Undergraduate Biochemistry Course Research Articles

Qualitative and Quantitative Assessment of Biodiesel Derived from Microalgae

A modular experiment for upper-level undergraduate students is presented, featuring the product cycle and process evaluating the quality and quantity of biodiesel obtained from a microalgae feedstock grown under carbon-supplemented and nutrient-deprived conditions. Batch reactors are used to cultivate and harvest microalgae, which undergo acid-catalyzed in situ transesterification to produce biodiesel. Methods are presented to quantify yield and analyze products via gas chromatography–mass spectroscopy. With an awareness of the limited time available in a teaching laboratory, this experiment was designed and successfully implemented in an undergraduate biochemistry course over four sessions. Reflux reactions were performed in hermetically sealed microwave vials, eliminating water usage and reducing glass breakage. Learning objectives were assessed by postcontent quizzes, and written reports using a rubric based on Bloom’s taxonomy, results of which indicate a demonstration of the higher-order cognitive abilities of Evaluation and Analysis. The ability to biochemically engineer cultivation conditions to influence lipid production gives this experiment the potential to be offered as a course-embedded undergraduate research experience (CURE) project. This easily adoptable experiment offers an engaging opportunity for students to experience the technical and societal aspects of emerging biofuel technologies.

Anaerobic digestion as a laboratory experiment for undergraduate biochemistry courses

Compared to aerobic catabolism, the theories and experiments of anaerobic catabolism are not covered in depth in biochemistry education curricula. Anaerobic digestion (AD) is a feasible method for converting common organic compounds to renewable energy-methane that has drawn a great deal of attention in practical applications. In this study, we designed an AD laboratory experiment for use in undergraduate biochemistry courses to supplement the knowledge of metabolic networks in biochemistry and extend the information presented in biochemistry textbooks. In this laboratory experiment, students explored the methane production performance of wheat straw (WS; a representative and commonly available agricultural waste) and mastered a reasonable method for utilizing this new biochemical reaction to convert organic wastes from renewable resources to methane. Basic experimental procedures, such as a biochemical methane potential (BMP) assay, data analysis, and graphic presentations were organized to provide students with abundant hands-on experience. Furthermore, calculations of significant parameters, such as total solids (TS), volatile solids (VS), experimental methane yield (EMY), maximum theoretical methane production (MMP), and biodegradability (BD ), were also performed. From this AD experiment, students learned not only a new series of biochemical reactions but also a novel strategy to achieve cleaner methane production from organic wastes, exhibiting a positive impact for students' learning in biochemistry course.

Peppy: A virtual reality environment for exploring the principles of polypeptide structure

A key learning outcome for undergraduate biochemistry classes is a thorough understanding of the principles of protein structure. Traditional approaches to teaching this material, which include two-dimensional (2D) images on paper, physical molecular modeling kits, and projections of 3D structures into 2D, are unable to fully capture the dynamic 3D nature of proteins. We have built a virtual reality application, Peppy, aimed at facilitating teaching of the principles of protein secondary structure. Rather than attempt to model molecules with the same fidelity to the underlying physical chemistry as existing, research-oriented molecular modelling approaches, we took the more straightforward approach of harnessing the Unity video game physics engine. Indeed, the simplicity and limitations of our model are strengths in a teaching context, provoking questions and thus deeper understanding. Peppy allows exploration of the relative effects of hydrogen bonding (and electrostatic interactions more generally), backbone φ/ψ angles, basic chemical structure, and steric effects on a polypeptide structure in an accessible format that is novel, dynamic, and fun to use. Apart from describing the implementation and use of Peppy, we discuss the outcomes of deploying Peppy in undergraduate biochemistry courses.

Website of Note: Study Design 101.

http://himmelfarb.gwu.edu/tutorials/studydesign101/index.html Understanding research and published studies is crucial as the world moves toward an evidence-based approach to medicine and other scientific fields. However, for students beginning to learn about study types, differentiating between the various types and their strength of evidence can be confusing. The librarians at the Himmelfarb Health Sciences Library at The George Washington University sought to explain the basic types and differences between types in a way that would resonate with students. The result is the Study Design 101 site. Study Design 101 organizes the information in two ways; an evidence pyramid diagram and supplemental resources. The primary focus is on the evidence pyramid and guiding students from case reports at the bottom to meta-analyses at the top of the pyramid. Clicking on each of the seven study types in the pyramid diagram produces a more detailed page, focused on that particular study type. On these pages a definition of the study type is provided, along with advantages and disadvantages of the type as well as possible design pitfalls common to that type of study. Examples, both fictitious and from the medical literature, are included to allow students to deepen their knowledge of a particular study type. Links to specific relevant formulas (e.g. sensitivity/specificity, false positive and false negative rates, relative risk, odds ratio, etc.), and pertinent terms with definitions (e.g. blinding/masking, correlation, confounding, null hypothesis, etc.) are also included for each individual study type. Finally, a few multiple choice or true/false questions are presented so students can test their knowledge of the particular study type. Students can work through each level of the pyramid in sequence or alternatively, jump from one type to another by clicking on the various levels in the evidence pyramid. The full sets of supporting materials are also linked across the top of the site including a compilation of common formulas, a glossary of terms with definitions, and a video tutorial on finding various study types in Ovid MEDLINE. Averaging over 700,000 hits per year, Study Design 101 is freely available under a Creative Commons license (Attribution-NonCommercial-NoDerivs 3.0 Unported). The Study Design 101 site can be linked in online courses or course materials as long as credit is given to the creators. The content was reviewed in 2011 by a professor of Epidemiology and Biostatistics for accuracy before the site was released to the public, and the site is also reviewed and updated annually. Written in jargon-free language at a tenth grade reading level, Study Design 101 is approachable for undergraduate and graduate students in most disciplines. The simple format and explanatory content helps students develop their information literacy skills; an important proficiency in critically assessing primary research papers—one of the key curricular skills recommended by the American Society for Biochemistry and Molecular Biology for undergraduate biochemistry and molecular biology majors 1. Understanding how specific study designs can affect the strength of study results helps students to become better consumers of scientific material, as well as more informed creators when they are in a position to develop their own original research. This accessible approach to a challenging topic is one reason that Dr Ann Taylor decided to include the site in her undergraduate biochemistry course for non-science majors. In her course, Dr Taylor asks her students to evaluate medical claims made in the media. The Study Design 101 website is introduced in class, with a discussion about the evidence pyramid, the reasons for different study designs, and the advantages/disadvantages of each type. For homework the students are asked to search PubMed to find articles with specific study designs (e.g. case control, cohort, etc.) on a designated medical topic from the popular media. Each article is critically evaluated and students are then asked to support or refute the popular media's medical claim, based on their assessment of the professional literature. Students refer back to the Study Design 101 website for additional information about the various study types, as needed. Study Design 101 offers students plain language explanations of common study types with understandable examples, accessible online at any time. The site has proven popular with both students and faculty. Educators at multiple institutions have requested formal permission to include this resource in an online health sciences course, an evidence-based practice instructional module, a research toolkit for clinicians, and as part of lecture materials on study design for medical students. However, the Creative Commons license does not require permission to share or link to the site (as long as attribution is included), so it is possible the site has been integrated in additional instruction beyond these formal requests. This article offers a brief introduction to Study Design 101; additional information about Dr Taylor's instructional use of Study Design 101 is available in her companion article in this issue.

Plasmid production and purification: An integrated experiment-based biochemistry and biotechnology laboratory course.

This laboratory experiment describes the production and purification of plasmid DNA for undergraduate biochemistry and biotechnology courses. This experiment performed in a one-week period includes the protocols for plasmid pVAX1-LacZ production in Escherichia coli DH5α cells and subsequent purification of supercoiled pVAX1-LacZ. Firstly, the students use a growth medium that favors the replication of the plasmid resulting in a higher plasmid production during exponential growth. Afterwards, alkaline lysis is done to disrupt the bacterial cells and recover pVAX1-LacZ plasmid. Lastly, they perform the purification of pVAX1-LacZ supercoiled isoform by L-histidine chromatography, followed by agarose gel electrophoresis to characterize the separation of supercoiled isoform from contaminants. The proposed experiment provides an opportunity for students to acquire these skills that are routinely used in biochemistry and biotechnology laboratories. © 2019 International Union of Biochemistry and Molecular Biology, 47(6):638-643, 2019.

Illuminating Biochemistry Education with Infographics

Students are often disengaged from biochemistry in the classroom and have difficulty relating it to everyday life. While biochemistry may seem abstract to students, the biological chemistry principles are taking place in front of their eyes every day and are crucial to life as we know it. This study sought to engage students in an infographic project to encourage interest and engagement in an undergraduate biochemistry course. Infographics have recently become a popular device in the media and popular culture. An infographic is a visual presentation of data that aims to concisely deliver information in a simple, but striking way. Students worked as teams to create an infographic on their choice of topic relating to biochemistry. These infographics were submitted as posters and presented to their classmates at the end of the semester. A short survey was given to the students to assess their interest, engagement, and educational outcomes of the project. 91% percent of students agreed that the project reinforced biochemistry concepts learned in lecture, while 100% agreed that the project was interesting and exciting to work on. Students particularly enjoyed the freedom to choose their own topics and creatively represent the biochemistry in the world around them.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Analysis of kombucha to teach biochemical concepts and techniques to undergraduate students.

Laboratory exercises for undergraduate biochemistry students are described in which changes in sugar content during fermentation of the trendy beverage kombucha are analyzed by three methods: thin layer chromatography, a 3,5-dinitrosalicylic acid assay, and a standard commercial blood glucose meter. Each of the three analyses can be completed in a typical laboratory session lasting two to three hours. The exercises are designed to reinforce concepts typically covered in an undergraduate biochemistry course as well as to teach a variety of laboratory techniques. The exercises have been used with positive results in an upper level biochemistry laboratory course for junior/senior students majoring in chemistry or biology. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):459-467, 2019.

Developing and Implementing a Free Online Protein Structure and Function Exploration Project To Teach Undergraduate Students Macromolecular Structure–Function Relationships

One of the learning outcomes of any undergraduate biochemistry course should be an appreciation of the relationship between structure and function in biological macromolecules. The availability of state-of-the-art modeling software provides an opportunity to achieve this goal in interesting ways. The Protein Structure and Function Exploration (PSAFE) project was developed at the University of Virginia to introduce undergraduate biochemists to the significance of structure–function relationships and the nuances of scientific writing. The PSAFE project uses the molecular-document capability of the ICM Browser (from Molsoft LLC) to accomplish its goals. Students in introductory biochemistry lecture courses are each assigned a particular protein or nucleic acid to study and characterize throughout the semester. The students progress from learning the basics of protein structure early in the course to a thorough analysis of their proteins and how they achieve their functions, culminating in production of a descriptive narrative by the end of the semester. The student projects are reviewed and edited and then uploaded to an archival website. More than 1100 such projects have now been archived on this site. The majority of the students in these courses report that the PSAFE project was a challenging but highly satisfying experience that greatly enriched their understanding and appreciation of protein structure. PSAFE Online is now available to any interested instructors and students.

Characterization of the recombinant (R)- and (S)-hydroxypropyl-coenzyme M dehydrogenases: A case study to augment the teaching of enzyme kinetics and stereoselectivity.

A homologous pair of stereospecific NAD-dependent enzymes, (R)- and (S)-hydroxypropyl-coenzyme M dehydrogenase, are part of a bacterial pathway of short-chain alkene and epoxide metabolism. Their discovery and study, which spans multiple publications over more than a decade, is a data rich story that combines both classical and contemporary experimental biochemistry. A subset of the data for characterization of the recombinant enzymes was used as a case study to augment the teaching of enzyme kinetics and stereoselectivity in an undergraduate biochemistry course at California State University-Chico. © 2018 International Union of Biochemistry and Molecular Biology, 47(2): 124-132, 2019.

A laboratory work to introduce biochemistry undergraduate students to basic enzyme kinetics-alkaline phosphatase as a model.

Enzyme kinetics is an essential topic in undergraduate Biochemistry courses. A laboratory work that covers the principal basic concepts of enzyme kinetics in steady state is presented. The alkaline phosphatase catalyzed reaction of phenyl-phosphate hydrolysis was studied as a model. The laboratory experience was designed to reinforce the concepts of initial velocity dependence on substrate and enzyme concentration, and to highlight the importance of the accurate determination of initial reaction rate. The laboratory work consists in two parts, in which students first determine the enzyme concentration and the time to be used in the following session to obtain the kinetic parameters (KM and Vmax ) by non-lineal fitting of the Michaelis-Menten equation to the initial velocity dependence with substrate concentration results. The experimental methodology is robust, the cost per student is low and the equipment and reagents used are of easy access. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):93-99, 2018.

Protein N-Glycans: Incorporating Glycochemistry into the Undergraduate Laboratory Curriculum

Glycoscience continues to be an underrepresented topic in current undergraduate-biochemistry-laboratory curricula. Of the educational laboratories present in this subject area, few introduce students to cutting-edge methods and techniques related to carbohydrates. A multiweek series of experiments is described that highlights a recently published bleach-mediated-carbohydrate-cleavage protocol in the context of the isolation and identification of the soybean glycoprotein, β-conglycinin. Two different levels of undergraduate biochemistry courses (a first-year introductory course and an upper-level bioanalytical course) completed the experimental set. Although the same sequence of experiments took place for both levels, the teaching approaches to the material varied. The introductory course used an inquiry-type learning approach, whereas the upper-level students were taught with a guided-inquiry approach. Students in both courses were able to successfully isolate glycosylated β-conglycinin from inexpensive soy flour and then analyze the protein with SDS-PAGE and mass spectrometry. Once β-conglycinin was isolated, students were able to effectively adapt a recently published bleach-mediated-carbohydrate-cleavage protocol on this previously untested glycoprotein and quantitate the carbohydrate content with a colorimetric phenol–sulfuric acid assay. The effective execution of this biochemistry-laboratory series demonstrates an alternative undergraduate-laboratory curriculum that introduces students to traditional glycoscience and protein methods along with more cutting-edge techniques in these areas.

Using the Curriculum to Introduce Transferable Skill Sets to Undergraduate Students

The next generation of scientists will be expected to find innovative solutions to problems that are greater in scale and magnitude than we have ever faced before. Since these challenges will be faced early in an academic career, young scientists will not have the opportunity to develop the necessary skills over a lifetime before they are called upon to lead. To address this gap a partnership has been formed between the leadership studies program and the STEM faculty at Austin College to develop a curriculum of integrated skills in order to prepare our graduates to work on these new scientific frontiers. The STEM Teaching and Research (STAR) Leadership Program at Austin College combines transferrable skill sets from leadership studies with STEM education to produce future leaders of the scientific community. This unique pedagogy pioneered at Austin College embraces the liberal arts tradition by teaching and practicing leadership behaviors through seamless integration into STEM disciplines through multiple courses across the entire curriculum, rather than as a separate course of study. We strive to engage all science students in the study and practice of leadership in their personal and professional lives, and to promote personal, team, and organizational effectiveness in both the classroom and through research. This curriculum is rich in intentional instruction of awareness, ability, and commitment through a complete integration into the existing scientific learning environment. Instruction is layered into courses and laboratory components at every level of the curriculum to give the students multiple opportunities to develop their skills from freshman through senior year. The work presented will give specific examples of how the STAR curriculum enhances the awareness of acting responsibly through the recognition of ethical issues in an undergraduate biochemistry course. Preliminary assessment data from the STAR program demonstrate significant increases in all student learning outcomes through their undergraduate experience. Additionally, no gaps in attainment of leadership behaviors by students have been observed from factors that may typically associate with achievement gaps in STEM (i.e. first generation status, race/ethnicity, or gender).Support or Funding InformationFinancial support for this project was provided in part by a grant from the W. M. Keck FoundationThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Addressing Enzyme‐Substrate Interaction Misconceptions with 3D Physical Models in an Undergraduate Biochemistry Course

Biochemistry is a visual discipline that requires students to understand a variety of representations containing diverse levels of abstraction to portray information. Visual literacy, however, is not achieved until the learner demonstrates fluency in deconstructing the disciplinary knowledge conveyed within the representation. In biochemistry, the enzyme‐substrate interactions concept not only employs many aspects of visual literacy, but also engenders many learner misconceptions. These previously identified misconceptions are categorized into three groups: the role of shape in substrate selectivity, the role of charge in substrate selectivity and the stereochemical nature of binding. These misconceptions are often held by undergraduate students that have developed previous schemas, which influence the way that they learn new information, as described by cognitive theory. This is compounded by the already high cognitive load in biochemistry, but new learning can be facilitated by simultaneously decreasing the cognitive while addressing misconceptions. In order for a learner to overcome a misconception he/she must confront the incorrect idea and re‐build his/her mental model with new, correct ideas. In one method, researchers utilize a four‐level framework cycle that classifies learner misconceptions, creates questions, gathers learner responses, analyzes the responses, and incorporates that data into helping students reduce and reclassify misconceptions.In this study, we hypothesize that the use of targeted 3D physical models will decrease identified learner enzyme‐substrate misconceptions in biochemistry. Previous research at University of Minnesota Rochester (UMR) indicates a statistically significant increase in enzyme‐substrate interaction conceptual understanding with respect to correct answers, and a corresponding decrease in misconceptions. The average post‐Enzyme‐Substrate Interaction Concept Inventory (ESICI) score (65.8%), however, indicates a need for intervention. We propose that 3D physical models will increase learner visual literacy, thus decreasing the cognitive load to reduce learner misconceptions. Students often find it difficult to extract information from 2D models of macromolecules in biochemistry courses, which are often oversimplified. Thus, presenting concise, appropriately challenging 3D physical models should break down the barriers between misconceptions and facilitate a more realistic experience. The 3D physical models in conjunction with the in‐class activities will challenge student's previous understandings of enzyme‐substrate interactions and be implemented during the fall semester of 2017 in hopes to further increase learner scores on the ESICI. Quantitative statistical analysis will be performed using JMP and Microsoft Excel to assess the intervention's effectiveness.Support or Funding InformationThis project is partially supported by the National Science Foundation under award number IUSE 1711402 to University of Minnesota, Rochester. This project is partially supported by the National Science Foundation under award number DUE1323414 to Milwaukee School of Engineering.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Expression and Purification of human Neuronal PAS domain protein 2 (hNPAS2)

The circadian rhythm is an internal clock responsible for a variety of physiological processes occurring within a 24‐hour cycle. Synchronized by a master clock in the brain, the circadian rhythm consists of a transcriptional‐translational feedback loop (TTFL) capable of inducing oscillating gene expression in all the cells throughout the organism. The TTFL begins with the heterodimerization of two transcription factors, BMAL1 and CLOCK, resulting in the transcription and translation of many circadian‐related genes. The target protein of interest, human neuronal PAS domain protein 2 (hNPAS2) is a paralog of CLOCK that can serve as a positive regulator of the circadian rhythm by heterodimerizing with BMAL1. Previous research suggests that disruption in the expression of hNPAS2 may result in improper circadian functioning and development of sleeping and mental disorders. In this study, the full‐length eukaryotic form of hNPAS2 was cloned into a bacterial expression vector. However, bacterial expression has led to misfolding and aggregation of the recombinant hNPAS2, becoming the central issue of the study. In an effort to obtain soluble and homogeneous hNPAS2, multiple expression and purification methods have been developed. The resultant purified soluble protein will enable future structural and functional studies, which can bring new insights to the regulatory mechanisms of the circadian rhythm and understanding of circadian‐related disorders. Additionally, a portion of this research was integrated into a teaching module delivered by the leading student researcher to a senior undergraduate advanced biochemistry course. Multiple novel pedagogic techniques were employed in the teaching module with the objective of raising the students' interests to research as well as their abilities to apply the principles and concepts of biochemistry learned in the course in a real scientific study.Support or Funding InformationResearch reported in this poster was supported by the National Institute of General medical Sciences of the National Institutes of Health under linked Award Numbers RL5GM118969, TL4GM118971, AND UL1GM118970. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health Research reported in this poster was supported by the National Research of General Medical Sciences of NIH under award number SC3GM109870 Research reported in this poster was supported has used core facility at BBRC supported by National Institute of Minority Health and Health Disparities under award number 5G12MD007592This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Uncovering protein-protein interactions through a team-based undergraduate biochemistry course.

How can we provide fertile ground for students to simultaneously explore a breadth of foundational knowledge, develop cross-disciplinary problem-solving skills, gain resiliency, and learn to work as a member of a team? One way is to integrate original research in the context of an undergraduate biochemistry course. In this Community Page, we discuss the development and execution of an interdisciplinary and cross-departmental undergraduate biochemistry laboratory course. We present a template for how a similar course can be replicated at other institutions and provide pedagogical and research results from a sample module in which we challenged our students to study the binding interface between 2 important biosynthetic proteins. Finally, we address the community and invite others to join us in making a larger impact on undergraduate education and the field of biochemistry by coordinating efforts to integrate research and teaching across campuses.

Promoting mastery of complex biological mechanisms.

This article describes efforts aimed at improving comprehension and retention of complex molecular mechanisms commonly studied in undergraduate biology and biochemistry courses. The focus is on the design of appropriate assessments, an active classroom emphasizing formative practice, and more effective out-of-class study habits. Assessments that require students to articulate their understanding through writing are the most effective. Frequent formative practice improves performance on problems that require intellectual transfer, the ability to apply conceptual principles in novel settings. We show that success with such problems is a function of mastery of the intrinsic logic of the biology in play, not variations in the way they are written. Survey data demonstrate that many students would prefer a learning style not dominated by memorization of factual details, but how to develop a more effective strategy is rarely intuitive. Matching individual students with specific learning styles has not proven useful. Instead, teachers can strongly promote individual metacognitive appraisal during both classroom activities and other study environments. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):7-21, 2018.

Using PyMOL to Explore the Effects of pH on Noncovalent Interactions between Immunoglobulin G and Protein A: A Guided-Inquiry Biochemistry Activity.

Students' understandings of foundational concepts such as noncovalent interactions, pH and pKa 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/pKa . 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/pKa 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/pKa 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, pKa , and protein structure. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):528-536, 2017.

Does the Use of Case-based Learning Impact the Retention of Key Concepts in Undergraduate Biochemistry?

Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge retention in an undergraduate biochemistry course; it also investigated associations of learning approach, age and gender.Methods: We used the Revised Two-Factor Study Process Questionnaire, a retention test, final exam grades and other demographic information to statistically compare academic outcomes of students subjected to either CBL or non-CBL active learning techniques.Results: We showed that students exposed to CBL in a second year course performed significantly better on a retention test conducted nine months after the final exam, and that there was a positive correlation between a deep learning approach and higher retention scores. We did not find an association between gender and age with the retention of biochemistry concepts.Conclusions: Our findings suggest that use of CBL in undergraduate biochemistry education may confer benefits in terms of retention of knowledge of key concepts.

An Investigation of the Pedagogical Impact of Using Case-based Learning in a Undergraduate Biochemistry Course

The use of case-based learning (CBL) provides students with diverse experiences in the classroom, including problem-solving, knowledge co-construction, communication, and group collaboration. Through these activities, students can explore and develop new knowledge, and acquire relevant skills that have application both in the classroom and beyond. While the majority of studies support the use of CBL as an active learning technique that confers positive pedagogical outcomes, most commonly the investigations compare CBL to a lecture-based method of course delivery. To address this issue, we investigated the pedagogical impact of CBL as compared to a non-CBL “mixture” of other active learning activities in an undergraduate biochemistry course, thereby allowing for a more detailed consideration of the case-specific elements of CBL. It was observed that use of CBL prevented the increase in surface approach to learning that occurred across the semester in the non-CBL group, and improved performance in the course, most notably at the knowledge level of Bloom’s taxonomy. As well, there was an improvement in student perception of the appropriateness of the course workload. Overall, these findings support the use of CBL as a preferred active learning technique, and provide valuable insight into the outcomes associated with its use.

Transforming Undergraduate Education in the Molecular Life Sciences‐A Special Summer Symposium

From July 30th to August 2nd at Missouri Western University, a special ASBMB small meeting will bring together both new and experienced educators to share, synthesize, and generate effective classroom strategies in undergraduate molecular life science courses. Through a series of presentations, workshops, and open discussions led by successful educators in the field, the most recent strategies identified to improve student learning and success in undergraduate biochemistry and molecular biology courses will be highlighted. Presentations and workshops will demonstrate how these strategies have been implemented in first year courses as well as upper division lecture and specialized laboratory sessions, providing a comprehensive view on how to invigorate the undergraduate curriculum. In addition, discussions focused on evaluating these strategies for publication or grant submission will be included. Throughout the symposium, there will also be extensive opportunities to discuss educational strategies with speakers and other attendees as well as opportunities to gain assistance with future course design.