Re‐designing Biochemistry Laboratory to Implement BASIL CURE: from Structure to Function, from Student to Researcher
Re‐designing Biochemistry Laboratory to Implement BASIL CURE: from Structure to Function, from Student to Researcher
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重新设计生物化学实验室以实施BASIL CURE：从结构到功能，从学生到研究员
DOI：
10.1096/fasebj.2020.34.s1.07279
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Craig, Paul A.
中科院分区：
文献类型：
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作者：
Goodman, Anya L.;Jones, Eric M.;Laubscher, Andrea M.;Henry, Jack;Craig, Paul A.
基于课程的本科生研究体验（CURE）最近已成为传统科学实验室教学的替代方案。跨机构的教师社区帮助众包课程设计和评估，并促进数据共享和故障排除。作为生物化学真实科学探究实验室 (BASIL) 社区的参与者，我们重新设计了高级生物化学实验室课程以纳入 CURE。 BASIL 的科学目标侧重于表征已知结构和未知功能的蛋白质的生化活性。 BASIL 课程（在 GitHub https://basilbiochem.github.io/basil/ 上免费提供）包括蛋白质功能的计算预测、蛋白质纯化以及生化活性和动力学分析的模块。在四年的时间里，我们的实施不断发展，以适应当地的需求和限制，并解决我们一路上遇到的技术、后勤和教学挑战。我们根据 CURE 课程设计的建议（Kloser 等，2011）和 CURE 的五个维度（科学实践、发现、相关性、协作和迭代；Auchincloss 等，2014）讨论这种演变。我们实施的三个主要挑战包括 1) 将研究培训从“学徒”模式扩展到课堂，2) 将课程学习目标、活动和评估与研究目标保持一致，为富有成效的斗争创造最佳条件，3) 学生的支持。CURE 的实施在预定课程中研究实验的时间安排、设备的可用性、试剂请求和危险废物的管理方面提出了挑战。教学支持人员 (AML) 对于克服许多后勤、技术和教学挑战至关重要。此外，在课外从事研究项目的本科生通过开发新协议、测试新蛋白质或使用课程范围之外的工具生成计算预测，为 CURE 做出了贡献。为了了解我们课程中的学生是否/如何培养实验室研究技能，我们开始评估 Irby 等人之前定义的预期学习成果。 (2018)，重点关注学生对蛋白质纯化实验的评价。初步评估结果揭示了学习困难，并导致教学活动的修改，包括使用模拟实验。为了衡量学生的挫败感并帮助学生提高元认知技能，我们要求学生在每周简短的结构化日记中反思他们的经历。学生对失败实验的负面看法可能源于固定心态，需要额外的干预。支持或资助信息由 NSF‐IUSE #1503676 提供给 ALG，#1710538 提供给 ALG 和 EMJ； 1503811 和 1709170 PAC。
Course‐based undergraduate research experiences (CUREs) have recently emerged as an alternative to traditional science laboratory instruction. Cross‐institutional faculty communities help crowd‐source curricular design and assessment, as well as facilitate data sharing and trouble‐shooting. As participants in the Biochemistry Authentic Scientific Inquiry Laboratory (BASIL) community, we re‐designed our upper level biochemistry laboratory course to incorporate CURE. Scientific objectives of BASIL focus on characterizing biochemical activities of proteins with known structure and unknown function. BASIL curriculum (freely available on GitHub https://basilbiochem.github.io/basil/) includes modules on computational predictions of protein function, protein purification, and analysis of biochemical activity and kinetics.Over the course of four years, our implementation has evolved to accommodate local needs and constraints and to address technical, logistical and pedagogical challenges we encountered along the way. We discuss this evolution in light of recommendations for CURE course design (Kloser et al., 2011) and the five dimensions of CURE (scientific practices, discovery, relevance, collaboration, and iteration; Auchincloss et al., 2014). Three main challenges for our implementation included 1) scaling of research training from the “apprentice” model to the classroom, 2) alignment of course learning objectives, activities and assessments with research goals to create optimal conditions for productive struggle, 3) student buy‐in.CURE implementation presents challenges with timing of research experiments in a scheduled course, availability of equipment, management of reagent requests and hazardous waste. Instructional support staff (AML) was critical for overcoming a number of logistical, technical and pedagogical challenges. In addition, undergraduate students pursuing research projects outside of class contributed to the CURE by developing new protocols, testing new proteins or generating computational predictions using tools that were outside the scope of the course. To understand if/how students in our course develop laboratory research skills, we began assessing anticipated learning outcomes previously defined by Irby et al. (2018), focusing on students’ evaluation of protein purification experiments. Initial assessment results revealed learning difficulties and led to modifications in instructional activities, including use of simulated experiments. To gauge student frustration and to help students improve their metacognitive skills, we asked students to reflect on their experiences in short weekly structured journal entries. Students’ negative perceptions of failed experiments, potentially, rooted in fixed mindset, require additional intervention.Support or Funding InformationSupported by NSF‐IUSE #1503676 to ALG, #1710538 to ALG and EMJ; 1503811 and 1709170 PAC.