Collaborative Research: Using protein function prediction to promote hypothesis-driven thinking in undergraduate biochemistry education

合作研究：利用蛋白质功能预测促进本科生物化学教育中的假设驱动思维

• 批准号: 1709170
• 负责人: Paul Craig
• 金额: $ 9.74万
• 依托单位: Rochester Institute of Tech
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1709170&HistoricalAwards=false
• 关键词: Collaborative; Research; Using; protein; function

One of the fundamental challenges in STEM education is teaching students what it means to be a scientist. This project will demonstrate that engaging in hypothesis-driven experimental science is a powerful tool in educating students to become scientists. The objective of the project is to train students to think and act like scientists - to propose hypotheses, to design experiments, to analyze data, to draw conclusions, and to communicate with other scientists. Students on six campuses (Rochester Institute of Technology, Hope College, California Polytechnic Institute, Ursinus College, St. Mary's University, and SUNY Oswego) will engage in computational and wet lab approaches to predict protein function. In a previous project, the team of principal investigators created a series of modules to guide student inquiry and video instructions for the computational techniques, which were deployed in biochemistry teaching laboratories across the six campuses. In the present project, the faculty team will classify and characterize the research behaviors that students display during the course and will develop and validate methods for understanding students' development as scientists. Because the students are participating in authentic research, results from their experiments will also be collated into a database that can be used by future students to pursue biologically relevant protein functions, such as the potential discovery of drug targets for diseases.The primary purpose of the project is to introduce cutting-edge biochemistry research into the classroom to investigate whether getting students to participate in hypothesis-driven experimental science is a useful tool in educating students to become scientists. In this second phase of a course-based undergraduate research experience, students' learning and growth as scientists will be assessed by local biochemistry faculty and evaluated by educational researchers at Purdue University, to ascertain students' understanding of research methods, visualization, biological context, and mechanisms of protein function. The faculty team will develop validated assessment tools to measure these objectives, and will balance the homogeneity of curricular materials needed to ensure sound education with the flexibility needed for adaptation in different institutional settings. The course instructors and project evaluators will collaborate using education research techniques to monitor both students' development of research behaviors and changes in instructors' teaching approaches. The refined and tested curriculum will then be ready for wider dissemination into the biochemistry teaching community. The need for significant improvement in undergraduate STEM education and for the inclusion of a more diverse population is widely recognized. The project team includes faculty from a Hispanic-serving institution and from an institution with a large number of deaf and hard-of-hearing students; inclusion of these faculty ensures that the needs and concerns of these communities will be included in the project.

STEM教育的基本挑战之一是教学生成为一名科学家意味着什么。这个项目将证明参与假设驱动的实验科学是教育学生成为科学家的有力工具。该项目的目标是训练学生像科学家一样思考和行动——提出假设，设计实验，分析数据，得出结论，并与其他科学家交流。六个校区的学生（罗切斯特理工学院、霍普学院、加州理工学院、乌尔西纳学院、圣玛丽大学和纽约州立大学奥斯威戈分校）将参与计算和湿实验室方法来预测蛋白质功能。在之前的一个项目中，主要研究人员团队创建了一系列模块来指导学生对计算技术的探究和视频指导，这些模块部署在六个校区的生物化学教学实验室中。在本项目中，教师团队将对学生在课程中表现出的研究行为进行分类和表征，并将开发和验证理解学生作为科学家发展的方法。由于学生们参与的是真正的研究，他们的实验结果也将被整理成一个数据库，供未来的学生用于研究生物学上相关的蛋白质功能，比如潜在的疾病药物靶点的发现。该项目的主要目的是将前沿生物化学研究引入课堂，以调查让学生参与假设驱动的实验科学是否是教育学生成为科学家的有用工具。在基于课程的本科研究体验的第二阶段，学生作为科学家的学习和成长将由当地生物化学教师进行评估，并由普渡大学的教育研究人员进行评估，以确定学生对研究方法、可视化、生物背景和蛋白质功能机制的理解。教师团队将开发有效的评估工具来衡量这些目标，并将平衡确保良好教育所需的课程材料的同质性和适应不同机构环境所需的灵活性。课程教师和项目评估人员将合作使用教育研究技术来监测学生研究行为的发展和教师教学方法的变化。经过改进和测试的课程将在生物化学教学社区中广泛传播。人们普遍认识到，需要显著改善本科STEM教育，并纳入更多样化的人口。项目团队包括来自西班牙裔服务机构和拥有大量聋哑和听力障碍学生的机构的教师；这些教师的加入确保了这些社区的需求和关注将包括在项目中。

项目成果

BASIL: A biochemistry laboratory CURE with flexibility across learning modalities

BASIL：生物化学实验室 CURE，具有跨学习模式的灵活性

• DOI: 10.1096/fasebj.2021.35.s1.03692
• 发表时间: 2021
• 期刊: The FASEB Journal
• 作者: Sikora, Arthur;Craig, Paul;Goodman, Anya;Hall, Bonnie;Jones, Eric;Roberts, Rebecca;Pikaart, Michael
• 通讯作者: Pikaart, Michael

Publishing your educational research

• DOI: 10.1002/bmb.21358
• 发表时间: 2020-05-19
• 期刊: BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION
• 影响因子: 1.4
• 作者: Craig, Paul A.

Characterization of Putative Kinases with a Solved Structure but Unknown Function from the Protein Data Bank

蛋白质数据库中具有已解决结构但功能未知的推定激酶的表征

• DOI: 10.1096/fasebj.2019.33.1_supplement.478.4
• 发表时间: 2019
• 期刊: The FASEB Journal
• 作者: Dollen, Julia C.;Duplan, Amanda;Hall, Bonnie L.
• 通讯作者: Hall, Bonnie L.

Using Protein Function Prediction to Promote Hypothesis-Driven Thinking in Undergraduate Biochemistry Education

利用蛋白质功能预测促进本科生物化学教育中的假设驱动思维

• 发表时间: 2018
• 期刊: The chemist
• 作者: Craig, Paul A;Anderson, Trevor;Herbert J. Bernstein, Herbert J;Daubner, Colette;Goodman, Anya;Irby, Stefan M;Koeppe, Julia;Mills, Jeffrey L;Pikaart, Mike;Ringer McDonald, Ashley
• 通讯作者: Ringer McDonald, Ashley

Responses to the COVID-19 Pandemic by the Biochemistry Authentic Scientific Inquiry Lab (BASIL) CURE Consortium: Reflections and a Case Study on the Switch to Remote Learning

• DOI: 10.1021/acs.jchemed.0c00729
• 发表时间: 2020-09-08
• 期刊: JOURNAL OF CHEMICAL EDUCATION
• 影响因子: 3
• 作者: Sikora, Arthur;Irby, Stefan M.;Roberts, Rebecca
• 通讯作者: Roberts, Rebecca