laboratory projects in cell biology, molecular biology, or genetics. In the past few years, there has been heightened interest in Course‐based Undergraduate Research Experiences (CUREs) that have been incorporated into various Science, Technology, Engineering, Mathematics (STEM) courses . Depending on the course and type of activity, these Course‐based Undergraduate Research Experiences often require the students look up information about their system and to fill in the background as described above for LDH.…”

Section: Resultsmentioning

confidence: 99%

Biochemistry laboratory reports: Filling in the introduction and discussion

Deutch

2018

Biochem Molecular Bio Educ

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Laboratory reports written in the style of a standard scientific article are commonly used to assess student learning in biochemistry laboratory courses. While most students can complete the Materials and Methods or Results sections successfully, many have difficulty with the Introduction and Discussion. They fail to place their data in a larger experimental context or to compare their results to those previously published. To address this issue in a laboratory course focusing on l‐lactate dehydrogenase, a new exercise was introduced that was designed 1) to provide more background information about l‐lactate dehydrogenase; 2) to give students additional experience in using PubMed and Web of Science to locate specific papers about l‐lactate dehydrogenase; 3) to introduce the major bioinformatics databases at the National Center for Biological Information, ExPASy (Swiss Institute of Bioinformatics), BRENDA (Braunschweig Enzyme Database), and the Protein Data Bank; 4) to allow students to recover detailed information about l‐lactate dehydrogenases; and 5) to provide practice in reading a research article that is similar to what they do in the lab. The students completed a data sheet summarizing these activities and then prepared three laboratory reports. The lab reports improved over the course of the semester and were qualitatively better than in past years. The materials developed for this laboratory course can be adapted to similar projects that use another protein as a model system. They could also be modified for use in Course‐based Undergraduate Research Experiences or research projects for undergraduate or graduate students. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):619–622, 2018.

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“…Development of inquiry‐driven laboratory experiments that are effective and easy‐to‐implement is necessary for the transformation of undergraduate biochemistry and molecular biology curricula to hone the scientific process skills of students . In this regard, significant progress has been made in implementing inquiry‐driven laboratory teaching in different sub‐disciplines of life sciences recently . Undergraduate laboratory lessons that solely aim to teach specific biochemical techniques, such as gel electrophoresis or enzyme assay, would limit the learning outcome merely to the practice of the technique.…”

Section: Introductionmentioning

confidence: 99%

Bacterial cellobiose metabolism: An inquiry‐driven, comprehensive undergraduate laboratory teaching approach to promote investigative learning

Periyannan

2019

Biochem Molecular Bio Educ

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Technique‐centered biochemistry or molecular biology undergraduate laboratory curricula do not offer significant opportunities for thoughtful, in‐depth exploration of the science to foster investigative learning. To demonstrate inclusion of inquiry‐driven laboratory experiments into the undergraduate biochemistry and molecular biology curricula, a comprehensive set of laboratory experiments, covering several principles of biochemistry and molecular biology, have been developed under a single theme. The laboratory curriculum described here comprehensively investigates bacterial cellobiose metabolism using multiple biochemical, molecular biological (RNA isolation, RT‐PCR, PCR, and enzyme assay), and analytical techniques (High Performance Liquid Chromatography, NMR, spectrophotometry, and thin‐layer chromatography) to explore the principles of metabolomics and genomics in a single undergraduate laboratory course setting using Caulobacter crescentus as the model organism. This laboratory module serves as a model for educators to develop easy‐to‐implement laboratory curricula incorporating contemporary biochemistry and molecular biology concepts and techniques to provide a course‐based undergraduate research experiences (CUREs) with defined learning objectives. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):438–445, 2019.

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A course‐based undergraduate research experience investigating the consequences of nonconserved mutations in lactate dehydrogenase

Cited by 15 publications

References 26 publications

Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience

Fear of the CURE: A Beginner’s Guide to Overcoming Barriers in Creating a Course-Based Undergraduate Research Experience

Biochemistry laboratory reports: Filling in the introduction and discussion

Bacterial cellobiose metabolism: An inquiry‐driven, comprehensive undergraduate laboratory teaching approach to promote investigative learning

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