Guest post by Erin Vinson, University of Maine and Michelle Smith, Cornell University

Are you teaching genetics and looking for some new ideas? Check out CourseSource, a peer-reviewed, open-access journal that publishes field-tested articles describing undergraduate biology activities. All the activities are aligned with learning goals written by life science professional societies, including GSA. Many of the articles on CourseSource are easily adapted to be taught in online formats, and new submissions are always welcome!

Here are some recent genetics articles:

The ACTN3 Polymorphism Applications in Genetics and Physiology Teaching Laboratories

Frey, Somers, and colleagues describe a set of inquiry-based laboratory modules that focus on a common polymorphism in the ACTN3 gene. This Lesson article addresses principles in genetics and physiology, and it includes an accompanying Science Behind the Lesson article about ACTN3 Polymorphism.

DNA Detective: Genotype to Phenotype. A Bioinformatics Workshop for Middle School to College

Sternberger and Wyatt designed this workshop to introduce students from middle school to college to big data and bioinformatics. This lesson uses CyVerse and the Dolan DNA Learning Center’s online DNA Subway platform.

Fruit Fly Genetics in a Day: A Guided Exploration to Help Many Large Sections of Beginning Students Uncover the Secrets of Sex-linked Inheritance

Croshaw and Palmtag developed a short, guided exploration laboratory activity that illustrates contrasts between sex-linked and autosomal inheritance mechanisms.

CURE-based Approach to Teaching Genomics Using Mitochondrial Genomes

Pogoda and colleagues developed a four-week CURE module centered around teaching genome annotation. Students have the opportunity to publish their annotated genomes to NCBI’s GenBank.

There are also a variety of articles not specific to genetics that would be a great fit in any class. Here are a few:

Using Comics to Make Science Come Alive

Gormally uses graphic memoirs to help students understand the relationship between science and issues they face in everyday life. These comics often serve as a powerful entry point for non-science majors.

Structuring Courses for Equity

Hocker and Vandegrift identified four evidence-based elements that they used in course design and implementation. The authors discuss the relevant literature and their own experience supporting equitable classrooms.

The Pipeline CURE: An Iterative Approach to Introduce All Students to Research Throughout a Biology Curriculum

Lee and colleagues present the pipeline CURE framework, which integrates one research question throughout a biology curriculum. The authors discuss evidence-based teaching methods and ongoing scientific research to help students overcome barriers to participation in undergraduate research.

Guest post by CourseSource Editor-in-Chief Michelle Smith and Managing Editor Erin Vinson.

In partnership with Society for the Advancement of Biology Education Research (SABER) meeting, CourseSource is hosting an ONLINE Writing Studio Short Course. We have switched to an online setting because the SABER meeting will no longer be taking place in Minneapolis, MN this summer.

We will offer this online Writing Studio twice this summer:

• June 15–17 from 12 p.m. to 4 p.m. EDT
• July 21–23 from 12 p.m. to 4 p.m. EDT

We acknowledge that many of you needed to quickly switch to online education this spring. CourseSource is supportive of your efforts and hopes that you will consider sharing your innovative ideas through future publications.

About CourseSource

CourseSource is a peer-reviewed and open-access journal that publishes tested, evidence-based undergraduate activities for life sciences. The articles include details in a format, style, and voice that support replicability. Publishing activities in CourseSource provides authors with recognition of the creativity, experience, and time needed to develop effective classroom materials, while also supporting the dissemination of evidence-based teaching practices. Authors can list CourseSource articles in the peer-reviewed publication section of their curriculum vitae and use them as evidence for excellence in teaching.

Eligibility

The Writing Studio Short Course is open to instructors (including faculty, graduate students, and postdocs) who teach biology to undergraduate students and are planning to publish an activity in CourseSource.

Participants must commit to attending the full Writing Studio Short Course, either the June or July session. Preference is given to applicants who have taught the activity that they will be working on at the Writing Studio and who have not previously published in CourseSource. Faculty from community colleges, primarily undergraduate institutions, and minority-serving institutions (colleges and universities) are encouraged to apply.

Participant Benefits

The Writing Studio will provide time for you to work on your CourseSource manuscript and receive advice and feedback from editorial staff. We will also connect you with other prospective authors.

To apply, visit this link: https://umaine.qualtrics.com/jfe/form/SV_2uvbistCjthb8Rn. Application review will begin on April 20, 2020. If you have questions, contact Editor-in-Chief Michelle Smith and Managing Editor Erin Vinson.

Guest post by Michelle Smith, Cornell University.

Teaching genetics and looking for some new course ideas?  Check out CourseSource, which is a peer-reviewed, open-access journal that publishes articles describing undergraduate biology activities. All the activities are aligned with learning goals written by life science professional societies, including GSA.

Here are some recent genetics articles:

Meiosis: A Play in Three Acts, Starring DNA Sequence

Newman and Wright designed a new way to have students demonstrate meiosis with long strips of paper that contain DNA sequence. The questions instructors ask students help them learn about sister chromatids, homologous chromosomes, and chromosome pairing. The big “ah-ha” moment comes when students figure out they can use DNA sequence to find their homologous pair.

A Clicker-based Case Study that Untangles Student Thinking About The Processes in The Central Dogma

Pelletreau and colleagues from six different institutions designed a clicker-based case study activity that asks students to predict the effects of different types of mutations on DNA replication, transcription, and translation. Students often have mixed models of the Central Dogma of Biology and this activity helps them better understand what information is encoded at each stage.

A Hands-on Introduction to Hidden Markov Models
Weisstein and colleagues designed an interactive lecture, examples, and homework problems to teach students about Hidden Markov Models (HMM), which form the basis for many gene predictors. Student understanding of HMM is becoming increasingly critical in the era of big data, where biologists and computer scientists often collaborate on important scientific questions.

Linking Genotype to Phenotype: The Effect of a Mutation in Gibberellic Acid Production on Plant Germination
CourseSource also publishes laboratory lessons that can be performed in a variety of environments. For example, Mann and colleagues developed a hands-on activity about the effect of the plant hormone gibberellic acid (GA) on plant germination.

There are many more activities covering concepts such as linkage, insertion/deletion mutations, conservation biology, and genetically modified organisms. Having access to these high-quality, well-vetted active learning activities can help you with class preparation and provide new learning opportunities for your students.

About the author:

Michelle Smith is Editor in Chief of CourseSource and an Associate Professor in the Department of Ecology and Evolution at Cornell University.