Integrating Bioinformatics Tools Into Inquiry-Based Molecular Biology Laboratory Education Modules

The accelerating expansion of online bioinformatics tools has profoundly impacted molecular biology, with such tools becoming integral to the modern life sciences. As a result, molecular biology laboratory education must train students to leverage bioinformatics in meaningful ways to be prepared for a spectrum of careers. Institutions of higher learning can benefit from a flexible and dynamic instructional paradigm that blends up-to-date bioinformatics training with best practices in molecular biology laboratory pedagogy. At North Carolina State University, the campus-wide interdisciplinary Biotechnology (BIT) Program has developed cutting-edge, flexible, inquiry-based Molecular Biology Laboratory Education Modules (MBLEMs). MBLEMs incorporate relevant online bioinformatics tools using evidenced-based pedagogical practices and in alignment with national learning frameworks. Students in MBLEMs engage in the most recent experimental developments in modern biology (e.g., CRISPR, metagenomics) through the strategic use of bioinformatics, in combination with wet-lab experiments, to address research questions. MBLEMs are flexible educational units that provide a menu of inquiry-based laboratory exercises that can be used as complete courses or as parts of existing courses. As such, MBLEMs are designed to serve as resources for institutions ranging from community colleges to research-intensive universities, involving a diverse range of learners. Herein, we describe this new paradigm for biology laboratory education that embraces bioinformatics as a critical component of inquiry-based learning for undergraduate and graduate students representing the life sciences, the physical sciences, and engineering.

Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes

Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning.

Advancing Undergraduate Laboratory Education Using Non-Model Insect Species

Over the past decade, laboratory courses have made a fundamental shift to inquiry-based modules and authentic research experiences. In many cases, these research experiences emphasize addressing novel research questions. Insects are ideal for inquiry-based undergraduate laboratory courses because research on insects is not limited by regulatory, economic, and logistical constraints to the same degree as research on vertebrates. While novel research questions could be pursued with model insect species (e.g., Drosophila, Tribolium), the opportunities presented by non-model insects are much greater, as less is known about non-model species. We review the literature on the use of non-model insect species in laboratory education to provide a resource for faculty interested in developing new authentic inquiry-based laboratory modules using insects. Broader use of insects in undergraduate laboratory education will support the pedagogical goals of increased inquiry and resesarch experiences while at the same time fostering increased interest and research in entomology.