This project broadens the current offerings of the Center for BioMolecular Modeling, a CCLI supported lending library of manipulable protein models with accompanying lesson plans, and is an interesting variation on the many ways to actively involve undergraduates with current research. The unique feature of this multifaceted molecular biology materials development project is that it involves teams of undergraduate students and research faculty in developing the materials and the learning modules that will accompany them. Educators from seven local undergraduate institutions identify a specific protein whose structure and function plays an important role in a course they teach. The Center for BioMolecular Modeling matches these educators and a small team of their students with a research lab that is investigating some aspect of the protein's structure/function. Each protein modeling team then interacts directly with the lab to learn about this area of research and create a physical model of the protein, using a 3D printing technology. The resulting physical model serves as the focal point of an ongoing instructional materials design effort, led by educators from each participating institution. The materials created include schematic illustrations of the protein within the cell (courtesy of David Goodsell), molecular animations showing the protein's role in a molecular process, use of interactive JMOL-based tutorials (JMOL is an open-source Java viewer for chemical structures in 3D) exploring in a computer environment additional aspects of the protein's structure, materials telling the story of how scientists discovered the facts presented, and other materials designed to engage students in intellectually challenging creative exercises. These instructional materials are being incorporated into the educators' classrooms and their impact is being evaluated based on changes in faculty classroom practice and in student understanding of facts, mastery of concepts, and interest in biology as a career.
The intellectual merit of this project is that it responds to recent calls to transform undergraduate education into a more student-centered, active pedagogy in which students actively participate in authentic science practice and discourse. It recognizes the well-documented positive impact of an undergraduate research experience on students considering STEM careers and integrates this experience with an educator-led instructional materials development effort that translates recent results from the research laboratory into innovative instructional tools for the classroom.
The broader impact of this proposal is that it explores the degree to which an authentic interaction between a group of undergraduates and a research lab can achieve the same benefits as a longer-term, immersive research experience offered to individual students. This approach serves the need to keep classroom materials student centered and current with advances in the science and helps the research lab realize the broader educational impacts of its work.
This project is being co-funded by the Directorate for Biological Sciences.
Project Overview: The CREST (Connecting Researchers, Educators and STudents) Project engages undergraduate students in the process of bringing current research topics in the molecular biosciences into the classroom in student-centered learning activities. Undergraduate educators identify a concept in one of their courses that is difficult for students to understand. Students work closely with undergraduate educators to explore the molecular details in depth, and then interact with a research mentor whose lab studies a protein that is involved in this process. The researcher, educator and students work together to develop a "molecular story" that helps explain how the specific shape of the protein determines what the protein does – and what role this protein plays in the overall pathway in the cell. Students next use 3D printing technologies to build a physical model of the protein, displaying important features that contribute to the function of the protein. Students then collaborate with the educator to identify "sticky points" in learning about the process, and then create classroom activities and resources that help other students understand these challenging concepts. Educators then incorporate the materials in their classrooms and measure the impact of these materials on student learning. Materials created in the project are available online and/or through the MSOE Model Lending Library for use by other educators. Impact of CREST on Educators: Undergraduate science educators from several regional colleges and universities met regularly to share their teaching practices. Educators benefited from interacting with colleagues, and several collaborations and mentoring relationships developed from these interactions. Educators valued working with students to explore a research topic in depth, and students provided insights into why certain ideas were difficult to understand. These insights guided the development of instructional materials that often involved technologies that were more familiar to students than to their mentors. These materials invigorated the learning process, engaging educators and students alike. Impact of CREST on Students: Students collaborating with educators and researchers were introduced to several potential career paths that many had not considered. They were engaged in common practices of scientists, including reading original research papers, communicating science to various audiences, and evaluating the quality of published research. Students who created instructional materials indicated that they learned more from creating the materials than from their coursework. Introduction to the research community led to research internships for several students, and several undergraduates published papers in science research journals. Students, especially those at undergraduate institutions without research programs, gained confidence in pursuing careers in science. Impact of CREST on Advancing Scientific Research: Researchers involved in the CREST Project found that having a physical model of the protein they studied helped them to think about how the protein worked; in two labs, the physical model suggested new areas for research, and undergraduates involved in designing the models became interns in the research lab, testing the new hypotheses. Other researchers involved in developing new strategies for treating cancer saw that the students who designed models of potential drug targets had skills that the researchers lacked, and collaborations between researchers and educators developed as a consequence of the project. New Technologies: Online resources were created so that educators throughout the country could engage their students in creating learning resources. These include short training guides on how to use Jmol to design physical models of proteins as well as Jmol animations (http://cbm.msoe.edu/crest/crestJmolResources.php#newtraining), and a user-friendly template for creating online Jmol animations (http://cbm.msoe.edu/markMyweb/jmolCreatorStonyBrook/).
