Hands-on Laboratory Research Articles

73 Engaging youth through bovine reproductive practices

Abstract Two programs have been established at Virginia Tech with the purpose of engaging youth and showcasing agriculture. The Governor’s School for Agriculture (GSA) program began in 2001, and has over 1,850 graduates. High school juniors and seniors from different areas of the Commonwealth’s schools spend time on campus exploring the life sciences. The Virginia 4-H State Congress (4HC) is the premier, statewide annual 4-H event for outstanding teens, providing educational experiences to Virginia teens and helping them develop life skills and leadership abilities. Our extension group has focused on exposing teens enrolled in the GSA and 4HC to beef production, particularly bovine reproduction and reproductive biotechnologies. The 4-hr workshop, titled “Do it yourself cows”, consists of a mixture of in-class presentations and hands-on laboratories relating to bovine reproductive anatomy and physiology and reproductive biotechnologies. The wet-laboratory consists of bovine female reproductive tracts anatomy dissection and artificial insemination and rectal palpation simulation with a mannequin, as well as demonstrations of equipment used in the field including, nitrogen tank for semen storage, ultrasound and microscope visualization of bovine embryos. The GSA “Bovine Reproduction” course is 4 days long and allows for in-depth discussion of factors influencing fertility and case discussions on beef reproductive management. The hands-on portion of this course is similar to the 4HC workshop, however students are able to perform rectal palpation and ultrasonography in cattle. So far, 40 students from the GSA and 80 students from the 4HC (2 GSA, and 4 4HC programs) have graduated in the course. At the completion of both programs, a survey was performed and 100% of the students considered the program positive and gained knowledge and interest in bovine reproduction. Furthermore, 20% of students from the GSA program developed a desire to pursue a career in livestock production, and 92% of 4HC students claimed to have learned information they can apply in their communities. Our data indicate that we were successful in engaging youth in animal agriculture, specifically beef production.

Enhancing Interdisciplinary and Systems Thinking with an Integrative Plant Chemistry Module Applied in Diverse Undergraduate Course Settings

To meet the complex global challenges that workers in STEM fields face, it is critical that today’s students develop integrative technical skills and cognitive competencies. As a highly interdisciplinary field, medicinal plant chemistry provides an exceptionally rich environment for such training. Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) logical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration. Each student determines the natural product profile of a plant species using thin layer chromatography and gas chromatography–mass spectrometry. Students work in pairs and small groups to analyze their data and interpret their findings in chemical, biochemical, and biological contexts. PLANTEC is scalable and so can be offered in laboratory or lecture courses, and even partially or entirely online. We implemented this module in an undergraduate biology lecture course over six 50 min lessons in the fall semesters of both 2018 and 2019. We also experimented with modifications of PLANTEC to tailor learning objectives and thereby emphasize different disciplines during data interpretation (e.g., plant chemistry, ecology, evolution). Students consistently responded that PLANTEC increased not only their confidence in analyzing, interpreting, discussing, and writing about new kinds of data and complex ideas but also their interest in medicinal plant chemistry. Interdisciplinary laboratory modules of this type will be particularly useful in developing an innovative and versatile STEM workforce of the future.

Integrating Natural Product Chemistry Workflows into Medicinal Chemistry Laboratory Training: Building the PRISM Library and Cultivating Independent Research

Chemical screening libraries often feature natural product extracts (NPEs) due to the intriguing biological activities they possess and the structural diversity found in their individual components. A research project originally designed to create an extract library of every specimen in the University of Rhode Island (URI) Heber W. Youngken Jr. Medicinal Garden soon turned into a laboratory-based teaching project in which upper-division undergraduate students generated and analyzed extracts in an academic minisemester project. Additionally, motivated upper-division undergraduates carried out independent research isolating biologically active molecules. Hands-on laboratory activities enhanced students’ knowledge of methodologies and workflows associated with extract analysis and biological evaluation of botanical extracts. The synergy of the laboratory course with the independent study contributed to workforce preparation and library generation.

Design and Construction of a Double Pipe Heat Exchanger for Laboratory Application

Engineering education is incomplete without laboratory practices. One of such laboratory equipment necessary for all engineering students to have hands-on in the course of their undergraduate studies is the heat exchanger. This work presents the detailed design and construction of a laboratory type double pipe heat exchanger that can be used both in the parallel and counter flow configuration. The heat exchanger was constructed using galvanized steel for both the tube and shell. Experiments were designed and carried out to test the performance of the heat exchangers. The heat exchanger performance characteristics (logarithm mean temperature difference (LMTD), heat transfer rate, effectiveness, and overall heat transfer coefficient) were obtained and compared for the two configurations. The LMTD tends to be relatively constant as the flow rate was increased for both the parallel and counter-flow configuration but with a higher value for the parallel flow configuration. The heat exchanger has a higher heat transfer rate, effectiveness, and overall heat transfer coefficient and therefore has more performance capability for the counter-flow configuration. The overall heat transfer coefficient increased as the flow rate increased for both configurations. Importantly, as a result of this project, Mechanical Engineering students can now have hands-on laboratory experience on how the double pipe heat exchanger works.

Design and Construction of a Double Pipe Heat Exchanger for Laboratory Application

Engineering education is incomplete without laboratory practices. One of such laboratory equipment necessary for all engineering students to have hands-on in the course of their undergraduate studies is the heat exchanger. This work presents the detailed design and construction of a laboratory type double pipe heat exchanger that can be used both in the parallel and counter flow configuration. The heat exchanger was constructed using galvanized steel for both the tube and shell. Experiments were designed and carried out to test the performance of the heat exchangers. The heat exchanger performance characteristics (logarithm mean temperature difference (LMTD), heat transfer rate, effectiveness, and overall heat transfer coefficient) were obtained and compared for the two configurations. The LMTD tends to be relatively constant as the flow rate was increased for both the parallel and counter-flow configuration but with a higher value for the parallel flow configuration. The heat exchanger has a higher heat transfer rate, effectiveness, and overall heat transfer coefficient and therefore has more performance capability for the counter-flow configuration. The overall heat transfer coefficient increased as the flow rate increased for both configurations. Importantly, as a result of this project, Mechanical Engineering students can now have hands-on laboratory experience on how the double pipe heat exchanger works.

Teaching With Hapkit: Enabling Online Haptics Courses With Hands-On Laboratories

Online learning is an important aspect of higher education today. One-third of college students take at least one course online, and almost 70% of chief academic leaders say that online learning is critical to their long-term strategy [1]. Despite the success and growth of online education, the number of courses that currently offer a hands-on laboratory component is extremely limited, resulting in the lack of an entire category of engineering courses.

Laboratory Maintenance and Propagation of Freshwater Planarians.

Freshwater planarians are a powerful model organism for the study of animal regeneration, stem cell maintenance and differentiation, and the development and functions of several highly conserved complex tissues. At the same time, planarians are easy to maintain, inexpensive to propagate, and reasonably macroscopic (1 mm to 1 cm in length), making them excellent organisms to use in both complex academic research and hands-on teaching laboratories. Here, we provide a detailed description of how to maintain and propagate these incredibly versatile animals in any basic laboratory setting. © 2020 Wiley Periodicals LLC. Basic Protocol 1: Salt solution preparation Basic Protocol 2: Cleaning planarian housing Basic Protocol 3: Food preparation Basic Protocol 4: Feeding planarians Basic Protocol 5: Expansion and amplification of colony.

Using gender responsive collaborative learning strategy to improve students achievement and attitude towards learning science in virtual and hands-on laboratory environment

One way of ensuring gender equality in science education is by mainstreaming gender components into the pedagogical delivery of science instruction. Thus, the researchers in this study designed a Gender Responsive Collaborative Learning Strategy (GR-CLS) based on Universal Design for Learning (UDL) principles. The effectiveness of this instructional paradigm on students’ achievement and attitude was determined in a mixed factorial quasi-experimental research design study conducted in a virtual and hands-on laboratory learning environment. Multistage sampling technique was used to select a total sample of 218 secondary school students from same sex and mixed sex schools. The six hypotheses formulated in the study were tested using Means and Analysis of Covariance (ANCOVA). Empirical findings revealed a significant difference in the mean achievement and attitude scores of both male and female students who were exposed to GR-CLS under virtual and hands-on laboratory environment respectively compared to those who were not exposed to GR-CLS. These results indicate that GR-CLS is an effective pedagogical strategy for improving students’ achievement and attitude regardless of gender. Nevertheless, it was discovered that GR-CLS leads to a significant improvement in the achievement of students from same sex schools over mixed sex schools. The study, therefore, recommends the adoption of GR-CLS by science teachers in the planning and implementation of science lessons to create equal opportunities for both male and female students to benefit maximally from learning activities carried out in the laboratory.

Development of a Pulmonary Workshop for Organ Recovery Coordinators' Continuing Medical Education.

Organ recovery coordinators (ORCs) have varied professional education backgrounds; however, based on their specialized education, their training may not have included in-depth mechanical ventilation and pulmonary management. An 8-hour pulmonary workshop was developed in collaboration between an organ procurement organization and a university-based respiratory care department. The workshop focused on pulmonary management and hands-on laboratory exercises using mechanical ventilators. A program assessment questionnaire was completed by participants following the workshop, which requested their self-reported comfort/familiarity with pulmonary management skills before and after the workshop on a 5-point Likert scale. Following the pulmonary workshop, the mean ORC comfort/familiarity for all pulmonary management skills increased significantly (P < .01). This program suggests ORCs can develop a greater awareness and comfort with pulmonary management by participating in a continuing education pulmonary workshop. Continuing education initiatives focused on pulmonary management of donor patients using hands-on competencies should be part of the ORCs practice improvement efforts.

Core surgical field camps: a new deanery-based model for enhancing advanced skills in core surgical trainees through simulation.

Hands-on wet lab simulation training is a vital part of modern surgical training. Since 2010, surgical 'boot camps' have been run by many UK deaneries to teach core surgical trainees basic entry level skills. Training in advanced skills often requires attendance at national fee-paying courses. In the Wessex Deanery, multiple, free of charge, core surgical 'field camps' were developed to provide more advanced level teaching in the particular specialty preference of each core surgical trainee. After the COVID-19 pandemic, national hands-on courses will be challenging to provide and deanery-based advanced skills training may be the way forward for craft-based specialties. The experiences over 2 years of delivering the Wessex core surgical field camps are shared, giving a guide and advice for other trainers on how to run a field camp.

Educational modules and research surveys on critical cybersecurity topics

Cybersecurity comprised all the technologies and practices that protect data as well as computer and network systems. In this article, we develop four course modules on critical cybersecurity topics that can be adopted in college-level cybersecurity courses in which these topics are covered. Our goal for developing these course modules with the hands-on labs is to increase students’ understanding and hands-on experiences on these critical topics that support cyber skills development for college students. The hands-on labs are designed to enhance students’ engagement and provide them hands-on experiences with real-world cyber activities to augment their cyber education of both foundational and advanced skills. We also conduct research surveys on the most-recent significant research in these critical cybersecurity fields. These cybersecurity course modules with the labs are also designed to help college/university professors enhance and update their cybersecurity course content, activities, hands-on lab exercises, and pedagogical methods, as well as emphasize the cyber skills to meet today’s pressing cybersecurity education needs for college students. Our proposed cybersecurity modules with hands-on labs will also help building the nation’s cybersecurity workforce.

Online laboratory exercise on computational biology: Phylogenetic analyses and protein modeling based on SARS-CoV-2 data during COVID-19 remote instruction.

Suspended on-site instruction during the COVID-19 created an exceptional challenge for teaching hands-on laboratory classes. We designed an online laboratory activity using computational biology techniques to overcome this issue. This set of online exercises introduces bioinformatics skills into existing curricula in the form of guided tutorials based on molecular data on SARS-CoV-2 virus.

Epistemology, socialization, help seeking, and gender-based views in in-person and online, hands-on undergraduate physics laboratories

Undergraduate physics laboratory course structures have been identified in policy reports for novel design innovations to meet the needs of a diverse and growing student population. To this end, an online, hands-on laboratory option was implemented at a large, public university for introductory physics students using the iOLab device. To determine whether students in this new course structure had similar perspectives to their in-person counterparts in terms of select attitudinal measures, a quasiexperimental, observational quantitative study was undertaken to measure students’ epistemological views as well as their beliefs about socialization and help seeking in online and in-person laboratory environments. Undergraduate students who were enrolled in calculus-based introductory physics (N=998) were surveyed in the second half of the semester to elicit their epistemological beliefs about physics laboratory work and their views on social engagement and academic help seeking in the laboratory. Parametric and nonparametric comparisons of central tendency were employed to measure differences between students in the in-person and online laboratories, as well as gender differences and associated interaction effects. Students showed no overall differences in attitudes related to epistemological and help seeking beliefs. There were significant differences related to views of socialization; students taking in-person physics laboratories valued socialization more than students taking the course online. Gender differences in epistemological and help seeking beliefs were identified overall, however, these differences were no longer significant when examining the interactions of laboratory type and gender. This finding suggests that self-selection into laboratory type may diminish gender gaps in affective domains by allowing students to choose the laboratory structure that meets their learning and logistical needs. In terms of physics epistemology, socialization and help seeking in the laboratory may not be as important to students’ perceptions of physics knowledge acquisition as previously thought. This study provides insights into the feasibility of online, hands-on laboratory experiences to meet the affective goals articulated in in-person laboratories, as well as institutional recommendations for advising students to select courses that match their individual learning styles.Received 23 February 2020Accepted 15 July 2020DOI:https://doi.org/10.1103/PhysRevPhysEducRes.16.020116Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionEpistemology, attitudes, & beliefsLearning environmentPhysics Education Research

Reflections on Three Different High School Chemistry Lab Formats during COVID-19 Remote Learning

Due to the COVID-19 pandemic, education at all levels has temporarily shifted to remote learning, hobbling an integral component of chemistry courses: the laboratory. The chemistry lab is crucial for developing student engagement and learning with hands-on, relevant experiments in a socially dynamic classroom setting. The transition to remote learning consequently presents additional obstacles for chemistry educators and students, supplemental to challenges experienced by all disciplines. This article conveys preliminary indications about various remote learning laboratory scenarios by comparing three different formats for high school chemistry laboratories from the 2020 spring semester, with the aim of informing preparations for hands-on laboratory instruction in the fall. The results tentatively support that hands-on laboratory instruction should ideally occur in the classroom or, if necessary, by sending home all requisite supplies in order to promote effective, equitable learning, engagement, and performance.

BME Labs in the Era of COVID-19: Transitioning a Hands-on Integrative Lab Experience to Remote Instruction Using Gamified Lab Simulations.

The COVID-19 induced abrupt transition to online learning that occurred in the Spring of 2020 presented particular challenges to the adaptation of hands-on laboratory courses in biomedical engineering. This paper describes the transition of such a course in one undergraduate program, assessment of this transition, and how this assessment has led to the design of the Fall 2020 online delivery format. In the spring, instruction was delivered online via asynchronous lectures and recorded video demonstrations, while raw data was provided to students to simulate specific laboratory techniques. Additionally, synchronous and asynchronous forms of student support were offered, including office hours and discussions. Student feedback was assessed via an end-of-semester survey designed specifically to analyze the students’ perceptions of the Spring 2020 transition to remote learning, as well as a comparison of Spring 2020 and Spring 2019 (when the course was taught in-person) student performance deliverables. Student performance was comparable to (or even better than) that in 2019. Students responded very positively to the transition, with most students agreeing or strongly agreeing that they had the resources needed to succeed (4.43 on a Likert scale), although on average, the students also found that the shift made learning more challenging, with increased effort required to engage with the material. Students especially found the recorded demonstration of laboratory techniques, asynchronous lectures, the learning management system chat feature, and virtual office hours useful. Many students felt that even with these resources, they still lost some of the experience that comes with in-person hands-on application, and some students found working in teams to be more challenging. While the overall approach implemented in the abrupt transition was effective in terms of student learning outcomes, engagement and immersion in a more realistic experience is a concern moving forward in Fall 2020. Based on our outcomes and on data from the literature, we will add gamified virtual lab simulations, shown to enhance student experience and create a more engaging and effective learning environment in lieu of in-person instruction.Electronic supplementary materialThe online version of this article (10.1007/s43683-020-00015-y) contains supplementary material, which is available to authorized users.

Chemistry in the Kitchen Laboratories at Home

As the need for online or virtual science courses grows, it is important to incorporate laboratory work into these courses. However, it is difficult to find cost-effective ways to integrate the laboratory work, especially as campuses across the world have had to quickly transition to the online learning environment in the midst of the COVID-19 pandemic. Thus, hands-on laboratory experiments that can be performed safely at home without the need to purchase expensive commercial laboratory kits would be valuable. This paper presents a set of laboratory exercises that are utilized in an online nonmajor science course. Student and instructor experiences are also presented.

CityLab at Boston University - Thirty Years of Innovation and Partnerships.

Boston University's (BU) CityLab program was created in 1991 as a partnership between faculty members of BU's School of Medicine and School of Education in response to the first call for proposals under the Science Education Partnership Awards initiative of the National Institutes of Health. CityLab's founders recognized the need for CityLab, a centrally-located facility for pre-college teachers and students to explore the burgeoning world of biotechnology. The mission has always been to share the excitement of science with students and teachers by engaging them in hands-on laboratory experiences, thereby fostering the development of a robust pool of scientists and physicians and a scientifically-literate populace. In order to reach more schools, particularly those that could not come to CityLab's facility in Boston, the CityLab team pioneered the mobile science laboratory concept with the launch of its MobileLab in 1998. Both CityLab and MobileLab have been replicated in the U.S. and abroad. CityLab has sustained itself because it has benefited from stable leadership, built and disseminated models for hands-on STEM education, embraced innovation by creating new programs to serve additional populations, and developed diverse funding streams. The CityLab program has been remarkable in its outreach, success, and longevity.

Cadaveric Penile Prosthesis Workshop training improves surgical confidence levels of urologists: South Asian Society for Sexual Medicine course survey.

To analyze the impact of South Asia's first cadaveric hands-on workshop on urologists' training in inflatable penile prosthesis surgery. A total of 72 urologists/andrologists participated in the 2019 South Asian Society for Sexual Medicine Pre-congress Penile Prosthesis hands-on workshop. The workshop included 4h of lectures and 2h of hands-on cadaveric laboratory experience using three-piece inflatable penile prosthesis. The Shapiro-Wilk test was used on self-rated procedural confidence levels, which proved the normality. A non-parametric McNemar test was used to examine the change in the number of correct answers. Of those who attended the cadaver laboratory, just 45 who answered the survey both before and after the workshop were included for analysis. Significant objective improvements were noted in procedural knowledge test scores (44.30±0.027 vs 72.44±0.024, P<0.05) and median surgical confidence levels (4 vs 3 and 2, P<0.001) of the urologists after the completion of the workshop. Cadaveric hands-on workshop training improves urologists' procedural knowledge and surgical confidence levels in carrying out three-piece inflatable penile prosthesis surgery. The feasibility of such workshops should be considered in increasing the surgical expertise of general urologists in prosthetic urology.

Impact of experiential learning on dental students' training in nitrous oxide inhalation sedation.

Competence in nitrous oxide/oxygen (N2 O/O2 ) inhalation sedation is expected of dental graduates, but applying what is learned through didactic instruction to patient care can be challenging without firsthand experience. Therefore, the purpose of the current study was to evaluate the impact of experiential learning on dental students' confidence and sense of preparedness for administration of N2 O/O2 . A biphasic, mixed methods study was conducted at a Midwestern dental school and included 2 cohorts of dental students. In Phase 1 (spring 2019), a cross-sectional study design was used to survey outgoing third-year and fourth-year students who received didactic N2 O/O2 instruction alone. In Phase 2 (summer 2019), a nonrandomized, preintervention-postintervention study design was used to survey incoming third-year students before and after a hands-on N2 O/O2 laboratory exercise. Of the 79 Phase 1 students (99% response rate), all believed a firsthand learning experience with N2 O/O2 during didactic learning would increase their confidence and preparedness when administering to a patient (both P<.001). Of the 41 Phase 2 students (100% response rate), after the lab exercise, all felt that firsthand experience enhanced classroom instruction and increased confidence and preparedness when administering N2 O to a patient (all P<.001). Fifty-six (71%) Phase 1 and 39 (80%) Phase 2 students believed classroom instruction alone was inadequate to prepare them to administer N2 O/O2 (both P<.001). Our results strongly suggest that experiential learning of N2 O/O2 inhalation sedation through a hands-on laboratory exercise should be incorporated into the predoctoral curricula of dental schools.

Stay at Home Laboratories for Chemistry Courses

Experiments written for students who were quarantined during the COVID-19 pandemic are described. These were developed to provide hands-on lab experiences that students would not get due to the onl...