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Journal articles on the topic 'Introductory biology laboratory manual'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Ratcliff, William C., Allison Raney, Sam Westreich, and Sehoya Cotner. "A Novel Laboratory Activity for Teaching about the Evolution of Multicellularity." American Biology Teacher 76, no. 2 (2014): 81–87. http://dx.doi.org/10.1525/abt.2014.76.2.3.

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The evolution of complexity remains one of the most challenging topics in biology to teach effectively. We present a novel laboratory activity, modeled on a recent experimental breakthrough, in which students experimentally evolve simple multicellularity using single-celled yeast (Saccharomyces cerevisiae). By simply selecting for faster settling through liquid media, yeast evolve to form snowflake-shaped multicelled clusters that continue to evolve as multicellular individuals. We present core experimental and curriculum tools, including discussion topics and assessment instruments, and provide suggestions for teacher customization. Prelab and postlab assessments demonstrate that this lab effectively teaches fundamental concepts about the transition to multicellularity. Yeast strains, the student lab manual, and an introductory presentation are available free of charge.

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2

Moorberg, Colby J., and David A. Crouse. "An Open-Source Laboratory Manual for Introductory, Undergraduate Soil Science Courses." Natural Sciences Education 46, no. 1 (2017): 170013. http://dx.doi.org/10.4195/nse2017.06.0013.

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3

Ward, John. "Recombinant DNA laboratory manual." Trends in Cell Biology 2, no. 12 (1992): 387–88. http://dx.doi.org/10.1016/0962-8924(92)90053-p.

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4

Horn, Toby M. "Recombinant DNA laboratory manual." Analytical Biochemistry 183, no. 2 (1989): 325. http://dx.doi.org/10.1016/0003-2697(89)90488-0.

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5

Kyriacou, C. P. "Drosophila: A laboratory manual." Trends in Biochemical Sciences 15, no. 11 (1990): 445–46. http://dx.doi.org/10.1016/0968-0004(90)90286-k.

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6

J.L. "Antibodies: A laboratory manual." Trends in Biochemical Sciences 14, no. 10 (1989): 429. http://dx.doi.org/10.1016/0968-0004(89)90307-1.

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7

Wen Hui Shen. "Plant Molecular Biology, a laboratory manual." Plant Science 124, no. 2 (1997): 223. http://dx.doi.org/10.1016/s0168-9452(97)04610-4.

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8

Bryant, John. "Plant molecular biology: A laboratory manual." Phytochemistry 47, no. 3 (1998): 480. http://dx.doi.org/10.1016/s0031-9422(98)90110-8.

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9

Kirby, Melissa. "Plant molecular biology: A laboratory manual." Molecular Biotechnology 8, no. 2 (1997): 194. http://dx.doi.org/10.1007/bf02752266.

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10

White, James D., and Jenna P. Carpenter. "Integrating Mathematics into the Introductory Biology Laboratory Course." PRIMUS 18, no. 1 (2008): 22–38. http://dx.doi.org/10.1080/10511970701753415.

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11

Jain, K. K. "Book review:Proteins and Proteomics: A Laboratory manual andPurifying Proteins for Proteomics: A laboratory manual." BioEssays 26, no. 12 (2004): 1366–67. http://dx.doi.org/10.1002/bies.20162.

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12

Hrizo, Stacy L., and Nancy Kaufmann. "Illuminating cell signaling: UsingVibrio harveyiin an introductory biology laboratory." Biochemistry and Molecular Biology Education 37, no. 3 (2009): 164–69. http://dx.doi.org/10.1002/bmb.20262.

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13

MARESCA, Bruno, and George S. KOBAYASHI. "Molecular biology of pathogenic fungi: A laboratory manual." Revista do Instituto de Medicina Tropical de São Paulo 37, no. 2 (1995): 154. http://dx.doi.org/10.1590/s0036-46651995000200017.

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14

Silverman, Sanford. "Methods in yeast genetics (laboratory course manual)." Analytical Biochemistry 167, no. 2 (1987): 424. http://dx.doi.org/10.1016/0003-2697(87)90188-6.

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15

Iatrou, Kostas. "Baculovirus expression vectors: A laboratory manual." Cell 74, no. 1 (1993): 7–8. http://dx.doi.org/10.1016/0092-8674(93)90288-2.

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16

Cook, Matthew. "MANUAL OF MOLECULAR AND CLINICAL LABORATORY IMMUNOLOGY." Immunology and Cell Biology 84, no. 6 (2006): 563. http://dx.doi.org/10.1111/j.1440-1711.2006.01474.x.

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17

Gatenby, Paul A. "MANUAL OF CLINICAL LABORATORY IMMUNOLOGY, SIXTH EDITION." Immunology & Cell Biology 80, no. 4 (2002): 398. http://dx.doi.org/10.1046/j.1440-1711.2002.01099.x.

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18

Bowlus, R. David, and Susan C. Grether. "A Practical Polymerase Chain Reaction Laboratory for Introductory Biology Classes." American Biology Teacher 58, no. 3 (1996): 172–74. http://dx.doi.org/10.2307/4450109.

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19

Alaie, Adrienne, Virginia Teller, and Wei-gang Qiu. "A Bioinformatics Module for Use in an Introductory Biology Laboratory." American Biology Teacher 74, no. 5 (2012): 318–22. http://dx.doi.org/10.1525/abt.2012.74.5.6.

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Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college introductory biology laboratories do not include experiences of this type, we present a bioinformatics module that can easily be included in a 90-minute session of a biology course for both majors and non-majors. Students completing this computational, inquiry-based module observed the value of computer-assisted analysis. The module gave students an understanding of how to read files in a biological database (GenBank) and how to use a software tool (BLAST) to mine the database.

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20

Gibbens, Brian B., Janet L. Schottel, Cheryl L. Scott, and Courtney D. Hoff. "Exploring Metagenomics in the Laboratory of an Introductory Biology Course †." Journal of Microbiology & Biology Education 16, no. 1 (2015): 34–40. http://dx.doi.org/10.1128/jmbe.v16i1.780.

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21

Kuzmenko, Tatiana, Ashwarya Sharma, and Demian A. Willette. "Plant-Derived Drug Discovery in an Introductory Biology Laboratory Course." American Biology Teacher 83, no. 4 (2021): 214–21. http://dx.doi.org/10.1525/abt.2021.83.4.214.

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Hands-on, inquiry-based laboratory activities are excellent opportunities to introduce first-year undergraduate students to the lab environment and to catalyze new interest in topics they may not yet know or be as enthusiastic about studying. We describe a multisession introductory laboratory activity that couples the research areas of medicinal drug discovery and plant biology. Selecting from a diversity of native California plants and broadly recognized medicinal plants, students learn and apply an assortment of basic phytochemical assays, analyze preliminary data, and then formulate hypothesis-driven follow-up experiments. Working in small groups, students develop shared project management and collaboration skills, and present activity results to peers in multiple modalities. Furthermore, we summarize findings from 163 student experiments using 29 plant species into an Instructor’s Resource Table to facilitate guiding students through their preliminary and follow-up experiments. Lastly, we include student responses from pre- and post-activity surveys on their changing attitudes toward plant biology.

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22

Treacy, Daniel J., Saumya M. Sankaran, Susannah Gordon-Messer, et al. "Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course." CBE—Life Sciences Education 10, no. 1 (2011): 18–24. http://dx.doi.org/10.1187/cbe.10-07-0085.

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In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students’ skills in critical thinking and analysis, and has promoted interest in basic research in biology.

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23

Metz, Anneke M. "Teaching Statistics in Biology: Using Inquiry-based Learning to Strengthen Understanding of Statistical Analysis in Biology Laboratory Courses." CBE—Life Sciences Education 7, no. 3 (2008): 317–26. http://dx.doi.org/10.1187/cbe.07-07-0046.

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There is an increasing need for students in the biological sciences to build a strong foundation in quantitative approaches to data analyses. Although most science, engineering, and math field majors are required to take at least one statistics course, statistical analysis is poorly integrated into undergraduate biology course work, particularly at the lower-division level. Elements of statistics were incorporated into an introductory biology course, including a review of statistics concepts and opportunity for students to perform statistical analysis in a biological context. Learning gains were measured with an 11-item statistics learning survey instrument developed for the course. Students showed a statistically significant 25% (p < 0.005) increase in statistics knowledge after completing introductory biology. Students improved their scores on the survey after completing introductory biology, even if they had previously completed an introductory statistics course (9%, improvement p < 0.005). Students retested 1 yr after completing introductory biology showed no loss of their statistics knowledge as measured by this instrument, suggesting that the use of statistics in biology course work may aid long-term retention of statistics knowledge. No statistically significant differences in learning were detected between male and female students in the study.

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24

Stewart, M. G. "Enzyme histochemistry: a laboratory manual of current methods." FEBS Letters 327, no. 1 (1993): 119. http://dx.doi.org/10.1016/0014-5793(93)81062-5.

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25

Bushman, Janet L., and Jonathan Millar. "Experiments with fission yeast: A laboratory course manual." Trends in Cell Biology 4, no. 7 (1994): 266–67. http://dx.doi.org/10.1016/0962-8924(94)90127-9.

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26

Pecor, Keith W. "Exploring Genetic Drift via Manual Simulations." American Biology Teacher 81, no. 9 (2019): 665–67. http://dx.doi.org/10.1525/abt.2019.81.9.665.

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Genetic drift is an important mechanism in microevolution, but it can be more challenging to understand than other mechanisms (e.g., natural selection). This group project allows students to simulate random changes in allelic frequencies over generational time using a few simple supplies and was well received when included in an introductory biology course at the collegiate level.

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27

Wickner, Reed B. "Methods in yeast genetics: A laboratory course manual." Analytical Biochemistry 197, no. 1 (1991): 273–74. http://dx.doi.org/10.1016/0003-2697(91)90389-b.

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28

Sassone-Corsi, Paolo. "Gene transfer and expression: A laboratory manual." Cell 65, no. 4 (1991): 535–36. http://dx.doi.org/10.1016/0092-8674(91)90083-b.

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29

Smith, Ann C., Richard Stewart, Patricia Shields, Jennifer Hayes-Klosteridis, Paulette Robinson, and Robert Yuan. "Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses." Cell Biology Education 4, no. 2 (2005): 143–56. http://dx.doi.org/10.1187/cbe.04-08-0048.

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Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

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30

Putri, Indah Kurnia, and Marlini Marlini. "Pembuatan Buku Panduan Labor Komputer di Jurusan Bahasa dan Sastra Indonesia dan Daerah Fakultas Bahasa dan Seni Universitas Negeri Padang." Ilmu Informasi Perpustakaan dan Kearsipan 8, no. 1 (2019): 487. http://dx.doi.org/10.24036/107303-0934.

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Abstract It can be concluded the steps in making the Computer Labor Manual of the Indonesian Language and Literature Department and the Regional Language and Arts Faculty of the State University of Padang, as follows; (a) collecting data and information, (b) compiling the writing framework, (c) making front cover (d), (d) making introductory words, (e) making a table of contents, (f) making the main contents of the book, elements the main content contained in the computer labor manual of the Indonesian and regional languages and literature is to make chapter I discuss the introduction of computer labor profiles, containing a glimpse of computer labor, labor computer organizational structure, computer laboratory space layout, chapter II discusses service computer labor contains about computer labor service hours, computer laboratory rules, chapter III discusses information retrieval, contains computer labor management, procedures for borrowing computer labor facilities, and what applications are available on computers in Indonesian and regional language and literature majors, chapters IV makes a closing containing conclusions.Keywords: Computer Labor, Laboratory, Guidebook

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31

Sundberg, Marshall D., and Joseph E. Armstrong. "The Status of Laboratory Instruction for Introductory Biology in U.S. Universities." American Biology Teacher 55, no. 3 (1993): 144–46. http://dx.doi.org/10.2307/4449610.

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32

Tsunekage, Toshi, Christopher R. Bishop, Casey M. Long, and Iris I. Levin. "Integrating information literacy training into an inquiry-based introductory biology laboratory." Journal of Biological Education 54, no. 4 (2019): 396–403. http://dx.doi.org/10.1080/00219266.2019.1600569.

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33

Leseney, Anne-Marie, Annik Prat, and Paul Cohen. "An introductory laboratory course in biochemistry and molecular biology in Africa." Biochemical Education 22, no. 2 (1994): 85–88. http://dx.doi.org/10.1016/0307-4412(94)90085-x.

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34

Strange, R. C. "Techniques in diagnostic human biochemical genetics: A laboratory manual." FEBS Letters 306, no. 2-3 (1992): 280–81. http://dx.doi.org/10.1016/0014-5793(92)81025-h.

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35

Setty, Sumana, and Melissa S. Kosinski-Collins. "A Model Inquiry-Based Genetics Experiment for Introductory Biology Students." American Biology Teacher 77, no. 1 (2015): 41–47. http://dx.doi.org/10.1525/abt.2015.77.1.6.

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It has been noted that undergraduate project-based laboratories lead to increased interest in scientific research and student understanding of biological concepts. We created a novel, inquiry-based, multiweek genetics research project studying Ptpmeg, for the Introductory Biology Laboratory course at Brandeis University. Ptpmeg is a protein involved in axon formation in Drosophila melanogaster. In order to better understand Ptpmeg’s functionality, students sought to find Ptpmeg’s enhancers and suppressors by engaging in either a 4- or a 7-week modular research project. By the end of the semester, students were able to learn various laboratory techniques and acquire a deeper understanding of Drosophila genetics in both versions of the course.

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36

Goldstein, Jessica, and Dan F. B. Flynn. "Integrating Active Learning & Quantitative Skills into Undergraduate Introductory Biology Curricula." American Biology Teacher 73, no. 8 (2011): 454–61. http://dx.doi.org/10.1525/abt.2011.73.8.6.

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Analytical and quantitative thinking skills are core components of science but can be challenging to teach in introductory biology courses. To address this issue, modest curriculum modifications, including methods of hypothesis testing, data collection, and statistical analysis, were introduced into existing exercises in an introductory biology laboratory course. After completing the updated course, students demonstrated improved ability to understand and interpret statistical analyses. Furthermore, students were more likely to understand that hypothesis development and quantitative data analysis are important parts of biology. This study indicates that small changes to laboratory curricula can effect important changes in student learning and attitudes.

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37

Morgan, David O. "The bountiful baculovirus baculovirus expression vectors: A laboratory manual." Trends in Biochemical Sciences 18, no. 3 (1993): 110. http://dx.doi.org/10.1016/0968-0004(93)90166-k.

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38

Vullo, Diana L. "Biopolymers, enzyme activity, and biotechnology in an introductory laboratory class experience." Biochemistry and Molecular Biology Education 31, no. 1 (2003): 42–45. http://dx.doi.org/10.1002/bmb.2003.494031010167.

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39

Spell, Rachelle M., Judith A. Guinan, Kristen R. Miller, and Christopher W. Beck. "Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation." CBE—Life Sciences Education 13, no. 1 (2014): 102–10. http://dx.doi.org/10.1187/cbe.13-08-0169.

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Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.

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40

Arnstein, Larry, Stefan Sigdursson, and Bob Franza. "Ubiquitous Computing in the Biology Laboratory." JALA: Journal of the Association for Laboratory Automation 6, no. 1 (2001): 66–67. http://dx.doi.org/10.1016/s1535-5535-04-00119-4.

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Our objective is to eliminate the digital divide that persists between the physical and information spaces of wet-lab based enterprises by embedding computational resources into the shared laboratory environment. Our first challenge is to enable individual lab workers to contribute to a fine-grained formal representation of ongoing lab activities — to build the database by doing the work, without having to stop and write things down in a notebook or to enter information into a computer. By eliminating the redundancy of doing the work and then recording it, accuracy and completeness will be improved. And, by capturing information at a finer detail than is practical for manual entry systems, unanticipated applications can be supported.

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41

Putri, Azza Nuzullah. "The Development of an Inquiry-Based Laboratory Manual for Student of Biology Education." Journal of Education Research and Evaluation 5, no. 1 (2021): 95. http://dx.doi.org/10.23887/jere.v5i1.29203.

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Inquiry enables the student to learn through many activities that can improve student attitudes, processes, and thinking skills. Inquiry learning helps students develop their ability to solve the problem, think critically and reflectively. Applying inquiry-based activities in laboratory courses is one way to prompt the student-centered learning in general biology courses. The research aimed to develop a valid and practical inquiry-based laboratory manual for biology education students. This study used the ADDIE model to develop the product, the stages involve analysis, design, development, implementation, and evaluation. The implementation was conducted on 30 biology education students who take general biology courses. The data were collected by the validation sheet and questionnaire of student responses. The inquiry-based laboratory manual that has been developed gets a very decent category as a validation result. Practical of inquiry-based laboratory manual obtained from student response and it got a very practical category. The product is expected able to guide the student to do an inquiry process in laboratory activities.

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42

D’Costa, Allison, and Iain Shepherd. "Introducing undergraduates to zebrafish development and genetics in a large Introductory Biology laboratory." Developmental Biology 319, no. 2 (2008): 491. http://dx.doi.org/10.1016/j.ydbio.2008.05.087.

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43

Nezlin, Roald. "A cook book of immunological methods. Antibodies. A laboratory manual." Molecular Immunology 28, no. 6 (1991): 681–82. http://dx.doi.org/10.1016/0161-5890(91)90138-a.

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44

Mirelman, David. "Parasite antigens—Parasite genes. A laboratory manual for molecule parasitology." Molecular Immunology 29, no. 12 (1992): 1519–20. http://dx.doi.org/10.1016/0161-5890(92)90228-p.

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45

Haffie, Thomas L., Yvonne M. Reitmeier, and David B. Walden. "Characterization of university-level introductory genetics courses in Canada." Genome 43, no. 1 (2000): 152–59. http://dx.doi.org/10.1139/g99-115.

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We conducted survey research with the intent to characterize post-secondary introductory genetics (IG) education in Canada during the 1996-1997 academic year. At least a minimum data set was obtained from 47 institutions through responses to a mailed questionnaire and on-line resources. The total reported enrollment (TRE) for IG was 10 500. Over half of the TRE used one particular text. A core curriculum of topics was identified as those given more than 30 min of lecture time in at least half of reporting institutions. Slightly more than half of the TRE had laboratory exercises associated with their IG course. Laboratory exercises tended to emphasize classical transmission genetics with very few exercises in molecular genetics. For the determination of academic equivalency between institutions, particular attention should be given to the breadth and duration of the tutorial and (or) laboratory components. The majority of personnel teaching IG were trained in Canada within the previous 15 years. We suggest mechanisms by which the Genetics Society of Canada could work to promote genetical literacy. Key words: teaching, education, curriculum.

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46

Boltax, Ariana L., Stephanie Armanious, Melissa S. Kosinski-Collins, and Jason K. Pontrello. "Connecting biology and organic chemistry introductory laboratory courses through a collaborative research project." Biochemistry and Molecular Biology Education 43, no. 4 (2015): 233–44. http://dx.doi.org/10.1002/bmb.20871.

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47

Griff, Edwin R., and Thomas C. Kane. "A housefly sensory-motor integration laboratory." Advances in Physiology Education 34, no. 2 (2010): 106–10. http://dx.doi.org/10.1152/advan.00068.2009.

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Insects have many interesting behaviors that can be observed in an introductory biology laboratory setting. In the present article, we describe several reflexes using the housefly Musca domestica that can be used to introduce students to sensory and motor responses and encourage them to think about the underlying neural circuits and integration of sensory information that mediate the behaviors.

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48

Nogueira, R., and E. M. Cutrim. "Applications of "Integrated Data Viewer'' (IDV) in the classroom." Advances in Geosciences 8 (June 6, 2006): 63–67. http://dx.doi.org/10.5194/adgeo-8-63-2006.

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Abstract. Conventionally, weather products utilized in synoptic meteorology reduce phenomena occurring in four dimensions to a 2-dimensional form. This constitutes a road-block for non-atmospheric-science majors who need to take meteorology as a non-mathematical and complementary course to their major programs. This research examines the use of Integrated Data Viewer-IDV as a teaching tool, as it allows a 4-dimensional representation of weather products. IDV was tested in the teaching of synoptic meteorology, weather analysis, and weather map interpretation to non-science students in the laboratory sessions of an introductory meteorology class at Western Michigan University. Comparison of student exam scores according to the laboratory teaching techniques, i.e., traditional lab manual and IDV was performed for short- and long-term learning. Results of the statistical analysis show that the Fall 2004 students in the IDV-based lab session retained learning. However, in the Spring 2005 the exam scores did not reflect retention in learning when compared with IDV-based and MANUAL-based lab scores (short term learning, i.e., exam taken one week after the lab exercise). Testing the long-term learning, seven weeks between the two exams in the Spring 2005, show no statistically significant difference between IDV-based group scores and MANUAL-based group scores. However, the IDV group obtained exam score average slightly higher than the MANUAL group. Statistical testing of the principal hypothesis in this study, leads to the conclusion that the IDV-based method did not prove to be a better teaching tool than the traditional paper-based method. Future studies could potentially find significant differences in the effectiveness of both manual and IDV methods if the conditions had been more controlled. That is, students in the control group should not be exposed to the weather analysis using IDV during lecture.

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49

Reeves, Todd D., Douglas M. Warner, Larry H. Ludlow, and Clare M. O’Connor. "Pathways over Time: Functional Genomics Research in an Introductory Laboratory Course." CBE—Life Sciences Education 17, no. 1 (2018): ar1. http://dx.doi.org/10.1187/cbe.17-01-0012.

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National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students (N = 793) showed statistically significant and sizable growth in content knowledge (d = 1.85) and in self-reported research methods skills (d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings.

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50

Chakrabarti, Debkumar, Manoj Deori, Sangeeta Pandit, and T. Ravi. "Virtual Ergonomics Laboratory: Human Body Dimension Relevance." Advanced Engineering Forum 10 (December 2013): 22–27. http://dx.doi.org/10.4028/www.scientific.net/aef.10.22.

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Ergonomics has become an integral part of design education curriculum, where input content demands demonstration through citing and analysing appropriate design experiences. It has come to fore through many academic forum discussions and meetings that to internalise various ergonomics issues relevant hands on experiences on this are necessary. To impart a feel of laboratory experimentation as well as application relevance to a greater number of learners, a virtual environment scenario could go along.A virtual presentation of ergonomics laboratory experiments on physical anthropometry and its design dimension consequences has been tried out. It contains a total of eleven sections. The topic opens with the introductory session where the subject matter and the laboratory experiment methodology in general was considered; this was followed by ten specific topics with flash based self-learning modules and data support on Indian population was provided to have a ready reference. Some of these topic specific experiment sections are also backed with video demonstrations.A whole set of virtual laboratory module under development, for users feedback, has already been uploaded in the net. The experiments are self-explanatory, downloadable and easy to perform. The feedback collected so far (online and also through direct demonstration surveys), confirms its usefulness both by the teachers and student-learners of Ergonomics specialisation and design programmes. This paper reports the salient features with content outline of the educational and free to use virtual anthropometric experiments manual developed which is being fine-tuned at IIT Guwahati.

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