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The article examines the effectiveness of the introductory science course titled Introduction to Cellular and Molecular Biology in engaging students in scientific practices and inspiring them to consider scientific careers. In the course, the students were taught the basic concepts in cell and molecular biology and apply what they learned in the laboratory. It claims that said course is important for students who want to major in science, technology, engineering, and mathematics (STEM) courses.

A new laboratory practical system is described which is comprised of a number of laboratory practical modules, each based around a particular technique or set of techniques, related to the theory part of the course but not designed to be dependent on it. Each module comprises an online recorded pre-lab lecture, the laboratory practical itself and a post-lab session in which students make oral presentations on different aspects of the practical. Each part of the module is assessed with the aim of providing rapid feedback to staff and students. Each laboratory practical is the responsibility of a single staff member and through this 'ownership,' continual review and updating is promoted. Examples of changes made by staff to modules as a result of student feedback are detailed. A survey of students who had experienced both the old-style laboratory course and the new one provided evidence of increased satisfaction with the new program. The assessment of acquired shills in the new program showed that it was much more effective than the old course. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:276-287, 2016. [ABSTRACT FROM AUTHOR]

Biochemistry courses in the Department of Molecular Biology at the National University of Río Cuarto, Argentina, are designed for undergraduate students in biology, microbiology, chemistry, agronomy, and veterinary medicine. Microbiology students typically have previous coursework in general, analytical, and organic chemistry. Programmed sequences of lab experiments allow these students to investigate biochemical problems whose solution is feasible within the context of their knowledge and experience. We previously designed and reported a programmed lab experiment that familiarizes microbiology students with techniques for detection and characterization of quorum-sensing (QS) and quorum-quenching (QQ) signal molecules. Here, we describe a sequence of experiments designed to expand the understanding and capabilities of biochemistry students using techniques for extraction and identification of QS and QQ signal molecules from peanut rhizospheric soil bacteria, including culturing and manipulation of bacteria under sterile conditions. The program provides students with an opportunity to perform useful assays, draw conclusions from their results, and discuss possible extensions of the study. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:256-262, 2016. [ABSTRACT FROM AUTHOR]

A project-based biophysical chemistry laboratory course, which is offered to the biochemistry and molecular biology majors in their senior year, is described. In this course, the classroom study of the structure-function of biomolecules is integrated with the discovery-guided laboratory study of these molecules using computer modeling and simulations. In particular, modern computational tools are employed to elucidate the relationship between structure, dynamics, and function in proteins. Computer-based laboratory protocols that we introduced in three modules allow students to visualize the secondary, super-secondary, and tertiary structures of proteins, analyze non-covalent interactions in protein--ligand complexes, develop threedimensional structural models (homology model) for new protein sequences and evaluate their structural qualities, and study proteins' intrinsic dynamics to understand their functions. In the fourth module, students are assigned to an authentic research problem, where they apply their laboratory skills (acquired in modules 1-3) to answer conceptual biophysical questions. Through this process, students gain in-depth understanding of protein dynamics--the missing link between structure and function. Additionally, the requirement of term papers sharpens students' writing and communication skills. Finally, these projects result in new findings that are communicated in peer-reviewed journals. [ABSTRACT FROM AUTHOR]

A semester-long laboratory course was designed and implemented to familiarize students with modern biochemistry and molecular biology techniques. The designed format involved active student participation, evaluation of data, and critical thinking, and guided students to become independent researchers. The first part of the course focused on introducing students to common biochemical techniques through a series of open-ended experiments, and the latter part culminated in an original research project. Students defined a problem from a list of suggested projects or one suggested by students, if appropriate. The course was designed to incorporate elements of hypothesis development, project design, teamwork, and communication skills. Each group of students performed experiments under different sets of conditions and all student groups shared results at the end of the lab exercise. A novel aspect of the course was the post-lab presentation and discussion session (PDS) later in the week. During PDS, students presented, interpreted, and discussed their data. In addition, by integrating individual and group results, a more complete picture of the subject was developed by students. The course also encouraged students to combine knowledge gained from previous chemistry courses, and thus, it serves as a capstone course. Formative assessment and instructors' observations guided changes to the course over three years. Assessment of the course impact using faculty assessment of learning outcomes and student self-report data indicated that the course had met its objectives of improving learning goals, such as hypothesis development, project design, and critical thinking. [ABSTRACT FROM AUTHOR]

We present a novel laboratory project employing 'real-time' RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current 'gold standard' for gene expression analysis, including detailed data analysis using the common [ABSTRACT FROM AUTHOR]

Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):297-301, 2013 [ABSTRACT FROM AUTHOR]

Epigenetic inheritance is the inheritance of genetic information that is not based on DNA sequence alone. One type of epigenetic information that has come to the forefront in the last few years is modified DNA bases. The most common modified DNA base in nature is 5-methylcytosine. Herein, we describe a laboratory experiment that combines bioinformatic and molecular approaches to study the presence and abundance of 5-methylcytosine in different organisms. Students were originally provided with the protein sequence of the Xenopus laevis DNMT1 cytosine-5 DNA methyltransferase and used BLASTP searches to detect the presence of protein orthologs in the genomes of several organisms including Homo sapiens, Mus musculus, Plasmodium falciparum, Drosophila melanogaster, Saccharomyces cerevisiae, Arabidopsis thaliana, and Caenorhabditis elegans. Students generated hypotheses regarding the presence and abundance of 5-methylcytosine in these organisms based on their bioinformatics data, and directly tested their predictions on a subset of DNAs using restriction enzyme isoschizomer assays. A southern blotting assay to answer the same question is also presented. In addition to exposure to the field of epigenetics, the strengths of the laboratory are students are able to make predictions using bioinformatic tools and quickly test them in the laboratory. In addition, students are exposed to two potential misinterpretations of bioinformatic search data. The laboratory is easily modified to incorporate outside research interests in epigenetics. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):334-340, 2013 [ABSTRACT FROM AUTHOR]

We describe a laboratory exercise developed for the cell and molecular biology quarter of a year-long majors' undergraduate introductory biology sequence. In an analysis of salmon samples collected by students in their local stores and restaurants, DNA sequencing and phylogenetic analysis were used to detect market substitution of Atlantic salmon for Pacific salmon. This allowed students to apply molecular methods such as polymerase chain reaction (PCR) and DNA sequencing to a socially relevant issue. [ABSTRACT FROM AUTHOR]

The objective of this study was to evaluate and apply the Bioinformatics theoretical contents and practical for the course students in Biological Sciences Degree Fully enrolled in the disciplines of General Genetics and Molecular Biology, State University of Ceara in 2010. The theoretical approach previously tested (RIBEIRO JUNIOR, 2011) consisted of a presentation of historical concepts, basic and specific to current advances in research involved the areas of molecular biology. The practice of "Building a Molecular Phylogeny in Silico" is designed to become functional in practice the concepts presented above, using the database of the National Center for Biotechnology Information, NCBI, and their sequence alignment tool, the BLASTp (Basic Local Alignment Search Tool Protein-Protein.) positive results obtained with the application of the lecture Introduction to Bioinformatics and practical activities were highlighted with the characterizations of molecular phylogenies of the sequences hypothetical proposals for the implementation of the alignments and the statements of students mentioned above. These activities were seen as essential so that students could experience step by step to a better understanding of the emerging field of life sciences: the Bioinformatics. [ABSTRACT FROM AUTHOR]

Scientific literature was used to give a research oriented context to our immunology lab course. Immunology lab, a senior level course (60 students/year) was formerly taught in a traditional mode, with exercises aimed at learning lab protocols. To engage students in understanding we connected the protocols to their use as reported in research articles, employing an interrupted case study method called Literature Based Learning (LBL). Our goals were to give a research context to learning basic protocols, engage students in reading scientific literature, and increase students' understanding of how standard techniques are employed to address a research question. An end of semester experimental design project using mock research scenarios culminated the research oriented learning. Pre-course surveys revealed that nearly 25% of students had never been asked in the course setting to read a primary research article. Post-course surveys revealed that 94% of students thought that after the course they knew more about research and over half of the students agreed that the literature-based assignments had raised their confidence in their ability to understand scientific articles. We found that the LBL approach was an effective mechanism to engage our students in research oriented learning. While easy to implement, it had a dramatic outcome. [ABSTRACT FROM AUTHOR]

A clear understanding of basic gene structure is critical when teaching molecular genetics, the central dogma and the biological sciences. We sought to create a gene-based teaching project to improve students' understanding of gene structure and to integrate this into a research project that can be implemented by instructors at the secondary level or higher. We modified a previous project performed within a genetics course in which students designed and tested polymerase chain reaction (PCR) primers based on expressed gene products from specific biochemical pathways. Students used these skills to investigate a gene that they hypothesized would be related to the multiple sclerosis phenotype in humans. They were each required to identify the gene structure (exons and introns) of their selected gene and to design primers around these elements. A total of seven genes hypothesized to interact with the Multiple Sclerosis (MS) phenotype were used to design 154 primers (77 forward and 77 reverse). Based on the structure of each gene, these primers were combined as 83 unique pairs and tested by seven students. A total of 25 pairs were visibly polymorphic and 58 pairs were monomorphic. All materials, including primer design protocols, modifiable gene graphics files, screening preparation documents and assessment information are presented to allow replication of this project. [ABSTRACT FROM AUTHOR]

Dissections of single species (e.g., fetal pig) are a common student learning activity in introductory biology courses. Such dissections demonstrate location of anatomical parts and provide dissection practice but provide less opportunity for student critical thinking, numeracy and demonstration of the scientific method. A comparative anatomy lab was implemented over two years at a small, rural, private, liberal arts college. Students dissected their choice of five vertebrate species, mastered the location, function and gross evolution of the digestive and cardiovascular systems, and analyzed intestinal length and heart mass among sets of species. Instructors and students reported significantly more collaboration and reflective learning than in other exercises. The comparative approach highlights several evolutionary trends and created testable data at an equivalent cost to previous fetal pig dissections. [ABSTRACT FROM AUTHOR]

The article discusses the educational mission of the Cell and Molecular Biology Department and Program at the John A. Burns School of Medicine in Hawaii. The program covers areas such as molecular medicine, neurobiology and cancer biology. Members of the faculty include Robert Nichols, Peter Hoffmann and Martin Rayner. Also presented are the award ceremonies and conferences attended by students of the department.

Reading the primary literature in a journal club format is an excellent practice where undergraduate students can develop their abilities in experimental data analysis and critical thinking, learn about new ideas and methods, and gain a foothold in scientific discourse. However, students are not familiar with the format, writing style, and depth of knowledge assumed when first reading journal articles. This can inhibit class discussion. To alleviate this problem, the author has instituted the use of dialectical notes in journal club, so that students fully engage the article. This novel use of a strategy borrowed from humanities has improved class participation. © 2012 by The International Union of Biochemistry and Molecular Biology [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the issue on topics including molecular biology education, basic concepts and theories for biochemistry and molecular biology majors, and the skills that biochemistry and molecular biology students must acquire.

The author discusses aspects of the importance and the implementation of the student-centered learning for higher education in the U.S. He is critical of the measures that the move from teacher-centered to student-centered curricula, classroom designs, and assessment programs is essential for biochemistry and molecular biology (BMB) course. He also comments on the book "Learner-Centered Teaching: Five Key Changes to Practice," which is useful in implementing the active learning exercises.

The article focuses on the self-regulation learning (SRL) model in molecular biology and biochemistry for higher education. It states that in SRL, learners should actively set and plan their goals before learning. It says that during learning, they should self-monitor by heightening their awareness of their path towards their goal.

The table of contents for the journal "Biochemistry and Molecular Biology Education" May/June 2016 Volume 44 No. 3 issue is presented.

The author discusses his academic background which led him to his career in the field of molecular, cellular and developmental biology. He says that his participation in a specialty course on electron microscopy stirs his fascination on adenosine triphosphatase (ATPase) enzyme. He emphasizes his decision to forsake marine biology course to join Robert D. Simoni laboratory at Stanford University in California. He also stresses his pursuit of targeting signal analysis by using Pho8 phosphatase.