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We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.

As college educators, our main teaching goals are to increase student learning and improve student retention. This study describes how 54 science majors at a public, minority serv- ing institution reflected on their study time, study activities, and overall grade motivation in a core-curriculum introduc- tory biology course. Since 2005, less than 50% of students enrolled in this course at our university earned a final grade of “C” or better. In the Fall semester of 2009, we adminis- tered a pre and post assessment using the Science Motivation Questionnaire (SMQ) a 30-item Likert-type instrument devel- oped by Glynn and Koballa (2006) to better understand and address the student attrition from the introductory biology course. All 30 items from the SMQ were analyzed, but only 5 items relevant to grade motivation are presented in this paper. We also designed and implemented a weekly study log assessment tool for students to document their study time and study activities, wherein students submitted their study logs on a weekly basis during the course of this research study. Based on the number of study logs submitted and study time by each student, students were classified into ei- ther a high-metacognition or low-metacognition group. For our purposes, we defined metacognition as the awareness of one’s own thinking process (Merriam-Webster, 2012). The high-metacognition group submitted 75% of their study logs and earned a grade in the top 25% of the class. The low- metacognition group submitted only 25% of their study logs and earned a grade in the bottom 25% of the class. Thus both groups formed reasonable expectations for their overall class performance.

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on ...

Telegenetics-genetic counseling via live videoconferencing-can improve access to cancer genetic counseling (CGC) in underserved areas, but studies on cancer telegenetics have not applied randomized methodology or assessed cost. We report cost, patient satisfaction and CGC attendance from a randomized trial comparing telegenetics with in-person CGC among individuals referred to CGC in four rural oncology clinics. Participants (n = 162) were randomized to receive CGC at their local oncology clinic in-person or via telegenetics. Cost analyses included telegenetics system; mileage; and personnel costs for genetic counselor, IT specialist, and clinic personnel. CGC attendance was tracked via study database. Patient satisfaction was assessed 1 week post-CGC via telephone survey using validated scales. Total costs were $106 per telegenetics patient and $244 per in-person patient. Patient satisfaction did not differ by group on either satisfaction scale. In-person patients were significantly more likely to attend CGC than telegenetics patients (89 vs. 79 %, p = 0.03), with bivariate analyses showing an association between lesser computer comfort and lower attendance rate (Chi-square = 5.49, p = 0.02). Our randomized trial of telegenetics vs. in-person counseling found that telegenetics cost less than in-person counseling, with high satisfaction among those who attended. This study provides support for future randomized trials comparing multiple service delivery models on longer-term psychosocial and behavioral outcomes.

Numerous national reports have called for reforming laboratory courses so that all students experience the research process. In response, many course-based research experiences (CREs) have been developed and implemented. Research on the impact of these CREs suggests that student benefits can be similar to those of traditional apprentice-model research experiences. However, most assessments of CREs have been in individual courses at individual institutions or across institutions using the same CRE model. Furthermore, which structures and components of CREs result in the greatest student gains is unknown. We explored the impact of different CRE models in different contexts on student self-reported gains in understanding, skills, and professional development using the Classroom Undergraduate Research Experience (CURE) survey. Our analysis included 49 courses developed and taught at seven diverse institutions. Overall, students reported greater gains for all benefits when compared with the reported national means for the Survey of Undergraduate Research Experiences (SURE). Two aspects of these CREs were associated with greater student gains: 1) CREs that were the focus of the entire course or that more fully integrated modules within a traditional laboratory and 2) CREs that had a higher degree of student input and results that were unknown to both students and faculty.

Twenty-nine rising high school 12 th grade students participated in a 4-week summer program designed to increase their interest in science and technology. The program was a blend of hands-on biology, chemistry, and technology modules that addressed the global issue of obesity. Student groups developed websites to address obesity in one of five countries – Egypt, Mexico, Puerto Rico, United States, and the United Kingdom. Three university professors, two from Computer Information Systems (CIS) and one from Biology, formed a partnership to inspire high school students to embrace technology that conveyed scientific concepts about obesity. Survey results showed an increased interest and aptitude in science and technology. After our program, 68% of the students indicated that they plan to pursue a major in science, technology, engineering, and mathematics (also referred to as STEM majors). Of those students who indicated an interest in STEM disciplines, the largest numbers noted their interest in the following majors: biology, engineering, computer science, computer information systems, and chemistry. At the end of the summer, 85% of the students agreed that the summer program activities helped them to better understand how the science and technology modules from the FUTURES/T.A.G.S. summer program were connected to obesity.

Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactivetechnology as a method of enhancing learning and the learning environment. Using this method to teach science andmath content empowers the teacher and enhances the curriculum as the classroom becomes more efficient andeffective. Although the most modern technology–enhanced content is available for classroom deployment, this studysuggests that various challenges arise that can delay a fully productive and successful integration of technology in thescience classroom. In this study, seven urban school science teachers, incorporated technology–enhancedinquiry–based modules into their lesson plans to determine the overall effectiveness of technology integration in theirclassrooms. This paper examines how Technology Engineering helps students to understand scientific phenomena,despite hindrances with in the instructional environment.

This paper is a summary of the use of Technology Engineering in K-12 education that integrates science and technologyto positively impact students and teachers.The Technology-Enhanced Learning in Science Center (or “TELS”) is a researchconsortium that uses dynamic and innovative technology-based solutions combined with science & mathematicscurricula in an innovative way to empower teachers and enhance student learning. As a best practice, the TELS modelcan provide academicians with new teaching strategies that seamlessly integrate technology into the classroom toincrease student retention and transfer of science and mathematics concepts.

The symbiotic nitrogen-fixing soil bacterium, Sinorhizobium meliloti , is well known for its ability to interact with the leguminous plant Medicago sativa L. It has, however, not been reported that this species possesses the capability to degrade toxic nitroaromatic compounds, such as 2,4-dinitrotoluene (DNT) which is commonly associated with the degradation of the explosive trinitrotoluene (TNT). In this study, the pJS1 DNT-biodegradative plasmid was genetically transferred to S. meliloti strain USDA 1936, which was confirmed by plasmid profile analysis. Several standard analytical and chemical tests including high performance liquid chromatography (HPLC), nitrite (NO 2 ) release assays, rhizosphere population and plant greenhouse studies were conducted to test the ability of S. meliloti to degrade 2,4-DNT. The possible presence of 2,4-DNT remaining in the treated soil was tested, and no 2,4-DNT had been absorbed by the soil. The pJS1-carrying recombinant strain DHK1 produced ‘ARC’ alfalfa plants that were almost 2-fold higher in shoot dry weight than that produced by the parent strain on soil containing 0.14 mM 2,4-DNT. The transconjugant strain DHK1 reduced significantly one-third more 2,4-DNT in both 0.14 and 0.28 mM contaminated soil, and in 0.55 mM contaminated soil it degraded 94% of the 2,4-DNT present. In liquid cultures, however, only about 4% reduction in 2,4-DNT concentrations was obtained in 10 days. We interpret the results as clearly establishing that genetic modification was successfully used, for the first time, to improve the capability of the symbiotic nitrogen-fixing soil bacterium S. meliloti DHK1 to bioremediate in situ 2,4-DNT-contaminated soil in the presence of alfalfa plants.

Engaging large numbers of undergraduates in authentic scientific discovery is desirable but difficult to achieve. We have developed a general model in which faculty and teaching assistants from diverse academic institutions are trained to teach a research course for first-year undergraduate students focused on bacteriophage discovery and genomics. The course is situated within a broader scientific context aimed at understanding viral diversity, such that faculty and students are collaborators with established researchers in the field. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) course has been widely implemented and has been taken by over 4,800 students at 73 institutions. We show here that this alliance-sourced model not only substantially advances the field of phage genomics but also stimulates students’ interest in science, positively influences academic achievement, and enhances persistence in science, technology, engineering, and mathematics (STEM) disciplines. Broad application of this model by integrating other research areas with large numbers of early-career undergraduate students has the potential to be transformative in science education and research training., IMPORTANCE Engagement of undergraduate students in scientific research at early stages in their careers presents an opportunity to excite students about science, technology, engineering, and mathematics (STEM) disciplines and promote continued interests in these areas. Many excellent course-based undergraduate research experiences have been developed, but scaling these to a broader impact with larger numbers of students is challenging. The Howard Hughes Medical Institute (HHMI) Science Education Alliance Phage Hunting Advancing Genomics and Evolutionary Science (SEA-PHAGES) program takes advantage of the huge size and diversity of the bacteriophage population to engage students in discovery of new viruses, genome annotation, and comparative genomics, with strong impacts on bacteriophage research, increased persistence in STEM fields, and student self-identification with learning gains, motivation, attitude, and career aspirations.

Santanu K Datta1,2, Adam H Buchanan3, Gail P Hollowell4, Henry F Beresford5, Paul K Marcom1,3, Martha B Adams1,61Department of Medicine, Duke University; 2Center for Health Services Research in Primary Care, Durham VA Medical Center; 3Duke Cancer Institute, Duke University; 4Department of Biology, North Carolina Central University; 5School of Nursing, Duke University; 6Department of Community and Family Medicine, Duke University, Durham, NC, USAAbstract: Cancer genetic counseling (CGC) provides benefits and is the standard of care for individuals at increased risk of having a hereditary cancer syndrome. CGC services are typically centered in urban medical centers, leading to limited access to counseling in rural communities. Telemedicine has the potential to improve access to CGC, increase efficient use of genetic counselors, and improve patient care in rural communities. For telemedicine CGC to gain wide acceptance and implementation it needs to be shown that individuals who receive telemedicine CGC have high satisfaction levels and that CGC is cost-effective; however little research has been conducted to measure the impact of telemedicine CGC. This paper describes the design and methodology of a randomized controlled trial comparing telemedicine with in-person CGC. Measurement of patient satisfaction and effectiveness outcomes are described, as is measurement of costs that are included in an economic analysis. Study design and methodologies used are presented as a contribution to future comparative effectiveness investigations in the telemedicine genetic counseling field.Keywords: cancer genetics, genetic counseling, rural health services, telemedicine, satisfaction, cost