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Online resources can be helpful for students, and augment the learning environments’ content. They may also increase freedom of choice relating to content delivery. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first year biology open, online tutorials in 2016-2017. The tutorials sought to address knowledge gaps resulting in low success rates and attrition of first year students in biology. Large class sizes, such as first year biology with ~900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition. Active learning methods which encourage student engagement in course material can be effective in large classes and in introductory science classes, and we attempt to add engagement with online resources. Tutorial topics were identified by analyzing previous years’ tests, student feedback, and pedagogical research in biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using a mixed-method, quasi-experimental design to compare the student learning results. A conceptual understanding pre- and post-test approach was used to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), an online survey, and data from learning management system. Results of the study show that the tutorials were an effective means of providing supplementary assistance to students as well as fostering a gain in students’ levels of engagement with the course. Data analysis indicates that there was a significant gain in learning over the previous year (p

The Ashland Bottoms site (14RY603) is a multi-component habitation consisting of a turn of the 20th century American corncrib superimposed upon a Kansas City Hopewell occupation. The ceramics sugge...

The hypoferremic response in C57 black mice during EL4 lymphoma cell growth was followed to determine if a lowered transferrin iron saturation inhibited iron acquisition and growth by these tumor cells. Although the lymphoma induced a strong hypoferremic response, it occurred late in the disease when the tumor burden was high and did not appear to effectively limit tumor cell growth, as all mice subsequently died. The induction of a hypoferremic response early in the disease with subcutaneous injections of turpentine also did not inhibit tumor cell growth. Parallel in vitro cell growth experiments revealed iron to be readily available to the lymphoma cells, regardless of whether the transferrin pool was 100, 50, or 10% saturated with iron. The dynamics of 59Fe uptake by the lymphoma cells from 50% saturated ferritransferrin were followed and saturation of iron uptake was found to occur at 150 nM iron and transferrin, far below physiological levels. Lowering transferrin saturation from 50 to 10% did not result in a proportional decrease in 59Fe uptake. Thus the ability of the EL4 tumor cells to obtain iron appeared to exceed the ability of a vigorous murine hypoferremic response to sequester it, suggesting that the hypoferremic response does not effectively limit EL4 ascites tumor cell growth.