13 results on '"James J. Youngblom"'
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2. Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience
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John M. Braverman, Kenneth Saville, Mollie K. Manier, Katherine C. Teeter, Sarah C. R. Elgin, Rachel Sterne-Marr, Debaditya Mukhopadhyay, Adam Haberman, M. Logan Johnson, Jacob D. Kagey, Emily Furbee, Matthew A. Escobar, Vida Mingo, Stephanie Schroeder, Srebrenka Robic, Anya Goodman, Catherine Reinke, Yuying Gosser, Meg M. Laakso, Mary A. Smith, Daron C. Barnard, Christopher Bazinet, Nathan T. Mortimer, Mary L. Preuss, Cindy Arrigo, Paul J. Overvoorde, Elizabeth Mitchell, Rebecca C. Burgess, Wilson Leung, Diane Sklensky, Laura K. Reed, Lindsey J. Long, Don W. Paetkau, Melissa Kleinschmit, Judith Leatherman, Olga R. Kopp, Janie Brennan, Joyce Stamm, Chunguang Du, Norma A. Velázquez-Ulloa, Thomas C. Giarla, Gerard P. McNeil, Justin Thackeray, Andrew M. Arsham, Jeremy Buhler, Jennifer A. Kennell, Sara J. Anderson, Leming Zhou, Takrima Sadikot, Alexis Nagengast, Susan Parrish, Heather L. Eisler, Dennis Revie, Leocadia V. Paliulis, Chiyedza Small, Anna K. Allen, Amy T. Hark, James E. J. Bedard, Lisa Kadlec, Jeffery S. Thompson, Paula Croonquist, James V. Price, Stephanie Toering Peters, Evan C. Merkhofer, Melanie Van Stry, Matthew Skerritt, Anne G. Rosenwald, Cindy Wolfe, Nicholas Pullen, Nighat P. Kokan, Sondra Dubowsky, Jamie Siders Sanford, Rebecca Spokony, Luis F. Matos, Christopher D. Shaffer, Consuelo J. Alvarez, Justin R. DiAngelo, Jennifer Roecklein-Canfield, Maria Soledad Santisteban, Sheryl T. Smith, Juan Carlos Martínez-Cruzado, Indrani Bose, Christopher J. Jones, Adam Kleinschmit, Brian Yowler, Karim A. Sharif, S. Catherine Silver Key, Amie J. McClellan, Matthew Wawersik, Jennifer C. Jemc, Carina E. Howell, Hemlata Mistry, Rivka L. Glaser, Shan Hays, Kimberly L. Keller, Michael R. Rubin, Martin G. Burg, David Lopatto, Charles R. Hauser, James J. Youngblom, Jennifer Leigh Myka, Michael S. Foulk, and Aparna Sreenivasan
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QH301-705.5 ,Process (engineering) ,media_common.quotation_subject ,Frustration ,General Biochemistry, Genetics and Molecular Biology ,Education ,Formative assessment ,03 medical and health sciences ,Mathematics education ,Biology (General) ,Set (psychology) ,lcsh:QH301-705.5 ,030304 developmental biology ,media_common ,lcsh:LC8-6691 ,0303 health sciences ,LC8-6691 ,lcsh:Special aspects of education ,General Immunology and Microbiology ,Research ,4. Education ,05 social sciences ,050301 education ,Special aspects of education ,Focus group ,lcsh:Biology (General) ,Undergraduate research ,General partnership ,Working through ,General Agricultural and Biological Sciences ,Psychology ,0503 education - Abstract
A hallmark of the research experience is encountering experimental difficulty and working through that challenge to reach success. The ability to overcome scientific challenges is essential to being a successful scientist, but replicating these challenges can be difficult in a teaching setting. 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 in this research is continuous and recursive, frequently beginning with frustration but eventually leading to success. In order to explore our “formative frustration” hypothesis, we gathered data about this research experience from faculty via a survey, and from students both via a general survey and a small set of focus groups administered at the end of the GEP CURE. All three datasets contained comments mentioning 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 what we have deemed “formative frustration” is an important aspect for a successful CURE.
- Published
- 2020
3. Retrotransposons Are the Major Contributors to the Expansion of the Drosophila ananassae Muller F Element
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Rachael K Bridgman, Rachel A Greenstein, Maxine E Wykle, Insun Chong, Harrison Friedman, Casey Hanson, Kelly Drumm, Tingting Gu, Marium Feliciano-Camacho, Juliana Broussard, Jackie Alexander, Patrick A Schneider, Joyce Stamm, Kevin M. Levine, Jennifer Bland, Zenyth A Sheppard, Marlee B Nelson, Adam S Rinaldi, John M. Braverman, Elizabeth Zavala-Arellano, Nicholas C. Spies, Kara Tsukashima, Monika C Lemke, Ellen N Niemiec, Dale L. Beach, Krystal L Holtcamp, Mitchell J McDonald, Nadia Safa, Karim A. Sharif, Martin G. Burg, Diana L. E. Johnson, Danielle R Perry, Amy S Li, Victoria R Zellmer, Jack Y. Yu, Joan Q Lawrence, Nighat P. Kokan, Raquel Montañez-Gonzalez, Kaitlin E Homa, Perouza Parsamian, Kaitlyn E Takach, Shane M. Patao, Matthew Simon, Adam C Wernette, Chun L Ng, S Mariel Ramey, Gabrielle L. Hussey, Charles R. Hauser, Karolyn Barker, Danielle M Kramer, Alexis M Ceasrine, Mariela Taboas-Arroyo, Rebekah Lee, Alexandra L Hertz, Charlotte M Brown, Gabriel Stancu, Dorianmarie Vargas-Franco, Lindsey J Suriano, Kyle L. Jung, Sami Mamari, Gary R. Skuse, Thomas J Quisenberry, Laura K. Reed, Don W. Paetkau, Victoria Chevee, Kerry Campbell, Adam Haberman, Ghazal Stity, Antoinette E. Fafara-Thompson, Breanna Haiker, Maddison F McEvilly, Isaac C Veysey-White, Robert J Allen, Susana S Apiz-Saab, Madeline M Martin, Edward Himelblau, Laura T Vives, Arielle M Vasquez, Nathan T. Mortimer, Catherine O'Keeffe, Elizabeth J Villafuerte, Shannon R. McCartha, Kirsten Bickford, Max Kollmer, Henry Z Gong, Grzegorz L. Polak, Joanna J Smith, Terrance Embry, Katelynn E Deibel, Matt Van Camp, Devon E Schultz, Sarah Wai-Chee Kong, Leah E Waldman, Suzette M. Arias-Mejias, Yakov Shevin, Richard McGuire, Danny Mammo, Sarah K Hilton, Max Mian Liu, Jaclyn D Campbell, Robert W. Fernandez, Baljit Bedi, Jordan A Black, Christopher Scheiber, Chengyu Liu, Lindsay M Prescod, Lindsay M Corbeill, Patricia N Claudio-Vazquez, Jeremy Buhler, Michael J Pavia, Holly Lyn Robbins, Luis A. Jimenez, Tanveer Sandhu, James J. Youngblom, Jordan E. Matthews, Katherine Gavinski, Rahul Nadendla, Olivia A Pahl, Hien P Nguyen, Sasha Jia, Stephanie M Grieb, Joseph E Marcus, Michael B. Schultz, Amber M. Gygi, Emily A Morlock, Karina M Gonzalez-Bonilla, Paola Villegas, Jeffrey W Wei, Christopher J. Jones, Guadalupe Quintana, Kaidi Wang, Hiu Man Vivian Tsang, Ruchik Patel, Heaven L Cerritos, Thomas C. Giarla, Gerard P. McNeil, Michael R. Rubin, Mary E Franks, Jordan R Ramirez, Maiye Her, Matt Segal, Mark Scheuerman, Emmy E. Ogawa, Darryl Lopez, Robert M. Gingras, Simon Hsu, Amy T. Hark, Zuzana Kocsisova, Dennis Revie, Christopher Bazinet, Kevin Ko, Jeremy S Davis, Deana Gabbard, Amanda Boozalis, Suchita Rastogi, Jeffery Bettincourt, Laura Schiraldi, Edward A Horansky, Amanda H Cox, Susan Parrish, Kristine Ostby, Sarah M. Jacobs, Jesse J Ensign, Kevin Kumimoto, Paul F Lee, Nicholas U. Schwartz, David D. Xiong, Susan E Herman, Allison E. McClish, Averill D Guo, Cody M Mittig, Heran Gebreyesus, Allison R Wagner, Katherine J Olson, Lucy Huo, William D. Barshop, Victoria R Sochor, Francisco J Rivera-Rosario, Samatha K Begley, James E. B. Docherty, Brandon Lee, Eric P. Spana, Abubakarr Bangura, Sarah A Einsteen, Luke Schmidt, Arianne E. Rodriguez, Samantha Parsons, Ryan Duggal, Karen Zhou, George Odisho, Tam Vuong, Erin Duso, Adam P Lousararian, Stephanie L Christ, Christopher D. Shaffer, Myrielis Rivera-Burgos, Sam Asinof, Dennis Y. Wu, Torie L Richardson, Heather L. Eisler, Allyson P Mallya, Brittney Stanton, Elizabeth J. Chen, Laurie Cannon, Briana D McRae, Peter B Lowery, Alicia R Carroll, Judith Leatherman, Guillermo Perez-Aragon, Joshua M Lorenz-Guertin, Delia Shen, Erica Enoch, Peter Wendland, Wilson Leung, Elaine R. Mardis, Adam Schefkind, Thomas Q. Xu, Wint Yan Aung, Darrin T. Schultz, Misha A Host, Hani Yosif, Ashleigh P O'Reilly, Eric Spencer, Melissa D. Patao, Jonathan M Sarezky, Matthew R Kroll, Casey L Personius, Alice Turski, Julie Beth Gillespie, S. Catherine Silver Key, Hashini Precht, Harriette Carrington, Stella Rosen, Yi Huang, Joseph Perez-Otero, Jeanette Hauke, Elizabeth A S Rettie, Petros Svoronos, Nicholaus Monsma, Kelsey F. Sugrue, Latia Britt, Tracy Wang, Patrick Gomez Menzies, Alycia Zoellner, Francesca M Gifford, Carlos F Carrion-Ortiz, Lyndsay D Kirkland, Ryan Moran, Vinayak S. Nikam, Spencer M Batten, Vanessa P Chu, Justin R. DiAngelo, Sheryl T. Smith, Ximena Velez, Tara Skorupa, Alen Ramic, Ricky Prasad, Richard Forka, Ken Saville, Ben Chlebina, Robert Franklin, Drew Miller-Foreman, Judith A Ingles, Rohit Venkat, Jennifer J Palomino, Debbie M Espada-Green, Cassie M Modahl, William A Hilton, Tracy Selfridge, Mona O Rodriguez, Samantha House, Srebrenka Robic, Sarah C. R. Elgin, Patrick Ng, Masud Karimi, and Zachariah Wichman
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0301 basic medicine ,Genetics ,Euchromatin ,biology ,Drosophila ananassae ,heterochromatin ,Retrotransposon ,Investigations ,QH426-470 ,biology.organism_classification ,Genome ,retrotransposons ,03 medical and health sciences ,030104 developmental biology ,Codon usage bias ,genome size ,Drosophila ,Drosophila melanogaster ,Molecular Biology ,Genome size ,Gene ,Genetics (clinical) ,Wolbachia - 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
4. A Course-Based Research Experience: How Benefits Change with Increased Investment in Instructional Time
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Juan Carlos Martínez-Cruzado, Gary A Kuleck, Shubha Govind, Christopher D. Smith, Judith Leatherman, Jeffrey S. Thompson, Daron C. Barnard, Christopher J. Jones, Paul J. Overvoorde, Matthew Wawersik, Amy Frary, Randall J. DeJong, Dale L. Beach, Todd T. Eckdahl, Laura L. Mays Hoopes, Marian M. Kaehler, David Lopatto, Justin R. DiAngelo, Michael R. Rubin, Mary A. Smith, Carina E. Howell, Donald R. Frohlich, Chunguang Du, Leming Zhou, Eric P. Spana, Stephanie F. Mel, John M. Braverman, Karim A. Sharif, Consuelo J. Alvarez, Gary R. Skuse, Cheryl Bailey, Anya Goodman, Kari Clase, Laura K. Reed, Anne G. Rosenwald, Don W. Paetkau, James E. J. Bedard, Mary L. Preuss, Gerard P. McNeil, Michael J. Wolyniak, Martin G. Burg, Lisa Kadlec, Alexis Nagengast, Susan Parrish, Hemlata Mistry, Hui-Min Chung, Joyce Stamm, April E. Bednarski, Sheryl T. Smith, Aparna Sreenivasan, Paul Szauter, Celeste Peterson, Stephanie Schroeder, Nighat P. Kokan, Satish C. Bhalla, Arlene J. Hoogewerf, Heather L. Eisler, Christy MacKinnon, Mary Spratt, Christopher Bazinet, Amy T. Hark, Wilson Leung, Olga R. Kopp, Diana S Johnson, Elaine R. Mardis, Mary E. Shaw, Catherine Reinke, David Dunbar, Yuying Gosser, Jane Lopilato, Vidya Chandrasekaran, Srebrenka Robic, Sarah C. R. Elgin, Kenneth Saville, Adam Haberman, Dennis Revie, Christopher D. Shaffer, Jennifer Roecklein-Canfield, Julia A. Emerson, Adam Kleinschmit, Jeremy Buhler, Charles R. Hauser, James J. Youngblom, S. Catherine Silver Key, and O'Dowd, Diane K
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Value (ethics) ,Program evaluation ,Time Factors ,General Biochemistry, Genetics and Molecular Biology ,Information science ,Education ,Surveys and Questionnaires ,Mathematics education ,ComputingMilieux_COMPUTERSANDEDUCATION ,Humans ,Learning ,Cooperative Behavior ,Curriculum ,Biology ,Mathematics ,Data collection ,Genome ,Data Collection ,Research ,Molecular Sequence Annotation ,Articles ,Genomics ,Investment (macroeconomics) ,Faculty ,Research Personnel ,Variety (cybernetics) ,Knowledge ,Undergraduate research ,Attitude ,Self Report ,Curriculum and Pedagogy ,Program Evaluation - Abstract
While course-based research in genomics can generate both knowledge gains and a greater appreciation for how science is done, a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. Nonetheless, this is a very cost-effective way to reach larger numbers of students., There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.
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- 2014
5. A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics
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Lisa Kadlec, Vidya Chandrasekaran, Michael R. Rubin, Aparna Sreenivasan, Srebrenka Robic, David Dunbar, Christopher D. Shaffer, Amy Frary, Sarah C. R. Elgin, Charles R. Hauser, Gerard P. McNeil, Michael J. Wolyniak, Jane Lopilato, Shubha Govind, Chunguang Du, Gary A Kuleck, Martin G. Burg, Justin R. DiAngelo, Julia A. Emerson, Jennifer A Roecklien-Canfield, Kenneth Saville, Adam Haberman, Alexis Nagengast, Susan Parrish, David Lopatto, James J. Youngblom, Wilson Leung, Laura D Reed, Nighat P. Kokan, Olga R. Kopp, Amy T. Hark, Arlene J. Hoogewerf, Mary Spratt, Yuying Gosser, Elaine R. Mardis, James E. J. Bedard, John M. Braverman, April E. Bednarski, Christy MacKinnon, Karim A. Sharif, Christopher D. Smith, Diana L. E. Johnson, Satish C. Bhalla, Marian M. Kaehler, Daron C. Barnard, Jeremy Buhler, Donald R. Frohlich, S. Catherine Silver Key, Randall J. DeJong, Stephanie F. Mel, Paul J. Overvoorde, Consuelo J. Alvarez, Jeffrey S. Thompson, Don W. Paetkau, Dennis Revie, Mary A. Smith, Mary Shaw, Todd T. Eckdahl, Joyce Stamm, Hui-Min Chung, Juan Carlos Martínez-Cruzado, Christopher J. Jones, Gary R. Skuse, Anya Goodman, Mary L. Preuss, Leming Zhou, Eric P. Spana, Anne G. Rosenwald, Matthew Wawersik, Jennifer Mary Threlfall, Stephanie Schroeder, Sheryl T. Smith, E. Gloria C. Regisford, and Dolan, Erin
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Value (ethics) ,Models, Educational ,Universities ,Genomics ,Articles ,General Biochemistry, Genetics and Molecular Biology ,United States ,Education ,Incentive ,Undergraduate research ,Models ,Clinical Research ,General partnership ,Pedagogy ,Sustainability ,ComputingMilieux_COMPUTERSANDEDUCATION ,Curriculum development ,Engineering ethics ,Educational ,Curriculum ,Program Development ,Curriculum and Pedagogy - Abstract
There have been numerous calls to engage students in science as science is done. A survey of 90-plus faculty members explores barriers and incentives when developing a research-based genomics course. The results indicate that a central core supporting a national experiment can help overcome local obstacles., In their 2012 report, the President's Council of Advisors on Science and Technology advocated “replacing standard science laboratory courses with discovery-based research courses”—a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates.
- Published
- 2014
6. Recovering the Endangered Riparian Brush rabbit (Sylvilagus bachmani riparius): Reproduction and Growth in Confinement and Survival after Translocation
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Matthew R. Lloyd, Elizabeth A. Williams, Laurissa P. Hamilton, Daniel F. Williams, James J. Youngblom, and Patrick A. Kelly
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geography ,geography.geographical_feature_category ,biology ,Ecology ,media_common.quotation_subject ,Endangered species ,Cottontail rabbit ,Chromosomal translocation ,biology.organism_classification ,Brush rabbit ,Reproduction ,Sylvilagus bachmani ,Riparian zone ,media_common - Published
- 2008
7. TelePresence Confocal Laser Scanning Microscopy
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Janey H., Youngblom, James J., Youngblom, and Jerry, Wilkinson
- Abstract
The advent of the Internet has allowed the development of remote access capabilities to a growing variety and number of microscopy systems. To date, the confocal microscope has not been included among these systems. At the California State University (CSU) Confocal Microscopy Core Facility, we have established a remote access confocal laser scanning microscope facility that allows users with virtually any type of computer platform to connect to our system. Our Leica TCS NT confocal system is accessible to any authorized user via the Internet by using a free software program called VNC (Virtual Network Computing). Once connectivity is established, remote users are able to control virtually all the functions to conduct real-time image analysis and quantitative assessments of their specimen. They can also move the motorized stage to view different regions of their specimen by using a software program associated with the stage. At the end of the session, all files generated during the session can be downloaded to the user's computer from a link on the CSU confocal website. A number of safeguard features have been developed to ensure security and privacy of data acquired during a remote session.
- Published
- 2003
8. Genetic Analysis and Age Determination of Chinook Salmon in the California Central Valley
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Janey Youngblom, Tim Heyne, James J. Youngblom, and Jennifer Mullins
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Fishery ,Chinook wind ,Biology ,Instrumentation ,Genetic analysis - Published
- 2002
9. Student Attitudes Contribute to the Effectiveness of a Genomics CURE.
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Lopatto D, Rosenwald AG, Burgess RC, Silver Key C, Van Stry M, Wawersik M, DiAngelo JR, Hark AT, Skerritt M, Allen AK, Alvarez C, Anderson S, Arrigo C, Arsham A, Barnard D, Bedard JEJ, Bose I, Braverman JM, Burg MG, Croonquist P, Du C, Dubowsky S, Eisler H, Escobar MA, Foulk M, Giarla T, Glaser RL, Goodman AL, Gosser Y, Haberman A, Hauser C, Hays S, Howell CE, Jemc J, Jones CJ, Kadlec L, Kagey JD, Keller KL, Kennell J, Kleinschmit AJ, Kleinschmit M, Kokan NP, Kopp OR, Laakso MM, Leatherman J, Long LJ, Manier M, Martinez-Cruzado JC, Matos LF, McClellan AJ, McNeil G, Merkhofer E, Mingo V, Mistry H, Mitchell E, Mortimer NT, Myka JL, Nagengast A, Overvoorde P, Paetkau D, Paliulis L, Parrish S, Toering Peters S, Preuss ML, Price JV, Pullen NA, Reinke C, Revie D, Robic S, Roecklein-Canfield JA, Rubin MR, Sadikot T, Sanford JS, Santisteban M, Saville K, Schroeder S, Shaffer CD, Sharif KA, Sklensky DE, Small C, Smith S, Spokony R, Sreenivasan A, Stamm J, Sterne-Marr R, Teeter KC, Thackeray J, Thompson JS, Velazquez-Ulloa N, Wolfe C, Youngblom J, Yowler B, Zhou L, Brennan J, Buhler J, Leung W, Elgin SCR, and Reed LK
- 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., Competing Interests: The authors declare no conflict of interest., (Copyright © 2022 Lopatto et al.)
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- 2022
- Full Text
- View/download PDF
10. Facilitating Growth through Frustration: Using Genomics Research in a Course-Based Undergraduate Research Experience.
- Author
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Lopatto D, Rosenwald AG, DiAngelo JR, Hark AT, Skerritt M, Wawersik M, Allen AK, Alvarez C, Anderson S, Arrigo C, Arsham A, Barnard D, Bazinet C, Bedard JEJ, Bose I, Braverman JM, Burg MG, Burgess RC, Croonquist P, Du C, Dubowsky S, Eisler H, Escobar MA, Foulk M, Furbee E, Giarla T, Glaser RL, Goodman AL, Gosser Y, Haberman A, Hauser C, Hays S, Howell CE, Jemc J, Johnson ML, Jones CJ, Kadlec L, Kagey JD, Keller KL, Kennell J, Key SCS, Kleinschmit AJ, Kleinschmit M, Kokan NP, Kopp OR, Laakso MM, Leatherman J, Long LJ, Manier M, Martinez-Cruzado JC, Matos LF, McClellan AJ, McNeil G, Merkhofer E, Mingo V, Mistry H, Mitchell E, Mortimer NT, Mukhopadhyay D, Myka JL, Nagengast A, Overvoorde P, Paetkau D, Paliulis L, Parrish S, Preuss ML, Price JV, Pullen NA, Reinke C, Revie D, Robic S, Roecklein-Canfield JA, Rubin MR, Sadikot T, Sanford JS, Santisteban M, Saville K, Schroeder S, Shaffer CD, Sharif KA, Sklensky DE, Small C, Smith M, Smith S, Spokony R, Sreenivasan A, Stamm J, Sterne-Marr R, Teeter KC, Thackeray J, Thompson JS, Peters ST, Van Stry M, Velazquez-Ulloa N, Wolfe C, Youngblom J, Yowler B, Zhou L, Brennan J, Buhler J, Leung W, Reed LK, and Elgin SCR
- 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., (©2020 Author(s). Published by the American Society for Microbiology.)
- Published
- 2020
- Full Text
- View/download PDF
11. Retrotransposons Are the Major Contributors to the Expansion of the Drosophila ananassae Muller F Element.
- Author
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Leung W, Shaffer CD, Chen EJ, Quisenberry TJ, Ko K, Braverman JM, Giarla TC, Mortimer NT, Reed LK, Smith ST, Robic S, McCartha SR, Perry DR, Prescod LM, Sheppard ZA, Saville KJ, McClish A, Morlock EA, Sochor VR, Stanton B, Veysey-White IC, Revie D, Jimenez LA, Palomino JJ, Patao MD, Patao SM, Himelblau ET, Campbell JD, Hertz AL, McEvilly MF, Wagner AR, Youngblom J, Bedi B, Bettincourt J, Duso E, Her M, Hilton W, House S, Karimi M, Kumimoto K, Lee R, Lopez D, Odisho G, Prasad R, Robbins HL, Sandhu T, Selfridge T, Tsukashima K, Yosif H, Kokan NP, Britt L, Zoellner A, Spana EP, Chlebina BT, Chong I, Friedman H, Mammo DA, Ng CL, Nikam VS, Schwartz NU, Xu TQ, Burg MG, Batten SM, Corbeill LM, Enoch E, Ensign JJ, Franks ME, Haiker B, Ingles JA, Kirkland LD, Lorenz-Guertin JM, Matthews J, Mittig CM, Monsma N, Olson KJ, Perez-Aragon G, Ramic A, Ramirez JR, Scheiber C, Schneider PA, Schultz DE, Simon M, Spencer E, Wernette AC, Wykle ME, Zavala-Arellano E, McDonald MJ, Ostby K, Wendland P, DiAngelo JR, Ceasrine AM, Cox AH, Docherty JEB, Gingras RM, Grieb SM, Pavia MJ, Personius CL, Polak GL, Beach DL, Cerritos HL, Horansky EA, Sharif KA, Moran R, Parrish S, Bickford K, Bland J, Broussard J, Campbell K, Deibel KE, Forka R, Lemke MC, Nelson MB, O'Keeffe C, Ramey SM, Schmidt L, Villegas P, Jones CJ, Christ SL, Mamari S, Rinaldi AS, Stity G, Hark AT, Scheuerman M, Silver Key SC, McRae BD, Haberman AS, Asinof S, Carrington H, Drumm K, Embry T, McGuire R, Miller-Foreman D, Rosen S, Safa N, Schultz D, Segal M, Shevin Y, Svoronos P, Vuong T, Skuse G, Paetkau DW, Bridgman RK, Brown CM, Carroll AR, Gifford FM, Gillespie JB, Herman SE, Holtcamp KL, Host MA, Hussey G, Kramer DM, Lawrence JQ, Martin MM, Niemiec EN, O'Reilly AP, Pahl OA, Quintana G, Rettie EAS, Richardson TL, Rodriguez AE, Rodriguez MO, Schiraldi L, Smith JJ, Sugrue KF, Suriano LJ, Takach KE, Vasquez AM, Velez X, Villafuerte EJ, Vives LT, Zellmer VR, Hauke J, Hauser CR, Barker K, Cannon L, Parsamian P, Parsons S, Wichman Z, Bazinet CW, Johnson DE, Bangura A, Black JA, Chevee V, Einsteen SA, Hilton SK, Kollmer M, Nadendla R, Stamm J, Fafara-Thompson AE, Gygi AM, Ogawa EE, Van Camp M, Kocsisova Z, Leatherman JL, Modahl CM, Rubin MR, Apiz-Saab SS, Arias-Mejias SM, Carrion-Ortiz CF, Claudio-Vazquez PN, Espada-Green DM, Feliciano-Camacho M, Gonzalez-Bonilla KM, Taboas-Arroyo M, Vargas-Franco D, Montañez-Gonzalez R, Perez-Otero J, Rivera-Burgos M, Rivera-Rosario FJ, Eisler HL, Alexander J, Begley SK, Gabbard D, Allen RJ, Aung WY, Barshop WD, Boozalis A, Chu VP, Davis JS, Duggal RN, Franklin R, Gavinski K, Gebreyesus H, Gong HZ, Greenstein RA, Guo AD, Hanson C, Homa KE, Hsu SC, Huang Y, Huo L, Jacobs S, Jia S, Jung KL, Wai-Chee Kong S, Kroll MR, Lee BM, Lee PF, Levine KM, Li AS, Liu C, Liu MM, Lousararian AP, Lowery PB, Mallya AP, Marcus JE, Ng PC, Nguyen HP, Patel R, Precht H, Rastogi S, Sarezky JM, Schefkind A, Schultz MB, Shen D, Skorupa T, Spies NC, Stancu G, Vivian Tsang HM, Turski AL, Venkat R, Waldman LE, Wang K, Wang T, Wei JW, Wu DY, Xiong DD, Yu J, Zhou K, McNeil GP, Fernandez RW, Menzies PG, Gu T, Buhler J, Mardis ER, and Elgin SCR
- Subjects
- Animals, Base Composition genetics, Base Sequence, Codon genetics, Female, Gene Expression Profiling, Genes, Insect, Histones metabolism, Protein Processing, Post-Translational genetics, Wolbachia genetics, Chromosomes genetics, Drosophila genetics, Retroelements genetics
- 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., (Copyright © 2017 Leung et al.)
- Published
- 2017
- Full Text
- View/download PDF
12. A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.
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Lopatto D, Hauser C, Jones CJ, Paetkau D, Chandrasekaran V, Dunbar D, MacKinnon C, Stamm J, Alvarez C, Barnard D, Bedard JE, Bednarski AE, Bhalla S, Braverman JM, Burg M, Chung HM, DeJong RJ, DiAngelo JR, Du C, Eckdahl TT, Emerson J, Frary A, Frohlich D, Goodman AL, Gosser Y, Govind S, Haberman A, Hark AT, Hoogewerf A, Johnson D, Kadlec L, Kaehler M, Key SC, Kokan NP, Kopp OR, Kuleck GA, Lopilato J, Martinez-Cruzado JC, McNeil G, Mel S, Nagengast A, Overvoorde PJ, Parrish S, Preuss ML, Reed LD, Regisford EG, Revie D, Robic S, Roecklien-Canfield JA, Rosenwald AG, Rubin MR, Saville K, Schroeder S, Sharif KA, Shaw M, Skuse G, Smith CD, Smith M, Smith ST, Spana EP, Spratt M, Sreenivasan A, Thompson JS, Wawersik M, Wolyniak MJ, Youngblom J, Zhou L, Buhler J, Mardis E, Leung W, Shaffer CD, Threlfall J, and Elgin SC
- Subjects
- Curriculum, Models, Educational, Program Development, United States, Universities, Genomics education
- Abstract
In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates., (© 2014 D. Lopatto et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).)
- Published
- 2014
- Full Text
- View/download PDF
13. A course-based research experience: how benefits change with increased investment in instructional time.
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Shaffer CD, Alvarez CJ, Bednarski AE, Dunbar D, Goodman AL, Reinke C, Rosenwald AG, Wolyniak MJ, Bailey C, Barnard D, Bazinet C, Beach DL, Bedard JE, Bhalla S, Braverman J, Burg M, Chandrasekaran V, Chung HM, Clase K, Dejong RJ, Diangelo JR, Du C, Eckdahl TT, Eisler H, Emerson JA, Frary A, Frohlich D, Gosser Y, Govind S, Haberman A, Hark AT, Hauser C, Hoogewerf A, Hoopes LL, Howell CE, Johnson D, Jones CJ, Kadlec L, Kaehler M, Silver Key SC, Kleinschmit A, Kokan NP, Kopp O, Kuleck G, Leatherman J, Lopilato J, Mackinnon C, Martinez-Cruzado JC, McNeil G, Mel S, Mistry H, Nagengast A, Overvoorde P, Paetkau DW, Parrish S, Peterson CN, Preuss M, Reed LK, Revie D, Robic S, Roecklein-Canfield J, Rubin MR, Saville K, Schroeder S, Sharif K, Shaw M, Skuse G, Smith CD, Smith MA, Smith ST, Spana E, Spratt M, Sreenivasan A, Stamm J, Szauter P, Thompson JS, Wawersik M, Youngblom J, Zhou L, Mardis ER, Buhler J, Leung W, Lopatto D, and Elgin SC
- Subjects
- Attitude, Cooperative Behavior, Data Collection, Faculty, Genome, Genomics education, Humans, Knowledge, Learning, Molecular Sequence Annotation, Program Evaluation, Research Personnel, Self Report, Surveys and Questionnaires, Time Factors, Biology education, Curriculum, Research education
- Abstract
There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit.
- Published
- 2014
- Full Text
- View/download PDF
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