Undergraduate Research Program Research Articles

Deleted in Colorectal Cancer Inhibits Protein Synthesis, But How?

Deleted in colorectal cancer (DCC) is a chemotropic transmembrane receptor known to regulate neuron growth by stimulating or suppressing protein synthesis machinery. DCC does this by sensing an extracellular signal known as netrin‐1. In the absence of netrin‐1, DCC tethers translation machinery with its cytoplasmic tail (C‐tail), blocking ribosome function. In the presence of netrin‐1, DCC homodimerizes, releasing the translation machinery for local protein synthesis. While netrin‐1’s role is understood, the C‐tail‐translational machinery complex is poorly defined. Our lab focuses on which portion of the DCC C‐tail is necessary and sufficient at regulating protein synthesis. Using site‐directed mutagenesis, traditional cloning, and recombinant protein expression we have created a series of C‐tail truncation mutants. We measured the inhibitory function of each mutant using an in vitro luciferase assay. Our results indicate that the inhibitory region of the tail lies toward the N‐terminus. By defining the inhibitory portion of the C‐tail we have developed a model for how it is interacting with the translation machinery. Collectively, our data contribute to a growing body of knowledge about the relationship between chemotropism and protein synthesis.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 Award Number R15GM134393. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.Support was also provided by an undergraduate research grant to E.A Spear from the Metropolitan State University of Denver Undergraduate Research Program.

(Re)Constructing Expertise on Resistance: What We Can Learn from Youth Mobilizing against Social Inequality

Historically, critical dialogue has excluded low-income communities of color and youth voices, and today academic spaces remain geographically, structurally, and intellectually inaccessible to non-academic members of our communities. Omitting the voices of young people in academic spaces reifies the assumption that expertise on resistance is legitimate only when it is taken up by credentialed actors working within educational institutions. In this article, we reflect on two feminist decolonial methods that we believe are necessary for conducting youth-centered research: (1) locating youth, or critically contextualizing demonstrations of youth agency within particular global, local, and institutional settings and (2) confronting our own insider-outsider positionalities in the research process. Theresa Hice Fromille, Roxanna Villalobos, and Valeria Mena critically analyze the community-engaged and participatory action research they have conducted in solidarity with Black and Latinx youth. Karina Ruiz and Lesly Martinez Ibañez discuss three undergraduate research programs offered in three different Hispanic Serving Institutions. Collectively, we aim to de/re-construct what it means to be a knowledge-producer in sociological research, and we advocate for scholars to recognize the political and epistemological significance of making space for youth expertise in academic spaces.

Implementing a species‐specific undergraduate research program

AbstractUndergraduate research experiences have well‐established benefits on undergraduate education, such as improved critical thinking, professional development, and increased interest in graduate studies. In addition, the host faculty can benefit by increasing their research impact and gaining exposure to potential graduate candidates. In the production animal science field (study of domestic livestock raised for meat, milk, or fiber), research also allows for additional livestock handling experience outside of the classroom, which is critical for students without agricultural backgrounds. At Kansas State University, the swine (Sus scrofa domesticus) nutrition research group developed a swine‐specific undergraduate research program. Several different models for projects are in place to maximize the research experience for students. Steps in the process include recruitment, initial student evaluation, project execution, presentation, evaluation, and post‐graduate status update. There are several key roles in this training process. Graduate students serve as mentors and benefit from leadership training and development of interpersonal and managerial skills. Evidence collected after students have completed the program reiterates the importance of exposing students to not only the scientific method, but the swine and feed industries. Many of the students who complete projects ultimately pursue graduate or veterinary degrees, whereas those who choose nonresearch‐related careers recognize the value of research and appreciate exposure to the swine industry. This case study will outline aspects of a swine‐specific undergraduate research program, which can be applied to any life sciences discipline.

Guest Editorial—“Celebrating a Decade of UO Undergraduate Research”

In 2010 student leaders began advocating for three initiatives to support undergraduate research and creative work— an annual conference, a student-edited journal, and a dedicated office. They approached Karen Sprague, Vice Provost for Undergraduate Studies, who shared their excitement about undergraduate research. First, Vice Provost Sprague wanted to find out how other universities were developing these areas, so I was asked to investigate the undergraduate research programs of the 62 universities that belong to the Association of American Universities (AAU). I found that 49 institutions hosted an annual undergraduate research conference, 31 sponsored a university-wide undergraduate research journal, and 59 had a dedicated undergraduate research office.

Summer Undergraduate Research Program to Recycle Composite Material

Summer Undergraduate Research Program to Recycle Composite Material

Supporting Deaf Students in Undergraduate Research Experiences: Perspectives of American Sign Language Interpreters.

Deaf undergraduates are eager to engage in research but often feel marginalized due to lack of appropriate accommodations to allow for effective communication within heterogeneous research teams consisting of hearing peers and/or mentors. In this case study, we interviewed four American Sign Language (ASL) interpreters who provided full-time accommodations to teams consisting of one deaf student and two hearing peers during a six-week internship. We queried the interpreters on their role and experiences in supporting the research teams. Our findings indicate that the interpreters can be a valuable asset to heterogeneous teams by supporting both deaf and hearing individuals and advocating for the deaf student. That said, interpreters also had to overcome challenges unique to interpreting in the research environment, such as deciding when and how to interpret. The insights provided by the interpreters interviewed here are valuable as undergraduate research programs evaluate how to provide appropriate accommodations to deaf students engaged in research. In addition, they also highlight the need for research experience coordinators and mentors to consider supporting diverse teams in developing effective communication strategies and applying universal design for learning to the research environment.

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education

Fostering Faculty Diversity by Supporting Access to Graduate Study in Education Lora Henderson (bio), Blake R. Silver (bio), Leslie Booren (bio), Sara E. Rimm-Kaufman (bio), and James Wyckoff (bio) Student enrollment in higher education has become increasingly diverse (Cook & Córdova, 2007), but progress toward hiring sociodemographically diverse faculty remains slow (Snyder, de Brey, & Dillow, 2019; Turner, González, & Wood, 2008). Faculty diversity is crucial for a variety of important outcomes, including academic success and student development (Stanley, 2006; Stout, Archie, Cross, & Carman, 2018). Moreover, the presence of faculty from underrepresented groups can advance research and teaching in new directions as scholars draw on diverse perspectives (Umbach, 2006). Recent data indicates that 43% of college students in the US identify with racial and ethnic minority groups, compared with just 23% of full-time faculty (Musu-Gillette et al., 2017; Snyder et al., 2019). While data on faculty representation by socioeconomic background is unavailable, research demonstrates that careers in academia are frequently perceived to be unwelcoming for individuals from working-class, poor, and first-generation college-going families (Ardoin & martinez, 2019; Lee, 2017). A range of barriers undermine efforts to diversify postsecondary faculty. The pipeline from undergraduate to doctoral programs is one important factor (Turner et al., 2008). Research points to durable disparities in inclusion based on class and race within higher education (Arum, Roksa, Cruz, & Silver, 2018). While there are various explanations for disparate college experiences, theories of cultural capital offer insight. Drawing on the work of Bourdieu (1983/1986), scholars have demonstrated that disparities in cultural capital—in the form of knowledge, comfort, and familiarity with postsecondary institutions—undermine access to graduate education (e.g., Kiyama, 2010; Posselt, 2016). PROGRAM STRUCTURE AND ASSESSMENT Drawing on these insights, the Summer Undergraduate Research Program (SURP; see https://curry.virginia.edu/faculty-research/join-us/summer-undergraduate-research-program-surp) at the University of Virginia attempts to address inequalities in the pipeline to graduate education and faculty careers. SURP was designed to prepare students from underrepresented racial and socioeconomic groups—including Students of Color, low-income, and first-generation college students—for graduate study in education research by developing confidence with skills and academic practices to support their transition to graduate school. The SURP admissions process identifies interns with demonstrated interest in and commitment to graduate [End Page 663] education. For example, in the preprogram survey, one intern stated: "My main goal in life (academically and professionally) is to have a wide range of knowledge [on] conducting research and obtain an occupation in research. It is one of my main goals to obtain a PhD." SURP originated in 2008 as a part of the Virginia Education Science Training program, funded by a grant from the Institute of Education Sciences. Similar programs have been developed elsewhere (e.g., North Carolina Central University, New York University, Florida State University, and University of Texas–San Antonio). Despite the presence of such programs, there are few evaluations of the extent to which they generate cultural capital that can be leveraged in the pursuit of graduate education. This article offers insights from pretest and posttest surveys taken before and after completing SURP by interns who participated from 2010 to 2017. Specifically, we focus on one aspect of cultural capital by considering whether participation increased interns' perceived confidence in research skills. Pretest and posttest data were gathered from 60 of 62 SURP interns. Of the respondents, 35% identified as Black (n = 21), 15% as Asian (9), 23% as Hispanic or Latinx (14), 20% as White (12), and 7% as multiracial or other (4). Eighty-seven percent identified as female (n = 52) and 13% as male (8). Participants were socioeconomically diverse: 43% of students came from families with annual incomes of $55,000 or less (n = 26) and 27% from families making $100,000 or more (16). Almost half (48%, n = 29) were first-generation college students. Students were entering their final year of college and ranged in age 20–24 years. Institutional Review Board approval was obtained to analyze data retrospectively. With a commitment to increasing access to careers in research and education, SURP works to help students develop competence and comfort with a variety of skill...

Comparison of career identity, job competencies, major satisfaction, and academic achievement according to participation of undergraduate research program in science majors

Comparison of career identity, job competencies, major satisfaction, and academic achievement according to participation of undergraduate research program in science majors

Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

BackgroundMany undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork.ResultsUsing a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018.ConclusionsA flexible approach, an annualized project timeline, a student-driven prototyping space, and self-selecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.

What Kinds of Departments Promote Undergraduate Research in Political Science?

In this paper, I examine the factors that are associated with the adoption of a formalized undergraduate research program in political science. What kinds of institutions and departments are more or less likely to adopt a formalized undergraduate research program? One the one hand, one might assume that such a program appears in departments that are well endowed with research resources, i.e. Ph.D. granting departments. On the other hand, the personal interaction between faculty members and undergraduate students required of mentored undergraduate research might suggest such programs are more likely to exist at primarily undergraduate degree-granting programs. Using data from the 2017 to 18 American Political Science Departmental Survey of 383 political science departments, I find that contrary to expectations, institutional characteristics are unrelated to the likelihood of offering an undergraduate research program. Rather the one factor that is significantly related to whether a department offers an undergraduate research program is whether the department also offers a capstone course as an indicator of a structured curriculum. This suggests a commitment to curricular structure is most associated with the promotion of undergraduate research, independent of institutional characteristics.

Meet the First Authors.

Meet the First Authors.

Big-Data Analysis and Visualization as Research Methods for a Large-Scale Undergraduate Research Program at a Research University

Big-Data Analysis and Visualization as Research Methods for a Large-Scale Undergraduate Research Program at a Research University

Big-Data Analysis and Visualization as Research Methods for a Large-Scale Undergraduate Research Program at a Research University

Big-Data Analysis and Visualization as Research Methods for a Large-Scale Undergraduate Research Program at a Research University

Building Bridges: The Biochemistry Major at Albion College

We present here our planning, implementation, outcomes, and future directions for the biochemistry major, with a focus on lessons learned and what works. The Albion College Biochemistry Major has been developed over the past eighteen years in the context of significant changes in the institution's vision and curriculum. The original initiative was founded on establishing vital student‐faculty collaborative research in biochemistry and molecular biology as part of a campus wide undergraduate research and scholarship program. Undergraduate biochemistry research at Albion was supported by a college commitment to new laboratory facilities and equipment that would house both the summer undergraduate research program as well as laboratory courses for all students that emphasized active learning, experimental design, and research methodology. The framework for the course curriculum was initially based upon guidelines developed by Boyer and Zimmerman in 1992, which they later updated and disseminated in 2003. Our biochemistry curriculum emphasizes core concept driven modules, which can evolve to reflect the ever‐changing landscape of biochemistry and molecular biology (Vision and Change, 2009.) The biochemistry major is designed and implemented by two faculty FTE's within the chemistry department with expertise in biological chemistry and chemical biology. Albion faculty have worked to adapt this model by utilizing the strengths and talents of chemistry and biology faculty, and serving the needs and interests of our students. Our formal laboratory experiences engage students with current methods, instrumentation and research problems in preparation for professional, graduate and clinical careers (Caldwell et al., 2004.) Critical to the success of the program is the collaboration with faculty in the biology department. This includes colleagues that provide molecular biology, bioinformatics, physiology, microbiology, immunology and cell biology coursework and research opportunities to biochemistry students. The biochemistry and molecular biology curriculum has adapted to and evolved with curricular reforms in the chemistry and biology departments along with institutional efforts for pre‐clinical students. The chemistry department is currently planning and revising the core curriculum, which we will begin to implement in the fall of 2019. This new curriculum is designed to improve student success for both biochemistry majors along with all Albion College STEM students.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Isolation of a Novel Complex Between Human NER Proteins XPC and XPA

Nucleotide excision repair (NER) is the primary mechanism to remove large covalent DNA lesions resulting from exposure to a wide variety of genotoxic agents. The human NER mechanism is dependent on the coordinated activity of over thirty proteins that build a series of protein machines to repair the damaged DNA. Two proteins, XPC and XPA, play critical roles in NER despite lacking any enzymatic activity. XPC serves as a generic sensor of damaged DNA, marking a site for repair and initiating assembly of the NER machinery. XPA is generally believed to act as a molecular scaffold upon which the NER machines are built. Previous studies have suggested a weak but direct physical interaction between XPC and XPA, and genetic evidence suggests this interaction may aid in recruitment of XPA to potential damage sites in cells. In this study, we identified a novel protein complex between human XPA and the globular transglutaminase-like domain of XPC (XPC-TGD). We employed a chemical cross-linking strategy to isolate protein complexes formed from highly purified recombinant proteins. Complexes were purified by SDS-PAGE and subjected to trypsin proteolysis. MALDI-TOF mass spectrometry analysis identified polypeptide fragments from both the XPA and XPC proteins in tryptic digests of isolated complex samples. These results suggest the XPA may interact with XPC by binding to the XPC-TGD during assembly of the NER machinery. Support or Funding Information Supported by The University of Virginia's College at Wise Fellowship in Natural Sciences (FINS) Undergraduate Research Program This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Allotopic Gene Therapy as a Treatment for Mitochondrial Disease

Mitochondrial encephalomyopathies (MEs) result from mutations in mitochondrial genes and have been implicated in the aging process as well as several neurological and neuromuscular diseases. Developing genetic methods to knock‐down (KD) or express (rescue) endogenous mitochondrial genes would enable the development of novel therapies for numerous diseases such as neurodegenerative diseases and mitochondrial disorders, including primary encephalomyopathies such as NARP, MLS, and FBSN.We have shown that RNAs can be targeting to mitochondria including long RNAs capable of coding proteins. Our preliminary data suggest these can be expressed by mitoribosomes but expression appears to be inefficient. We hypothesize that removing 5′UTRs and the targeting elements will dramatically improve the efficiency of mitoribosome translation. One approach we are testing is to engineer mitochondrial‐targeted RNA endonucleases (mtREs); RNA endonuclease, which don't exist in nature, could increase the efficiency of translation in the mitochondria by removing interfering 5′ ribonucleotides. We are testing this hypothesis by engineering clones for studies in HELA cells and transgenic animals for studies in Drosophila. We will examine expression efficiency using confocal microscopy and Western blotting.Support or Funding InformationUniversity of Pittsburgh School of Medicine, Summer Undergraduate Research Program (SURP), Molecular Pharmacology Department, Summer 2018 American Society of Pharmacology and Experimental TherapeuticsThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Effects of βγ‐Mediated Membrane Localization on Growth Signaling by Overexpressed Gα13

The G12/13 class of heterotrimeric G proteins is unique in its ability to stimulate cellular transformation via overexpression of the wildtype α subunit, Gα12 or Gα13, absent of activating mutations. We have studied the mechanism of wildtype Gα12/13 signaling to the transcriptional activator Serum Response Factor (SRF), a pathway implicated in multiple cancer types. When overexpressed in cultured human embryonic kidney cells, wildtype Gα13 showed robust stimulation of this transcriptional response. This signaling by Gα13 was blunted by overexpression of G protein β1 and γ2 subunits, suggesting that aberrant signaling by the overexpressed α subunit results from stoichiometric imbalance between the trimeric G protein subunits. Next, using an epitope‐tagged Gα13 to track its subcellular location, we discovered the overexpressed α subunit shifted from a membrane‐associated fraction to a soluble fraction, coincident with its sharp increase in SRF signaling. Overexpression of the β1γ2 dimer caused re‐localization of wildtype Gα13 to the membrane‐associated fraction, coincident with its diminished signaling. Interestingly, our preliminary data utilizing a non‐prenylated γ2 subunit suggest the ability of the βγ dimer to suppress signaling by overexpressed, wildtype Gα13 is independent of βγ association with the cell membrane. We currently are examining effects of this non‐membrane bound dimer on subcellular localization of wildtype Gα13. These findings add to our understanding of the mechanism utilized by overexpressed Gα13 to drive aberrant growth signaling.Support or Funding InformationWe acknowledge funding from the North Carolina Biotechnology Center, NC GlaxoSmithKline and CD Spangler Foundations, UNC Lineberger Comprehensive Cancer Center, and UNC‐Asheville Undergraduate Research Program.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Scholarship as conversation: Using book reviews to think about scholarly communication

In the ACRL white paper “Intersections of Scholarly Communication and Information Literacy: Creating Strategic Collaborations for a Changing Academic Environment,” the authors suggested librarians should reach out to “formal undergraduate research programs where faculty are paired one-on-one with undergraduate students.” By partnering with research groups, librarians could introduce the concepts behind scholarly communication and the information cycle, thereby enhancing the undergraduate research experience.

Impact and Outcomes of the Oklahoma IDeA Network of Biomedical Research Excellence Summer Undergraduate Research Program.

Participating in research under the guidance of faculty mentors can increase undergraduate students’ skills, knowledge, and confidence in conducting scientific research and pursing a scientific career. The Oklahoma IDeA Network of Biomedical Research Excellence (OK-INBRE) in the US state of Oklahoma has established an infrastructure to develop future researchers and healthcare professionals by providing students with summer internships. However, long-term benefits have not typically been well quantified, and most prior investigations examining benefits and outcomes of undergraduate summer research experiences have been descriptive and/or observational in nature. To assess OK-INBRE summer program participants, educational and career outcomes were systematically tracked. Data for evaluation included 1) primary sources containing responses to learning surveys from OK-INBRE and national cohorts over a three-year period, and 2) secondary sources from the Oklahoma State Regents for Higher Education (OSRHE), that track educational outcomes of Oklahoma students over a 15-year period. Frequency statistics were compiled and bivariate analyses were conducted to examine participant academic and career outcomes. Survey responses reported higher satisfaction in various dimensions of learning among OK-INBRE students than among corresponding national cohorts, particularly on dimensions of knowledge, skills, and understanding of sciences. The OSRHE data showed that, compared with those in the control group, there was a 100% increase in OK-INBRE participants who enrolled in or had completed a professional degree (e.g., MD/DO) and a 175% increase in students attending a biomedical science graduate program. These findings demonstrate the contribution of the OK-INBRE program in promoting science education and professions.

The Relationship Between Participation in Out-of-Class Activities and Cognitive and Social Outcomes of Korean College Students

In the era of the 4th Industrial Revolution, higher education institutions should change practices of educational programs and services, which are mainly based on traditional classroom-based instructions, to allow students to have more diverse experiences. Since college students spend relatively more time engaged in out-of-class activities than attending regular courses, it is necessary to examine how participating in out-of-class programs is related to cultivation of the competencies that the future demands. This study explores the relationship between out-of-class activity participation and perceived change in cognitive and social outcomes of Korean college students. Five out-of-class activities were examined: learning community, undergraduate research, service learning, internship, and residential college programs. K-NSSE (Korea-National Survey of Student Engagement) data were analyzed using hierarchical linear model analysis. The study findings are consistent with the results of previous research that demonstrated a positive association between participating in out-of-class activities and students’ cognitive and social outcomes.