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4 results on '"Catherine Silver Key"'

1. Student Attitudes Contribute to the Effectiveness of a Genomics CURE

Author

David Lopatto, Anne G. Rosenwald, Rebecca C. Burgess, Catherine Silver Key, Melanie Van Stry, Matthew Wawersik, Justin R. DiAngelo, Amy T. Hark, Matthew Skerritt, Anna K. Allen, Consuelo Alvarez, Sara Anderson, Cindy Arrigo, Andrew Arsham, Daron Barnard, James E. J. Bedard, Indrani Bose, John M. Braverman, Martin G. Burg, Paula Croonquist, Chunguang Du, Sondra Dubowsky, Heather Eisler, Matthew A. Escobar, Michael Foulk, Thomas Giarla, Rivka L. Glaser, Anya L. Goodman, Yuying Gosser, Adam Haberman, Charles Hauser, Shan Hays, Carina E. Howell, Jennifer Jemc, Christopher J. Jones, Lisa Kadlec, Jacob D. Kagey, Kimberly L. Keller, Jennifer Kennell, Adam J. Kleinschmit, Melissa Kleinschmit, Nighat P. Kokan, Olga Ruiz Kopp, Meg M. Laakso, Judith Leatherman, Lindsey J. Long, Mollie Manier, Juan C. Martinez-Cruzado, Luis F. Matos, Amie Jo McClellan, Gerard McNeil, Evan Merkhofer, Vida Mingo, Hemlata Mistry, Elizabeth Mitchell, Nathan T. Mortimer, Jennifer Leigh Myka, Alexis Nagengast, Paul Overvoorde, Don Paetkau, Leocadia Paliulis, Susan Parrish, Stephanie Toering Peters, Mary Lai Preuss, James V. Price, Nicholas A. Pullen, Catherine Reinke, Dennis Revie, Srebrenka Robic, Jennifer A. Roecklein-Canfield, Michael R. Rubin, Takrima Sadikot, Jamie Siders Sanford, Maria Santisteban, Kenneth Saville, Stephanie Schroeder, Christopher D. Shaffer, Karim A. Sharif, Diane E. Sklensky, Chiyedza Small, Sheryl Smith, Rebecca Spokony, Aparna Sreenivasan, Joyce Stamm, Rachel Sterne-Marr, Katherine C. Teeter, Justin Thackeray, Jeffrey S. Thompson, Norma Velazquez-Ulloa, Cindy Wolfe, James Youngblom, Brian Yowler, Leming Zhou, Janie Brennan, Jeremy Buhler, Wilson Leung, Sarah C. R. Elgin, and Laura K. Reed

Subjects
active learning, bioinformatics, CUREs, genomics, undergraduate education, Special aspects of education, LC8-6691, Biology (General), QH301-705.5
Abstract

ABSTRACT The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student’s epistemic beliefs to achieving positive learning outcomes.

Published
2022
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2. Supporting the democratization of science during a pandemic: genomics Course-based Undergraduate Research Experiences (CUREs) as an effective remote learning strategy

Author

David Lopatto, S. Catherine Silver Key, Melanie Van Stry, Jamie Siders, Wilson Leung, Katie M. Sandlin, Chinmay P. Rele, and Laura K. Reed

Subjects
democratizing science education, Course-based Undergraduate Research Experience (CURE), genomics, online, web-based, virtual teaching assistants, Special aspects of education, LC8-6691, Biology (General), QH301-705.5
Abstract

ABSTRACTThe initial phase of the COVID-19 pandemic changed the nature of course delivery from largely in-person to exclusively remote, thus disrupting the well-established pedagogy of the Genomics Education Partnership (GEP; https://www.thegep.org). However, our web-based research adapted well to the remote learning environment. As usual, students who engaged in the GEP’s Course-based Undergraduate Research Experience (CURE) received digital projects based on genetic information within assembled Drosophila genomes. Adaptations for remote implementation included moving new member faculty training and peer Teaching Assistant office hours from in-person to online. Surprisingly, our faculty membership significantly increased and, hence, the number of supported students. Furthermore, despite the mostly virtual instruction of the 2020–2021 academic year, there was no significant decline in student learning nor attitudes. Based on successfully expanding the GEP CURE within a virtual learning environment, we provide four strategic lessons we infer toward democratizing science education. First, it appears that increasing access to scientific research and professional development opportunities by supporting virtual, cost-free attendance at national conferences attracts more faculty members to educational initiatives. Second, we observed that transitioning new member training to an online platform removed geographical barriers, reducing time and travel demands, and increased access for diverse faculty to join. Third, developing a Virtual Teaching Assistant program increased the availability of peer support, thereby improving the opportunities for student success. Finally, increasing access to web-based technology is critical for providing equitable opportunities for marginalized students to fully participate in research courses. Online CUREs have great potential for democratizing science education.

Published
2023
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3. Retrotransposons Are the Major Contributors to the Expansion of the Drosophila ananassae Muller F Element

Author

Wilson Leung, Christopher D. Shaffer, Elizabeth J. Chen, Thomas J. Quisenberry, Kevin Ko, John M. Braverman, Thomas C. Giarla, Nathan T. Mortimer, Laura K. Reed, Sheryl T. Smith, Srebrenka Robic, Shannon R. McCartha, Danielle R. Perry, Lindsay M. Prescod, Zenyth A. Sheppard, Ken J. Saville, Allison McClish, Emily A. Morlock, Victoria R. Sochor, Brittney Stanton, Isaac C. Veysey-White, Dennis Revie, Luis A. Jimenez, Jennifer J. Palomino, Melissa D. Patao, Shane M. Patao, Edward T. Himelblau, Jaclyn D. Campbell, Alexandra L. Hertz, Maddison F. McEvilly, Allison R. Wagner, James Youngblom, Baljit Bedi, Jeffery Bettincourt, Erin Duso, Maiye Her, William Hilton, Samantha House, Masud Karimi, Kevin Kumimoto, Rebekah Lee, Darryl Lopez, George Odisho, Ricky Prasad, Holly Lyn Robbins, Tanveer Sandhu, Tracy Selfridge, Kara Tsukashima, Hani Yosif, Nighat P. Kokan, Latia Britt, Alycia Zoellner, Eric P. Spana, Ben T. Chlebina, Insun Chong, Harrison Friedman, Danny A. Mammo, Chun L. Ng, Vinayak S. Nikam, Nicholas U. Schwartz, Thomas Q. Xu, Martin G. Burg, Spencer M. Batten, Lindsay M. Corbeill, Erica Enoch, Jesse J. Ensign, Mary E. Franks, Breanna Haiker, Judith A. Ingles, Lyndsay D. Kirkland, Joshua M. Lorenz-Guertin, Jordan Matthews, Cody M. Mittig, Nicholaus Monsma, Katherine J. Olson, Guillermo Perez-Aragon, Alen Ramic, Jordan R. Ramirez, Christopher Scheiber, Patrick A. Schneider, Devon E. Schultz, Matthew Simon, Eric Spencer, Adam C. Wernette, Maxine E. Wykle, Elizabeth Zavala-Arellano, Mitchell J. McDonald, Kristine Ostby, Peter Wendland, Justin R. DiAngelo, Alexis M. Ceasrine, Amanda H. Cox, James E.B. Docherty, Robert M. Gingras, Stephanie M. Grieb, Michael J. Pavia, Casey L. Personius, Grzegorz L. Polak, Dale L. Beach, Heaven L. Cerritos, Edward A. Horansky, Karim A. Sharif, Ryan Moran, Susan Parrish, Kirsten Bickford, Jennifer Bland, Juliana Broussard, Kerry Campbell, Katelynn E. Deibel, Richard Forka, Monika C. Lemke, Marlee B. Nelson, Catherine O'Keeffe, S. Mariel Ramey, Luke Schmidt, Paola Villegas, Christopher J. Jones, Stephanie L. Christ, Sami Mamari, Adam S. Rinaldi, Ghazal Stity, Amy T. Hark, Mark Scheuerman, S. Catherine Silver Key, Briana D. McRae, Adam S. Haberman, Sam Asinof, Harriette Carrington, Kelly Drumm, Terrance Embry, Richard McGuire, Drew Miller-Foreman, Stella Rosen, Nadia Safa, Darrin Schultz, Matt Segal, Yakov Shevin, Petros Svoronos, Tam Vuong, Gary Skuse, Don W. Paetkau, Rachael K. Bridgman, Charlotte M. Brown, Alicia R. Carroll, Francesca M. Gifford, Julie Beth Gillespie, Susan E. Herman, Krystal L. Holtcamp, Misha A. Host, Gabrielle Hussey, Danielle M. Kramer, Joan Q. Lawrence, Madeline M. Martin, Ellen N. Niemiec, Ashleigh P. O'Reilly, Olivia A. Pahl, Guadalupe Quintana, Elizabeth A.S. Rettie, Torie L. Richardson, Arianne E. Rodriguez, Mona O. Rodriguez, Laura Schiraldi, Joanna J. Smith, Kelsey F. Sugrue, Lindsey J. Suriano, Kaitlyn E. Takach, Arielle M. Vasquez, Ximena Velez, Elizabeth J. Villafuerte, Laura T. Vives, Victoria R. Zellmer, Jeanette Hauke, Charles R. Hauser, Karolyn Barker, Laurie Cannon, Perouza Parsamian, Samantha Parsons, Zachariah Wichman, Christopher W. Bazinet, Diana E. Johnson, Abubakarr Bangura, Jordan A. Black, Victoria Chevee, Sarah A. Einsteen, Sarah K. Hilton, Max Kollmer, Rahul Nadendla, Joyce Stamm, Antoinette E. Fafara-Thompson, Amber M. Gygi, Emmy E. Ogawa, Matt Van Camp, Zuzana Kocsisova, Judith L. Leatherman, Cassie M. Modahl, Michael R. Rubin, Susana S. Apiz-Saab, Suzette M. Arias-Mejias, Carlos F. Carrion-Ortiz, Patricia N. Claudio-Vazquez, Debbie M. Espada-Green, Marium Feliciano-Camacho, Karina M. Gonzalez-Bonilla, Mariela Taboas-Arroyo, Dorianmarie Vargas-Franco, Raquel Montañez-Gonzalez, Joseph Perez-Otero, Myrielis Rivera-Burgos, Francisco J. Rivera-Rosario, Heather L. Eisler, Jackie Alexander, Samatha K. Begley, Deana Gabbard, Robert J. Allen, Wint Yan Aung, William D. Barshop, Amanda Boozalis, Vanessa P. Chu, Jeremy S. Davis, Ryan N. Duggal, Robert Franklin, Katherine Gavinski, Heran Gebreyesus, Henry Z. Gong, Rachel A. Greenstein, Averill D. Guo, Casey Hanson, Kaitlin E. Homa, Simon C. Hsu, Yi Huang, Lucy Huo, Sarah Jacobs, Sasha Jia, Kyle L. Jung, Sarah Wai-Chee Kong, Matthew R. Kroll, Brandon M. Lee, Paul F. Lee, Kevin M. Levine, Amy S. Li, Chengyu Liu, Max Mian Liu, Adam P. Lousararian, Peter B. Lowery, Allyson P. Mallya, Joseph E. Marcus, Patrick C. Ng, Hien P. Nguyen, Ruchik Patel, Hashini Precht, Suchita Rastogi, Jonathan M. Sarezky, Adam Schefkind, Michael B. Schultz, Delia Shen, Tara Skorupa, Nicholas C. Spies, Gabriel Stancu, Hiu Man Vivian Tsang, Alice L. Turski, Rohit Venkat, Leah E. Waldman, Kaidi Wang, Tracy Wang, Jeffrey W. Wei, Dennis Y. Wu, David D. Xiong, Jack Yu, Karen Zhou, Gerard P. McNeil, Robert W. Fernandez, Patrick Gomez Menzies, Tingting Gu, Jeremy Buhler, Elaine R. Mardis, and Sarah C.R. Elgin

Subjects
Drosophila, genome size, heterochromatin, retrotransposons, Wolbachia, Genetics, QH426-470
Abstract

The discordance between genome size and the complexity of eukaryotes can partly be attributed to differences in repeat density. The Muller F element (∼5.2 Mb) is the smallest chromosome in Drosophila melanogaster, but it is substantially larger (>18.7 Mb) in D. ananassae. To identify the major contributors to the expansion of the F element and to assess their impact, we improved the genome sequence and annotated the genes in a 1.4-Mb region of the D. ananassae F element, and a 1.7-Mb region from the D element for comparison. We find that transposons (particularly LTR and LINE retrotransposons) are major contributors to this expansion (78.6%), while Wolbachia sequences integrated into the D. ananassae genome are minor contributors (0.02%). Both D. melanogaster and D. ananassae F-element genes exhibit distinct characteristics compared to D-element genes (e.g., larger coding spans, larger introns, more coding exons, and lower codon bias), but these differences are exaggerated in D. ananassae. Compared to D. melanogaster, the codon bias observed in D. ananassae F-element genes can primarily be attributed to mutational biases instead of selection. The 5′ ends of F-element genes in both species are enriched in dimethylation of lysine 4 on histone 3 (H3K4me2), while the coding spans are enriched in H3K9me2. Despite differences in repeat density and gene characteristics, D. ananassae F-element genes show a similar range of expression levels compared to genes in euchromatic domains. This study improves our understanding of how transposons can affect genome size and how genes can function within highly repetitive domains.

Published
2017
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4. Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience

Author

David Lopatto, Anne G. Rosenwald, Justin R. DiAngelo, Amy T. Hark, Matthew Skerritt, Matthew Wawersik, Anna K. Allen, Consuelo Alvarez, Sara Anderson, Cindy Arrigo, Andrew Arsham, Daron Barnard, Christopher Bazinet, James E. J. Bedard, Indrani Bose, John M. Braverman, Martin G. Burg, Rebecca C. Burgess, Paula Croonquist, Chunguang Du, Sondra Dubowsky, Heather Eisler, Matthew A. Escobar, Michael Foulk, Emily Furbee, Thomas Giarla, Rivka L. Glaser, Anya L. Goodman, Yuying Gosser, Adam Haberman, Charles Hauser, Shan Hays, Carina E. Howell, Jennifer Jemc, M. Logan Johnson, Christopher J. Jones, Lisa Kadlec, Jacob D. Kagey, Kimberly L. Keller, Jennifer Kennell, S. Catherine Silver Key, Adam J. Kleinschmit, Melissa Kleinschmit, Nighat P. Kokan, Olga Ruiz Kopp, Meg M. Laakso, Judith Leatherman, Lindsey J. Long, Mollie Manier, Juan C. Martinez-Cruzado, Luis F. Matos, Amie Jo McClellan, Gerard McNeil, Evan Merkhofer, Vida Mingo, Hemlata Mistry, Elizabeth Mitchell, Nathan T. Mortimer, Debaditya Mukhopadhyay, Jennifer Leigh Myka, Alexis Nagengast, Paul Overvoorde, Don Paetkau, Leocadia Paliulis, Susan Parrish, Mary Lai Preuss, James V. Price, Nicholas A. Pullen, Catherine Reinke, Dennis Revie, Srebrenka Robic, Jennifer A. Roecklein-Canfield, Michael R. Rubin, Takrima Sadikot, Jamie Siders Sanford, Maria Santisteban, Kenneth Saville, Stephanie Schroeder, Christopher D. Shaffer, Karim A. Sharif, Diane E. Sklensky, Chiyedza Small, Mary Smith, Sheryl Smith, Rebecca Spokony, Aparna Sreenivasan, Joyce Stamm, Rachel Sterne-Marr, Katherine C. Teeter, Justin Thackeray, Jeffrey S. Thompson, Stephanie Toering Peters, Melanie Van Stry, Norma Velazquez-Ulloa, Cindy Wolfe, James Youngblom, Brian Yowler, Leming Zhou, Janie Brennan, Jeremy Buhler, Wilson Leung, Laura K. Reed, and Sarah C. R. Elgin

Subjects
Special aspects of education, LC8-6691, Biology (General), QH301-705.5
Abstract

A hallmark of the research experience is encountering difficulty and working through those challenges to achieve success. This ability is essential to being a successful scientist, but replicating such challenges in a teaching setting can be difficult. The Genomics Education Partnership (GEP) is a consortium of faculty who engage their students in a genomics Course-Based Undergraduate Research Experience (CURE). Students participate in genome annotation, generating gene models using multiple lines of experimental evidence. Our observations suggested that the students’ learning experience is continuous and recursive, frequently beginning with frustration but eventually leading to success as they come up with defendable gene models. In order to explore our “formative frustration” hypothesis, we gathered data from faculty via a survey, and from students via both a general survey and a set of student focus groups. Upon analyzing these data, we found that all three datasets mentioned frustration and struggle, as well as learning and better understanding of the scientific process. Bioinformatics projects are particularly well suited to the process of iteration and refinement because iterations can be performed quickly and are inexpensive in both time and money. Based on these findings, we suggest that a dynamic of “formative frustration” is an important aspect for a successful CURE.

Published
2020
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