Urban Microbial Community Dynamics: A Classroom Approach

该项目扩展了TUES 1支持的项目，微生物学真实研究经验（AREM），一种课堂实验室方法，表明学生参与了基于研究的微生物学实验室课程（与传统实验室课程的学生相比）不太可能不及格，在解释数据方面表现出更大的信心，对科学研究的更高评价，并且更有可能进入研究生/专业培训。 AREM已在布鲁克林学院制度化，有400多名学生参加。 随着AREM的下一阶段，来自纽约市立大学10所4年制学院和4所2年制学院的教师承诺将类似的项目引入他们的生物实验室入门课程。 最初的项目是让大学生研究城市微生物群落。 已经建立了用于确定来自城市场所（例如地铁站）的拭子样品中存在的细菌类型的基本方案。 已建立分析程序，包括PCR扩增和16 S rRNA基因测序。资金支持教师培训讲习班（包括新教师和校园间通信的技术支持），协议开发和数据显示。生物信息学培训由布拉德古德纳通过MGAN计划提供便利，并可能使用基因组求解器进行后续工作，由安妮罗森瓦尔德提供便利;该战略利用了现有资源。 具有基因组学和生物信息学经验的博士后助理正在与学生和教师合作，发展他们对所用过程的优势和局限性的理解，并帮助确保：收集和制备样品的严谨性以及对所产生数据的高质量分析。外部评估人员制定了一项评估计划，以衡量研究经验的有效性，作为提高批判性思维和解决问题技能的一种方式。智力优势：虽然有广泛的共识，从事研究本科生的重要性，这是不容易确定的项目，可以利用大量的学生。在TUES-I的支持下，PI已经证明了城市微生物组的基因组/宏基因组研究是一个可以成功使用的研究项目。通过招募他在纽约市立大学其他校区的同事加入，PI能够将整个系统的生物学专业转变为一个包含研究思维的专业。 类似的课程采用可以遵循全国范围内，类似于HHMI赞助和支持的Hatfull噬菌体猎人项目和其他这类项目的成功传播。更广泛的影响：纽约城市大学系统有很高比例的学生来自目前在STEM劳动力中代表性不足的群体，他们将从参与该计划中受益。主要研究者通过参加ASMCUE、CUR、CUReNet、Genome Solver和GCAT-SEEK积极参与传播工作。此外，学院亦计划成立一个STEM支援网络，让师生分享研究成果及交流意见。该项目由生物科学局及本科教育部教育及人力资源局共同资助，以支持本科生物学教育的愿景及改革。

The project expands on a TUES 1 supported project, Authentic Research Experiences in Microbiology (AREM), a classroom laboratory approach, which showed that students involved in a research-based microbiology laboratory course (compared to those in a traditional laboratory course) are less likely to fail the course, show increased confidence in interpreting data, a greater appreciation for scientific research, and are more likely to advance to graduate/professional training. AREM has been institutionalized at Brooklyn College and over 400 students have participated. With this next phase of AREM, faculty from ten 4-yr colleges and four 2-yr colleges of CUNY have committed to introducing similar projects into their introductory biology laboratory courses. The original project engaged undergraduates in studying the urban microbial community. Basic protocols for determining the types of bacteria present in a swab sample from an urban site such as a subway station have been established. Procedures for analysis, including PCR amplification and sequencing of the 16S rRNA gene, have been established. Funds support faculty training workshops (including technical support for new faculty and inter-campus communication), protocol development and data display. Bioinformatics training is being facilitated by Brad Goodner through the MGAN program, with potential follow-up using Genome Solver, facilitated by Anne Rosenwald; this strategy leverages existing resources. A postdoctoral associate with experience in genomics and bioinformatics is working with students and faculty, developing their understandings of the advantages and limitations of the processes used and helping to insure: rigor in gathering and preparing samples and high-quality analysis of the data generated. An assessment plan has been developed by outside evaluators to measure the efficacy of the research experiences as a way to improve critical thinking and problem solving skills is included in the proposal. Intellectual Merit: While there is wide spread agreement on the importance of engaging undergraduates in research, it is not easy to identify projects that can be utilized with large numbers of students. With TUES-I support, the PI has demonstrated that genomic/metagenomic investigation of the urban microbiome is a research project that can be used successfully. By recruiting his colleagues at other CUNY campuses to join in, the PI is in position to transform the biology major system-wide to one that incorporates research thinking. Similar course adoptions could follow nation-wide, analogous to the successful dissemination of the HHMI sponsored and supported Hatfull Phage Hunters project and others of this type.Broader Impact: The City University of New York System has a high percentage of students from groups currrently underrepresented in the STEM workforce that would benefit from participation in this program. The PIs are actively engaged in dissemination through participation in ASMCUE, CUR, CUREnet, Genome Solver and GCAT-SEEK. A STEM Support Network is also planned to include faculty and students to share research and exchange ideas.This project is being funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education as part of their efforts to support Vision and Change in Undergraduate Biology Education.