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This article details the outcome of a joint reflective approach undertaken by the authors to identify common difficulties experienced by 2nd‐year undergraduate Biochemistry students in laboratory classes. Difficulties experienced in laboratories can affect the development of hand skills, an understanding of how to correctly operate laboratory equipment and the linkage between didactic content and their experimental demonstration. These difficulties covered were identified based on their common appearance across multiple cohorts and are grouped into five broad areas. The context of the laboratory exercises is detailed and the common difficulties experienced by students are outlined. The potential causes of these difficulties are then discussed along with the approaches and strategies that were implemented to help resolve future occurrences. The approach and resources developed to address these difficulties may help other Biochemistry educators who are facing similar experiences with their undergraduate students. [ABSTRACT FROM AUTHOR]

While Luria and Delbrück's seminal work has found its way to some college biology textbooks, it is now largely absent from those in mathematics. This is a significant omission, and we consider it a missed opportunity to present a celebrated conceptual model that provides an authentic and, in many ways, intuitive example of the quantifiable nature of stochasticity. We argue that it is an important topic that could enrich the educational literature in mathematics, from the introductory to advanced levels, opening many doors to undergraduate research. The paper has two main parts. First, we present in detail the mathematical theory behind the Luria–Delbrück model and make suggestions for further readings from the literature. We also give ideas for inclusion in various mathematics courses and for projects that can be used in regular courses, independent projects, or as starting points for student research. Second, we briefly review available hands-on activities as pedagogical ways to facilitate problem posing, problem-based learning, and investigative case-based learning and to expose students to experiments leading to Poisson distributions. These help students with even limited mathematics backgrounds understand the significance of Luria–Delbrück's work for determining mutation rates and its impact on many fields, including cancer chemotherapy, antibiotic resistance, radiation, and environmental screening for mutagens and teratogens. [ABSTRACT FROM AUTHOR]

A large body of literature has established the benefits of undergraduate research experiences via the traditional apprenticeship model. More recently, several studies have shown that many of these benefits can be recapitulated in course‐based undergraduate research experiences (CUREs) that are more scalable and easier for students to participate in, compared to the apprenticeship‐based research experiences. Many Biology curricula also incorporate more traditional laboratory courses, where students learn to use common laboratory techniques through guided exercises with known outcomes. Indeed, many programs across the nation provide such programs or courses for students early in their careers, with a view toward increasing student interest and engagement in Biology. While there is general consensus that all lab experiences have some benefits for students, very few studies have examined whether either research experiences or learning biological techniques in more traditional lab courses directly impacts student performance in lecture courses. Here, we show that prior familiarity with laboratory techniques does not improve student performance in a lecture course, even if these techniques are directly related to content being taught in the course. However, having prior research experience improves performance in the course, irrespective of whether the research experience included the use of course‐related laboratory techniques. [ABSTRACT FROM AUTHOR]

We pay tribute to Rachlin's work stating that researching and writing for posterity is an act of self‐control and altruism. We show how Rachlin's work influenced a series of seminars at the University of São Paulo (Brazil) based on his book from 1989, Judgment, Decision, and Choice. This influence is illustrated through two empirical exercises conducted during our seminars, where students were actively involved in data collection and analysis. The first exercise is about judgment of randomness involving coin tossing. The second is a replication of a procedure by Jones and Rachlin (2006) about social discounting of monetary quantities. We use these empirical examples to highlight some of Rachlin's major contributions to the science of behavior and their implications to our seminars and to ourselves as researchers. [ABSTRACT FROM AUTHOR]

Experiential learning is compromised in meeting the educational demands of our students during the challenging time of the COVID‐19 pandemic. A more inclusive, flexible, and objective‐oriented experiential learning environment is required. In this context, module‐based experiential learning that is executable on a digital platform was designed. The learning module focused on protein biochemistry, contained a combination of asynchronous and synchronous activities categorized into 'Knowledge Hub' and 'Lab‐based Movie', across 5 weeks. Digital and module‐based experiential learning provides equitable, inclusive, and flexible access to students at remote locations. Furthermore, it is an objective‐oriented and highly organized experiential learning framework that encourages students to engage and participate more in the learning process. [ABSTRACT FROM AUTHOR]

Laboratory courses should cultivate enthusiasm for research and an appreciation for real‐world scientific challenges to retain undergraduate students and encourage them to pursue STEM‐related careers. Course‐based undergraduate research experiences (CURE) have emerged as an inclusive pedagogical model that facilitates laboratory skill development, while also improving self‐efficacy and critical thinking skills. Herein, an innovative research‐inspired Ames test for mutagenicity project is described. Students choose their own project theme and investigate substances using both TA98 and TA100 strains of Salmonella typhimurium to evaluate the potential for frameshift mutations and base‐pair substitutions, respectively. An appropriate test concentration of each substance is first determined via a cytotoxicity assay, providing an additional learning opportunity. Students also study the mutagenicity of test substance metabolites using commercially available rat liver extracts to simulate metabolism. Overall, these experiences provide a comprehensive research project with high relevancy to human health and real‐world importance. This laboratory module was assessed using CURE pre‐ and post‐course surveys to evaluate learning gains and benefits. Assessment data illustrated that students appreciated the discovery aspect of the research project and gained skills related to reading scientific literature and effective poster presentations. Student‐reported benefits of research project participation included learning new laboratory techniques, enhanced scientific writing skills, an increased tolerance for and understanding of common research challenges, and the confidence to tackle more complex research endeavors. Narrative feedback from students was very positive, with project highlights being the opportunity to select their own test substances and create new knowledge, as well as the analysis of results. [ABSTRACT FROM AUTHOR]

The COVID‐19 outbreak has disrupted undergraduate students' experiments since their access to the laboratory is limited. To address this problem, the bacteria and detergent residues on undergraduate students' dinner plates were investigated by the students in the dormitories. Five different types of dinner plates from 50 students were collected, which were cleaned with detergent and water in the same way and naturally dried. Then, Escherichia coli (E. coli) test papers and sodium dodecyl sulfonate test kits were used to understand the bacteria and detergent residuals. Commonly available equipment such as a yogurt maker was used for bacterial culture; detergent analyses were performed using centrifugation tubes. Effective sterilization methods and safety protection were achieved by dormitory available methods. According to the investigated results, the students found the differences in bacteria and detergent residuals between different dinner plates and made suitable choices for the future. [ABSTRACT FROM AUTHOR]

This paper deals with an experiment during the bachelor’s study at the Department of Chemistry, FPE UWB in Pilsen and its importance for the training of future chemistry teachers. The focus of the work is in the organization and content of laboratory exercises in organic chemistry. This ranges from the classic concept of laboratory exercises to procedures appropriate to current legislation and pursuing economic and environmental considerations. The exercises are spread over six working days and include work with smaller quantities of substances in addition to macro scale work. Particular attention is paid to the preparation of ethyl acetate using the classical method, including analysis of the individual steps of the procedure. A modified esterification procedure suitable for use in secondary education is also mentioned. In addition to work based on synthesis, the isolation of natural substances is also applied. Much attention is paid to the work on the stabbing and chromatographic methods. The importance of quoted sources for a deeper understanding of the incremental problems of certain procedures is highlighted. [ABSTRACT FROM AUTHOR]

The pandemic caused major shifts in the delivery of education worldwide. In the teaching of medical biochemistry, the greatest impact was towards the delivery of traditional laboratory simulations. In this study, we highlight the benefits and barriers encountered in the use of virtual laboratories (vLABs) to substitute traditional laboratory practicals. The subjects were a class of 271 medical students at the Faculty of Medicine, Hasanuddin University, all freshman undergoing the Biomedicine Block. The study assessed the use of a commercial vLAB on antibodies and blood typing procedures, which were implemented using our four‐step model of vLAB implementation. Collected data include the lecturer‐assigned pre‐ and post‐test result, built‐in vLAB assessment result of the student first and best attempts, a student perception questionnaire based on a 5‐point Likert scale, and an open ended questionnaire regarding student perceptions of the advantages and disadvantages of the vLAB. We observed a remarkable increase of lecturer assigned pre‐ and post‐test scores and built‐in first and best attempt scores (p < 0.0001, Wilcoxon signed rank test). A majority of students reported increased motivation when using the vLABs, and favored the ability of mastery through repetition. However, technical and language barriers were highlighted by students during the vLAB implementation. We demonstrate a successful implementation of commercial vLABs in a cohort of non‐native English speakers using our four‐step approach. Implementation requires strong support from faculty to address technical and language barriers that arise during use of vLABs. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and the resulting “lockdown” have forced many medical schools to shift from traditional “face-to-face” teaching methodologies and embrace full online delivery. Although lectures and tutorials are readily communicated by this approach, the execution of laboratory exercises is much more difficult. To overcome these challenges, face-to-face laboratory sessions were replaced by a blended learning approach in which students were provided instructional material online and then required to conduct the laboratory exercises at home. These laboratory exercises made use of easily accessible household materials and mobile applications. A self-report survey was designed to assess students’ perception of their learning experience and attitudes to the home-based laboratory exercises. The survey consisted of 16 questions that students had to respond to using a 5-point Likert scale. Students were also allowed to provide open responses to select questions. Overall, the 80% of students that completed the survey expressed strong satisfaction with their learning experience and were enthusiastic toward home-based laboratory exercises. However, concerns about not being able to complete particular face-to-face exercises that required specialized equipment were expressed. Several students proposed a combined approach going forward. Our results show that home-based laboratory exercises offer a multimodal option that enriches the learning curriculum by engaging students in “hands-on” bespoke practicals using inexpensive household materials. [ABSTRACT FROM AUTHOR]

ABSTRACT American Society for Microbiology Curriculum Guidelines highlight the importance of enabling students to think critically and learn by doing research. Moreover, information in biology, especially genetics and biotechnology, increases too rapidly for instructors to teach everything. To increase students’ interest and comprehension of important core genetic concepts and to encourage students to practice scientific investigation, we designed a research module for upper-level biology/genetics students to examine oral bacteria. Students extracted their own oral microbial DNA and amplified and analyzed with general genus- and species-specific 16S rRNA PCR primers. The microbial DNA samples were also amplified with conserved bacteria 16S rRNA primers and the amplicons TOPO cloned (topoisomerase-based cloning) and Sanger sequenced. Lastly, the metagenomic microbial DNA samples were also sequenced by Illumina next-generation sequencing and analyzed with bioinformatics tools. We have implemented the module in three iterations of an undergraduate class at a small, liberal arts college. The project culminates in a poster presentation that the students on average performed in a high B range. Pre- and postsurvey analysis of student learning gains revealed significant student learning (P < 0.05 one-tailed, paired Wilcoxon signed ranked test, n = 23). Next, we surveyed student perceptions of the activity by a self-assessment. Significantly more than the medians, the students enjoyed the inquiry-driven module and considered it more effective in teaching about PCR and other molecular genetics concepts than the traditional prescribed laboratory exercises. We conclude that this microbe laboratory module induces research interest and is useful in teaching important genetics concepts.

A computational biochemistry laboratory, fitted for bioinformatics students, is presented. The molecular dynamics package GROMACS is used to prepare and simulate a solvated protein. Students analyze the trajectory with different available tools (GROMACS and VMD) to probe the structural stability of the protein during the simulation. Students are also required to make use of Python libraries and write their own code to probe non‐covalent interactions between the amino acid side chains. Based on these results, students characterize the system in a qualitatively approach but also assess the importance of each specific interaction through time. This work mobilizes biochemical concepts and programming skills, fostering critical thinking and group work and developing presenting skills. [ABSTRACT FROM AUTHOR]

To survive, complex organisms must maintain homeostasis by coordinating the activity of interacting, hierarchical systems. This is a core biological idea in the Next Generation Science Standards and one that many students find challenging. The most common lab exercise used to introduce homeostasis - a mini-experiment in which students measure how physical activity affects their pulse and respiratory rate - fails to show any direct evidence of internal stability. In this article, we describe how modifying this lab using an inexpensive pulse oximeter rectifies this shortcoming, giving students the ability to collect laboratory data that show both change and dynamic stability. [ABSTRACT FROM AUTHOR]

The year 2020 will forever be remembered as a season of pandemic teaching due to rising COVID‐19 infections. Institutions of higher learning abruptly changed from in‐person to online in attempts to minimize COVID‐19 spread. Due to this, we created and taught online cell biology labs in response to the COVID‐19 campus shutdown. Our virtual cell biology lab course emphasized molecular and cellular biology methods that can be used to study cells. Our report includes cell biology lab descriptions, learning outcomes, skills learned, lab set up and format, virtual tools used, lab sources, and lessons learned. We show how creative online lab alternatives can provide students valuable scientific learning experiences when in‐person learning is not possible. [ABSTRACT FROM AUTHOR]

Undergraduate biology laboratories emphasize hands‐on skills. Typically, descriptions of manual techniques are delivered via written instruction. Custom‐produced prelab instructional videos, which augment prelab instruction, have come into wider use in recent years. However, institutional and economic barriers can interfere with video production at all colleges and universities. In such cases, professionally produced laboratory instructional videos provide an attractive alternative. We hypothesized that students who watch short, professionally produced instructional videos before performing a laboratory would feel more confident and achieve greater learning gains than students whose prelab instruction was limited to handouts. For this proof of concept study, we investigated the value added when students watched a brief video, twice per lab, in an intermediate molecular biology course at a small, liberal arts university, and in a nonmajors biology course at a large, public research university. Both video and nonvideo comparison groups were administered a pre‐ and postlab exams. A postlab self‐efficacy survey was also administered to video groups. Our results reveal that in three out of the four laboratory classes, students who watched professional instruction videos performed significantly better in both pre‐ and postlab exams. For these students, we observed up to a two‐fold increase in test scores on scientific concepts and techniques. For all classes, most of the video group students reported that the video contributed to their confidence, comprehension of concepts, and understanding of how to conduct the lab. We conclude that professional instructional videos may address production barriers and have the potential to effectively enhance undergraduate science curricula and significantly improve students' performance. [ABSTRACT FROM AUTHOR]

Laboratory pedagogy is moving away from step‐by‐step instructions and toward inquiry‐based learning, but only now developing methods for integrating inquiry‐based writing (IBW) practices into the laboratory course. Based on an earlier proposal (Science 2011;332:919), we designed and implemented an IBW sequence in a university bioinformatics course. We automatically generated unique, double‐blinded, biologically plausible DNA sequences for each student. After guided instruction, students investigated sequences independently and responded through IBW writing assignments. IBW assignments were structured as condensed versions of a scientific research article, and because the sequences were double blinded, they were also assessed as authentic science and evaluated on clarity and persuasiveness. We piloted the approach in a seven‐day workshop (35 students) at Perdana University in Malaysia. We observed dramatically improved student engagement and indirect evidence of improved learning outcomes over a similar workshop without IBW. Based on student feedback, initial discomfort with the writing component abated in favor of an overall positive response and increasing comfort with the high demands of student writing. Similarly, encouraging results were found in a semester length undergraduate module at the National University of Singapore (155 students). [ABSTRACT FROM AUTHOR]

The present pandemic has hurled organizations into a new social "norm"—and academia is not exempt. As a result, a novel pedagogy has evolved, demanding mechanisms of social distance teaching and learning be developed. This new era in education has learning institutions acquiring, adapting or even designing online STEM labs for physical science courses—replacing face‐to‐face teaching laboratory settings. The difficulty of designing science practicum that promotes student engagement and relates scientific principles to "real life" has heightened as we shift to more online instruction. Therefore, a necessity to develop contemporary methods of promoting student engagement and participation in an online learning environment has become apparent. Here, a virtual lab course designed for health science majors, utilized an online lab module and, with the use of a learning management system, adapted it to illustrate the principles of specific heat capacity in "real life": hot coffee. Students enrolled in the lab course were able to perform a virtual lab, complete calculations, compare calculated and experimental values, and relate the experimental chemistry topics to healthcare in a lab report. Following the lab experience, students completed an anonymous and voluntary qualitative survey in which they recommended this lab exercise for future classes. [ABSTRACT FROM AUTHOR]

The recent COVID‐19 pandemic has led to widespread lock‐down strategies that force universities to perform all educational activities remotely. In this context, laboratory lessons pose a significant challenge. Here, I present an on‐line tool that simulates the kinetics of chemical reactions. Enzymatic mechanisms can be easily modeled and followed through time. In addition, professors can customize the interface to hide the reaction mechanism. This setting will force students to design virtual experiments to uncover the mechanism and obtain the relevant enzymatic parameters. While some of the skills developed in a practical lesson cannot be simulated, this tool can be used to teach students important concepts about data acquisition and processing. [ABSTRACT FROM AUTHOR]

Undergraduate laboratory courses, owing to their larger sizes and shorter time slots, are often conducted in highly structured modes. However, this approach is known to interfere with students' engagement in the experiments. To enhance students' engagement, we propose an alternative mode of running laboratory courses by creating some "disorder" in a previously adopted structure. After performing an experiment in the right way, the students were asked to repeat the experiment but with a variation at certain steps leading to the experiment being done the "wrong" way. Although this approach led to fewer experiments being conducted in a semester, it significantly enhanced the students' involvement. This was also reflected in the students' feedback. The majority of students preferred repeating an experiment with a variant protocol than performing a new experiment. Although we have tested this inquiry‐based approach only for an undergraduate laboratory course in molecular biology, we believe such an approach could also be extended to undergraduate laboratory courses of other subjects. [ABSTRACT FROM AUTHOR]

In this article, we describe an in‐house polymerase chain reaction‐sequence specific priming (PCR‐SSP) assay designed for undergraduate medical students as part of the experimental pathogen biology and immunology (EPBI) course. It screens human leukocyte antigen (HLA)‐DR2 allotype from genomic DNA samples using a rapid and single‐tube PCR technique, yielding definitive typing result without conventional post‐amplification step like probing or Sanger sequencing. This laboratory exercise offers the undergraduate medical students an opportunity to learn about current molecular biology techniques in HLA genotyping with limited effort and cost, in addition to a better understanding of concepts presented in the classroom lectures. Upon completing this experiment module, the students show statistically significant improvement in several key indexes, such as the knowledge about the mainstream HLA DNA typing techniques, awareness of the relevance of this knowledge for their future scientific research, immunogenetics‐related basic laboratory skills they acquire, and interest and desire for mastering this assay (all p <.05). This easy to implement set of experiments is composed of a two‐session lab module occupying eight teaching hours, and has been run successfully in our laboratory. [ABSTRACT FROM AUTHOR]

As money for animal facilities at colleges and universities has declined, so too has the accessibility of students to hands-on experiences with animals (Abramson, Wallisch, et al., 1999). However, we know that laboratory experiences with animals provide students with better ideas of the challenges and joys of animal research (Abramson et al., 1996). Faculty can be creative about using local resources or even their own pets to teach simple experiments in comparative psychology. This paper describes an animal laboratory utilizing locally available animals to test understanding of the human communicative gesture of pointing. Outcomes of the laboratory provide interesting discussion for students, and students enjoy the experiences of using live animals to learn about comparative psychology. [ABSTRACT FROM AUTHOR]

The ability to separate, identify, and quantify proteins from complex mixtures are key foundational methods across biochemistry teaching and research. In particular, enzyme‐linked immunosorbent assay (ELISA) is an important technique that is used to measure antigen concentrations in both industry and academia. There are four categories of ELISA, direct, indirect, competitive, and sandwich, each with their own applications. Sandwich ELISAs are used to determine antigen concentrations from complex mixtures of protein, such as a cell lysates, and are regularly used as medical diagnostics to diagnose illness and diseases ranging from hepatitis to celiac disease. One major problem with teaching the sandwich ELISA technique to students is the prohibitive cost due to the need to coat a 96‐well plate with a capture antibody. One solution to this problem would be to significantly reduce the role of each student in the lab, but this does not adequately prepare students to perform the procedure in a research or industry lab. Instead, this laboratory exercise teaches students the procedural knowledge needed to perform a direct sandwich ELISA, but uses a simulated experience performed within a wet‐lab environment. The presented scenario is the analysis of phosphorylated proteins within a synthetic signaling pathway, but because the lab uses simulated samples, it can be tailored to different topics and educational aims. The procedure is 10‐ to 26‐fold less expensive per student to deploy than an authentic sandwich ELISA. Students in the course report that the ELISA lab significantly strengthened the connection between theory and practice. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):67–73, 2020. [ABSTRACT FROM AUTHOR]

X‐ray crystallography provides structural information of molecules at the atomic level, being a central technique at the forefront of science and technology. However, crystallography teaching is not usually implemented in biochemistry lab classes due to its complex execution by nonexpert users. Here, we report the basic step‐by‐step workflow performed by crystallographers in order to solve the three‐dimensional structure of a protein. All these activities were executed in a course for Latin‐American graduate students with no previous knowledge on X‐ray crystallography entitled "Crystallography in Structural Biology: why do we need a protein crystal, and how do we get it?." We would like to share our experience with the educational research community, with the main purpose being to enrich teaching in biochemistry and structural molecular biology by performing a series of interesting laboratory and computer experiments. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):700–707, 2019. [ABSTRACT FROM AUTHOR]

The CRISPR/Cas9 system is a powerful tool for gene editing and it has become increasingly important for biology students to understand this emerging technique. Most CRISPR laboratory teaching modules use complex metazoan systems or mammalian cell culture which can be expensive. Here, we present a lab module that engages students in learning the fundamentals of CRISPR/Cas9 methodology using the simple and inexpensive model system, Saccharomyces cerevisiae. Students use CRISPR/Cas9 and nonhomologous end joining to generate frameshift insertion and deletion mutations in the CAN1 gene, which are easily selected for using media plates that have canavanine. DNA sequencing is also performed to determine what type of mutation occurred in gene‐edited cells. This easy to implement set of experiments has been run as both a 5‐week and a shorter 3‐week lab module. Learning assessments demonstrate increased understanding in CRISPR‐related concepts as well as increased confidence using molecular techniques. Thus, this CRISPR/Cas9 lab module can be added to an existing Genetics, Microbiology, or Molecular Biology lab course to help undergraduate students learn current gene editing techniques with limited effort and cost. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):573–580, 2019. [ABSTRACT FROM AUTHOR]

Active‐learning strategies such as undergraduate research courses and course‐based undergraduate research experiences (CUREs), which engage students in the practical experiments, have been reported as efficient ways for effective teaching and training of graduating students. Recently, many practical examples have been published in various fields to develop critical skills needed by undergraduate students for graduate school or the workforce; however, very few examples have been published for bioanalytical topics, specifically, Liquid Chromatography–Mass Spectrometry (LC–MS–MS). Herein, we describe an innovative undergraduate research course that was used to train well‐prepared graduating seniors on LC–MS–MS and in developing a sensitive method for detecting vitamin B9 (folic acid) levels in different milk samples. During this semester‐long exercise, the students were exposed to literature review, basic UV–Vis spectroscopy, and HPLC and LC–MS–MS techniques. Additionally, as part of this laboratory‐based research course, they researched published approaches on analyzing folic acid in food samples and devised a method to extract and quantify folic acid levels in different brands of milk using LC–MS–MS instruments. Feedback from students and faculty members was very positive as the students felt that this opportunity helped them to become more comfortable using HPLC and LC–MS–MS instruments and felt empowered to answer real‐life analytical problems. This laboratory‐based undergraduate research course can also be modified and used as an advanced bioanalytical laboratory exercise in biochemistry or analytical chemistry courses. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):228–238, 2019. [ABSTRACT FROM AUTHOR]

This sequence of labs was developed for an upper level undergraduate cell biology course at Fairfield University. The labs are based on the use of the K562 human erythroleukemia cell line, a model system that is exceptionally amenable to an undergraduate cell biology lab course due to its ease of maintenance and propagation and usefulness for studies of growth, death, and differentiation. The sequence of labs is conducted over a 6‐week period, following a series of weekly cell biology labs covering basic cell and molecular biology techniques. Together, the lab series has four primary objectives 1) to teach students how to culture and maintain mammalian cells; 2) to build student competency in standard cell biology techniques; 3) to demonstrate the role of growth factors on cell proliferation and viability; and 4) to provide students with an opportunity to use these cells in an independent investigation on cell differentiation. We provide examples of student data and offer a range of experimental measurements depending on institutional capacity and facilities. Our assessment data suggest that students find great value in this lab series, enhancing their comprehension of key concepts, acquisition of important lab skills, and depth of understanding of the research process. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):263–271, 2019. [ABSTRACT FROM AUTHOR]

Many laboratory courses consist of short and seemingly unconnected individual laboratory exercises. To increase the course consistency, relevance, and student engagement, we have developed a research‐inspired and project‐based module, "From Gene to Structure and Function". This 2.5‐week full‐day biochemistry and structural biology module covers protein expression, purification, structure solving, and characterization. The module is centered around the flavodoxin‐like protein NrdI, involved in the activation of the bacterial ribonucleotide reductase enzyme system. Through an in‐depth focus on one specific protein, the students will learn the basic laboratory skills needed in order to generate a broader knowledge and breadth within the field. With respect to generic skills, the students report their findings as a scientific article, with the aim to learn to present concise research results and write scientific papers. The current research‐inspired project has the potential of being further developed into a more discovery‐driven project and extended to include other molecular biological techniques or biochemical/biophysical characterizations. In student evaluations, this research‐inspired laboratory course has received very high ratings and been highly appreciated, where the students have gained research experience for more independent future work in the laboratory. © 2019 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 47(3):318–332, 2019. [ABSTRACT FROM AUTHOR]

The article addresses various forms and methods of teaching physics for undergraduate students at technical faculties of O&G Institutes. These methods allows lectures to provide an optimal way for students to study physics in conditions of cutting down the time for learning this discipline. The authors discuss the modern teaching methods and technologies used in the educational process at the Physics Department of Almetyevsk State Oil Institute. The importance of interdisciplinary communication is noted. An efficiency of score-rating system in the current and final assessment of students' knowledge is shown.

One significant impact of the COVID‐19 pandemic for educators in forensic science was adapting what is traditionally a very applied field to a virtual learning environment. Because of this, science classes with a practical laboratory component had to implement significant adjustments to ensure that student learning objectives were still met, including practical elements. To provide learners with an alternative to a traditional lab exercise in forensic entomology, we designed an exercise to be conducted completely remotely to instruct students in how to identify a real unknown specimen using a hypothetical phylogenetic tree they create. Students retrieved data and make predictions using public databases, generate phylogenies based off sequence data, and finally determine the identity of the unknown sequence provided. This lab replacement exercise has been adapted to be accessible to learners from different academic levels and takes the length of one two‐and‐a‐half‐hour lab period to complete. Through creating this resource, we have been able to link molecular systematics to forensic education and provide learners who download this publicly available exercise insight into how forensic questions are answered. [ABSTRACT FROM AUTHOR]

Colleges and universities are learning to provide relevant virtual lab experiences for students due to the COVID‐19 pandemic. Even schools attempting in‐person instruction often need to utilize virtual experiences for students absent due to quarantine or illness. Much of biochemistry is amenable to molecular visualization and/or computational study; however, many faculty face learning how to utilize new computational and molecular visualization software. We present a set of virtual lab exercises with detailed instructions to engage students in the discovery of novel antiviral compounds against the SARS‐CoV‐2 main protease. [ABSTRACT FROM AUTHOR]

Lab courses are a significant component of biochemistry and molecular biology (BMB) education. In teaching the labs, we combine established techniques with novel approaches. Lab formats have also moved from traditional cookbook style labs to guided inquiry to course‐based undergraduate research experiences (CUREs), where faculty bring their own research interests into the course setting with a larger number of students in a much more restricted time frame. This presentation is designed to explore some of these ideas and challenge the reader to introduce research opportunities to all students, not just the smaller group of students in their research labs. [ABSTRACT FROM AUTHOR]

DNA analysis is a common diagnostic tool in healthcare: ranging from microbial typing (e.g. DNA strands of viral, bacterial and even fungal pathogens), oncological screen (e.g. Breast cancer detection via DNA analysis of any BRCA gene mutations), genetic amniocentesis test (a medical technique used in determining chromosomal conditions such as down syndrome in the fetus) and a host of other medical diagnostics based on the knowledge of deoxyribonucleic acid (DNA) and the genetic information carried in this macromolecule. However, such a wide‐range of medical diagnostic mechanisms using DNA begs the question: How much does the undergraduate health sciences and/or non‐major students understand about the basic biochemical properties of DNA? Here, a virtual lab module was used (with the addition of Pre and Post Lab Questions and a Discussion Topic relating DNA to Healthcare) along with a learning management system, to help undergraduate health sciences students visualize the biochemical properties of DNA molecule, such as binding constant and Gibbs free energy of binding. This lab was adapted to offer a platform on which an Instructor can design steps for students to explore the DNA nucleotide binding module during a time in which social distance curricula is necessary. [ABSTRACT FROM AUTHOR]

Vi presenterar resultat från en pågående omläggning av laborationerna i fysik för civilingenjörsstudenter till en projektbaserad arbetsform baserad på enkla försök med tydliga ingenjörsbetonade uppgifter. Studenternas svar på en kursutvärdering och observationer i laboratoriesalen ligger till grund för en analys av studenternas respons till förändringen. De studenter som förstått idén bakom omläggningen förefaller vara positiva, samtidigt som examensfokuserade studenter tycks anse laboratoriearbete som slöseri med tid. Vi diskuterar de problem som uppstår ur studentperspektiv från en utbildnings- och studiekontext, och den roll harmonisering med både studieprogram och examensformer spelar för att uppnå optimalt resultat. Vi diskuterar också assistenternas ökade roll i en projektbaserad laborationsform, särskilt vid massundervisning. Nøkkelord: Laboratorieøving, fysikk, projektbasert, sivilingeniørstudier, omstrukturering.

The practice of RNA isolation in undergraduate experimental courses is rare because of the existence of robust, ubiquitous and stable ribonucleases. We reported here modifications to our original protocol for RNA isolation from plant tissues, including the recovery of nucleic acids by ethanol precipitation at 0 8C for 10 min and the assessment of RNA quality by visualizing the banding profile of the separated RNAs on a standard nondenaturing agarose gel to shorten the duration of the whole procedure and simplify the operation. As a result, the modified procedure, including RNA isolation and quality control analysis could be finished in 4 hr and divided into two sessions. Because endogenous ribonucleases released upon disruption of the organelles and vacuoles were effectively and quickly inactivated, measures were taken to protect RNA integrity throughout the whole procedure so that total RNA with high purity and integrity as well as an appropriate yield could be obtained by students. The RNA isolation protocol described here was simple, efficient, flexible, and low cost. Therefore, it is an ideal approach for undergraduates to learn about RNA techniques. The pedagogical approach of the correlation of experimental work with the rationale for the whole protocol described in this report is an effective way for undergraduates to improve their learning of the techniques of RNA isolation and analysis and the theories behind them, as well as experimental design and data analysis. [ABSTRACT FROM AUTHOR]

Abstract: Assessment is a central component of course curriculums and is used to certify student learning, but it can also be used as a tool to improve teaching and learning. Many laboratory courses are structured such that there is only a grade for a particular laboratory, which limits the insights that can be gained in student learning. We developed a laboratory program that incorporates assessments designed to probe student understanding of different components of the individual modules making up the program. The challenge was to analyze and present grades from these assessment tasks in a format that was readily interpretable by academics. We show that a simplified synthesis of grade distributions (grade distribution digests) provides sufficient information to make decisions about changes in course components. The main feature of the digests is its data visualization approach, where student grades for individual laboratory practicals, individual assessment tasks or individual assessment items are graphically presented as an overall average grade, an average top quartile grade and an average bottom quartile grade, and relative averages across all assessments. This ability to visualize student grades in variety of contexts enables academics with many other demands on their time (e.g. research and administration) to more efficiently identify ways to improve teaching delivery and learning outcomes. Examples are presented of the use of such data to identify and improve deficiencies in both student skills and teaching practice, resulting in improved learning outcomes. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):130–140, 2018. [ABSTRACT FROM AUTHOR]

The laboratory for renewable energy sources of the Higher Education Technical School of Professional Studies in Novi Sad (Serbia) contains the equipment regarding solar and thermal techniques, based on the implementation of solar panels, heat pumps and a pellet stove. Photovoltaic systems include the implementation of static photovoltaic panels, trackers and inverters for power supply of autonomous consumers. In addition, the laboratory is equipped with modern systems of internal and external lighting, a wind generator with accompanying inverter, elements of smart installations and fuel cell systems for laboratory measurements. This paper presents experiences in the implementation of the photovoltaic systems in the educational process through laboratory exercises. The specification of the laboratory equipment, the methodology of work, as well as the electrical schemes of experiments of open circuits and short circuit, recording of electricity-voltage characteristics, tracking the maximum power point, serial and parallel connection and shading of photovoltaic cell are presented. The second group of the trial is performed on the "off grid" photovoltaic system set in the schoolyard and connected to the appropriate inverter with the autonomous group of consumers. The paper presents the results of laboratory measurements, issues for discussion, evaluation of the performance and conclusions. [ABSTRACT FROM AUTHOR]

Students' understandings of foundational concepts such as noncovalent interactions, pH and p Ka are crucial for success in undergraduate biochemistry courses. We developed a guided-inquiry activity to aid students in making connections between noncovalent interactions and pH/p Ka. Students explore these concepts by examining the primary and tertiary structures of immunoglobulin G (IgG) and Protein A. Students use PyMOL, an open source molecular visualization application, to (1) identify hydrogen bonds and salt bridges between and within the proteins at physiological pH and (2) apply their knowledge of pH/p Ka to association rate constant data for these proteins at pH 4 and pH 11. The laboratory activity was implemented within a one semester biochemistry laboratory for students majoring in allied health disciplines, engineering, and biological sciences. Several extensions for more advanced students are discussed. Students' overall performance highlighted their ability to successfully complete tasks such as labeling and identifying noncovalent interactions and revealed difficulties with analyzing noncovalent interactions under varying pH/p Ka conditions. Students' evaluations after completing the activity indicated they felt challenged but also recognized the potential of the activity to help them gain meaningful understanding of the connections between noncovalent interactions, pH, p Ka, and protein structure. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):528-536, 2017. [ABSTRACT FROM AUTHOR]

The undergraduate biochemistry laboratory curriculum is designed to provide students with experience in protein isolation and purification protocols as well as various data analysis techniques, which enhance the biochemistry lecture course and give students a broad range of tools upon which to build in graduate level laboratories or once they begin their careers. One of the most common biochemistry protein purification experiments is the isolation and characterization of cytochrome c. Students across the country purify cytochrome c, lysozyme, or some other well-known protein to learn these common purification techniques. What this series of experiments lacks is the use of sophisticated instrumentation that is rarely available to undergraduate students. To give students a broader background in biochemical spectroscopy techniques, a new circular dichroism (CD) laboratory experiment was introduced into the biochemistry laboratory curriculum. This CD experiment provides students with a means of conceptualizing the secondary structure of their purified protein, and assessments indicate that students' understanding of the technique increased significantly. Students conducted this experiment with ease and in a short time frame, so this laboratory is conducive to merging with other data analysis techniques within a single laboratory period. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):515-520, 2017. [ABSTRACT FROM AUTHOR]

It will always remain a goal of an undergraduate biochemistry laboratory course to engage students hands-on in a wide range of biochemistry laboratory experiences. In 2006, our research group initiated a project for in silico prediction of enzyme function based only on the 3D coordinates of the more than 3800 proteins 'of unknown function' in the Protein Data Bank, many of which resulted from the Protein Structure Initiative. Students have used the ProMOL plugin to the PyMOL molecular graphics environment along with BLAST, Pfam, and Dali to predict protein functions. As young scientists, these undergraduate research students wanted to see if their predictions were correct and so they developed an approach for in vitro testing of predicted enzyme function that included literature exploration, selection of a suitable assay and the search for commercially available substrates. Over the past two years, a team of faculty members from seven different campuses (California Polytechnic San Luis Obispo, Hope College, Oral Roberts University, Rochester Institute of Technology, St. Mary's University, Ursinus College, and Purdue University) have transferred this approach to the undergraduate biochemistry teaching laboratory as a Course-based Undergraduate Research Experience. A series of ten course modules and eight instructional videos have been created () and the group is now expanding these resources, creating assessments and evaluating how this approach helps student to grow as scientists. The focus of this manuscript will be the logistical implications of this transition on campuses that have different cultures, expectations, schedules, and student populations. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):426-436, 2017. [ABSTRACT FROM AUTHOR]