Integrating Outcomes, Activities, and Assessments

1. Integrating Outcomes, Activities, and Assessments Carol A. Hurney, Ph.D. Associate Professor, Biology

2. Snap Shot of Non-Majors Biology Tuesday Thursday in-class activities Monday Wednesday Friday Saturday & Sunday out-of-class activities • include OBJECTIVES • write ASSESSMENTS • connect STRATEGIES • describe IMPACT

3. Assessments & Strategies Tuesday Thursday in-class activities Monday Wednesday Friday Saturday & Sunday out-of-class activities Warm-Ups Interactive Lectures Clicker Questions Class Activities Projects Exams

4. 1 2 3 4 5 Designing Instruction readings warm – ups tutorials review warm-ups customize class opening clicker questions class activities interactive lecture clicker questions closing customize warm-up readings warm – ups projects exams So what does this really look like??

5. General Education Cluster 3 Objectives – Students will • use theories and models as unifying principles that help us understand natural phenomena and make predictions • evaluate the credibility, use, and misuse of biological information in scientific developments and public-policy issues • General Education Cluster 3 Objectives – Students will • use theories and models as unifying principles that help us understand natural phenomena and make predictions • evaluate the credibility, use, and misuse of biological information in scientific developments and public-policy issues gbio103 – learning objectives • Cancer Unit Objectives – Students will • describe how exposure to carcinogens can lead to cancer • describe how susceptibility to cancer can be inherited • identify genes involved in cell division • predict whether mutations in genes could lead to cancer • connect ideas related to the causes of cancer with cancer treatments • integrate knowledge of cancer to the process of evaluating scientific resources on cancer • choose to read articles on cancer in the future • find one aspect of the cancer unit fascinating or compelling • Cancer Unit Objectives – Students will • describe how exposure to carcinogens can lead to cancer • describe how susceptibility to cancer can be inherited • identify genes involved in cell division • predict whether mutations in genes could lead to cancer • connect ideas related to the causes of cancer with cancer treatments • integrate knowledge of cancer to the process of evaluating scientific resources on cancer • choose to read articles on cancer in the future • find one aspect of the cancer unit fascinating or compelling

6. Same Protein No Protein Hyper Protein No Protein Same Protein Broken Protein Weeks prior to this class.. Gene Junk Gene Mutant DNA Promoter Coding Region Mutant Proteins

7. After class … before next class.. • A gene is on when • RNA polymerase binds to the promoter • Ribosomes start translation • Cell Division occurs • The protein from that gene is made • You have just discovered a new protein called, topoisomerase. This protein functions as an enzyme that unwinds the DNA double helix, so it can be copied during S phase of the cell cycle. The amino acid sequence of this enzyme is shown below. Cells that contain defective versions of topoisomerase cannot divide because the cell never exits S phase. VAL-PRO-ILE-MET-VAL-ser-GLY-GLY-TRP-PHE-gln-asn-tyr-ser-lys-glu-leu-CYS-tyr-asp-asp-ILE-VAL-PRO-TRP-PHE-VAL-ALA-VAL-PRO (hydrophobic amino acids are in CAPS)What is the shape of topoisomerase? • helix-sheet-helix-sheet-helix-sheet-helix  • helix-sheet-helix  • sheet-helix-sheet   • helix-sheet-sheet-helix • In order to get the topoisomerase gene turned on in dividing cells, the gene for this enzyme most likely has a   • promoter • promoter next to a coding region • promoter with a transcription factor bound to it WU#22

8. Cell A is producing growth factor and sending it to Cell B.  Cell A and B are both skin cells. The growth factor gene is on in • A and B • A • B • Neither A or B • The RNA polymerase gene is on in • A and B • A • B • Neither A or B • The “Smart” gene (which codes for a protein used by brain cells) is on in   • A and B • A • B • Neither A or B • The growth factor receptor gene is on in  • A and B • A • B • Neither A or B After class … before next class.. WU#22

9. outside of class • What is a proto-oncogene?   • The cancer causing version of a growth stimulating gene. • The cancer causing version of a growth inhibiting gene. • The normal version of a growth stimulating gene. • The normal version of a growth inhibiting gene. • What is a tumor suppressor gene? • The cancer causing version of a growth stimulating gene. • The cancer causing version of a growth inhibiting gene. • The normal version of a growth stimulating gene. • The normal version of a growth inhibiting gene. WU#22

10. Interactive mini-lecture Sending Cell Mutations in Growth Factor Pathway Genes Inside Receiving Cell

11. Relay protein in growth pathway gene: ras JUNK JUNK promoter C B A D Coding Region Mutations 1. Does not damage promoter. 2. Changes TATA box 1. Same Protein made 2. No Protein made CANCER!!! coding region No amino acid change: Same protein Made Protein that is made has One amino acid change Now the protein could be HYPER!! Protein that is made has One amino acid change Could be BROKEN!!!

12. ras gene ras protein Mutant protein in growth pathway HYPERACTIVE PROTEIN IS IN THE GROWTH FACTOR PATHWAY...

13. Checkpoints Which proteins control the cell cycle? Growth Inhibiting Factors Growth Factors

14. Growth Inhibiting Factors Signaling Cell • Signaling cell releases growth inhibiting factor (GIF) • GIF travels to receiving cell • GIF binds to a receptor protein • Receptor protein activates Relay proteins • Relay proteins activate Transcription Factor (TF) • 6 TF travels to nucleus to turns on genes that tell cell NOT to divide! • 7 In this picture, the oval protein will prevent cell division Inside Receiving Cell

15. In-Class Formative Assessment CA#21 – Growth Inhibitory Pathway

16. In-Class Formative Assessment CA#21 – Growth Inhibitory Pathway

17. JUNK JUNK promoter coding region A D B C No amino acid change: Same protein Made 1. Does not damage promoter. 2. Changes TATA box Protein that is made has One amino acid change Now the protein could be HYPER!! Protein that is made has One amino acid change Now the protein could be BROKEN!!! 1. Same Protein Still made 2. No protein made Interactive mini-lecture Transcription factor in growth inhibition pathway gene CANCER!!!

18. Growth Inhibiting Pathway Broken Protein Or No Protein Can’t turn on genes that inhibit cell

19. Tumor suppressor gene * * * * Gene 4 Gene 4 Gene 1 Gene 1 Gene 2 Gene 2 Gene 3 Gene 3 Growth Factor Gene Muscle protein Growth Inhibiting Factor Receptor Protein RNA Polymerase Interactive mini-lecture Proto-oncogene Oncogenes No Protein CQ Mutations in which genes could lead to cancer? Gene 1 and 2 Gene 2 and 3 Gene 2 Gene 3 Gene 3 and 4 Muscle cell can no longer contract Hyperactive growth factor Cancer Cell dies.

20. A tale of three cells. Skin cell A is making growth factor and sending it to Skin cell B. Skin cell B is making growth inhibiting factor and sending it to Nerve Cell C. Nerve cell C is making growth factor and sending it to skin cell A. Use this information to answer questions 1-7. • Which cell is not dividing? • Skin Cell A • Skin Cell B • Nerve Cell C • Both Cell A and Cell B • Which cell(s) have the growth factor receptor gene on? • A and B • B and C   • C and A   • A only  • B only  • C only • If the growth inhibiting factor gene is mutated in skin cell B, which cells could become cancerous? • A • B • C • A, B and C  ; A and B; B and C; none of them After class … before next class.. WU#23

21. If the coding region of the growth factor receptor gene is mutated in Cell B, which cell could become cancerous? • A • B   • C   • B and C   • A and C • none of the cells could become cancerous • If the promoter of growth inhibitory factor receptor gene is mutated in cell C, which cells could become cancerous? • A  • B • C  • B and C • All cells could become cancerous. • None of the cells could become cancerous. • What is the function of the checkpoint protein BRCA1 protein? (As always, I want you to do some exploring and then give me your answer in your own words.) WU#23

22. Integrating Assessment Tuesday Thursday in-class activities Monday Wednesday Friday Saturday & Sunday out-of-class activities * * * * formative assessments * summative assessments tutorial - sources * unit exam

23. Scholarship of Teaching & Learning • Impact of Giving Choices • Topics – cancer, colony collapse disorder, addiction • Value of WUs, CQs, CAs, • Value of exams & projects

24. Choosing topics helped me learn. (n=127) • It made me feel like I was actually part of a large class • Seemed like we just ended up talking about basic biology stuff • Nice change from my other classes • Difficult to schedule things • The class didn’t choose topics I liked Topics (n=106)

25. Having control of course points was a good idea. (n=127) • Having control initiates a feeling of responsibility and ownership that causes a student to feel like they matter, which results in more effort • It was a little stressful … the fact that it lays on me to decide… what if I chose the wrong thing Points (n=72)

26. Interest (n=127) Confidence (n=127)

27. Programmatic Assessment

28. Snap Shot of Non-Majors Biology Tuesday Thursday in-class activities Monday Wednesday Friday Saturday & Sunday out-of-class activities • include OBJECTIVES • write ASSESSMENTS • connect STRATEGIES • describe IMPACT