Welcome to BIOL-4750/6750 Cell-Extracellular Matrix Interactions Spring 2011 George Plopper, Ph.D.

Course Objectives Learning outcomes: A student that successfully completes this course should be able to: Demonstrate knowledge of course content and critical thinking skills, defined by the exam performance rubric, by answering questions on written examinations. Demonstrate team working skills, defined in the group evaluation form, in ad-hoc teams during class and in out-of-class teams. Demonstrate team presentation skills, defined by the presentation rubric, by giving a presentation on a given course topic and by involving the audience in discussions. Contribute substantially to in-class discussions of course content, defined by the participation rubric. Demonstrate analytical thinking by proposing possible research questions, and designing suitable research strategies for answering the questions (Graduate level students only). Critically evaluate a mock research grant proposal, according to the grant review rubric. Note that these objectives are entirely independent of subject matter. Every year, this is a new class, with (almost) entirely new content. YOU get to choose the content, with my guidance/permission

What is this class? A student-centered seminar course, primarily peer-to-peer teaching. Course structure centered on Bloom’s Taxonomy, other critical components of formal education practice. (More on this later.)

History of this class: Plopper (Biol 49XX) Stegemann (BMED 49XX) “Biology and Engineering of the Extracellular Matrix” ECM BIOL BME

History of this class: 2009 Corr, Dai, Nobody “Cell-Extracellular Matrix Interactions” ECM BIOL BME

History of this class: 2010 “Cell-Extracellular Matrix Interactions” ECM BIOL BME

History of this class: 2011 “Cell-Extracellular Matrix Interactions” ECM BIOL BME This means this year’s course will have a much stronger biology emphasis than any previous year

How it works All students Group 2 Group 3 Group 5 Group 6 Group 1 Group 4

How it works Group 1 Topic 1 Tuesday: Background Presentation Friday: Research Presentation Meet with Dr. Plopper prior to each presentation Group 2 Topic 1 Topic 2 Tuesday: Background Presentation Friday: Research Presentation Meet with Dr. Plopper prior to each presentation

How do I get an A? Contribution  In-class survey (first day of class only)- instructors' exam performance rubric 0%  Attendance: No unexcused absences allowed10%  Two Group Presentations- based on student audience surveys (5%), presenters' team survey (5%) and instructors’ assessment (10%) from the presentation rubric 20%  Participation in class (including Grant Review Session) – instructors’ participation rubric 20%  Two Take-home Exams (15% each)- instructors’ exam performance rubric 30%  Final examination: In-class grant review- instructors’ grant review rubric 20%

What are we going to talk about?

Cell Biology: – How do cells sense their external environment? – How do cells attach to their external environment? – How do cells interpret their extracellular environment? – How do cells respond to their extracellular environment? – What happens when this system breaks down?

Figure 19-1 Molecular Biology of the Cell (© Garland Science 2008) What are we going to talk about?

Physiology: – How do cells form teams (tissues)? – How do tissues function, at the cellular level? – How can we engineer new tissues? – Why haven’t we succeeded in building most human tissues?

Creating a Presentation While preparing the background presentation, keep these things in mind: – Build your presentations in reverse chronological order What do you want your audience to be able to do at the end of the week? (Friday’s Learning Outcomes) What research paper will you pick to help you reach your Friday Learning outcomes? What do you want your audience to be able to do before they read your chosen research paper? (Tuesday’s Learning Outcomes) What background reading will you pick to help you reach your Tuesday Learning outcomes? – Be selective- you will be graded on how effective your presentation is, not how many facts you put in it. Choose effective Learning Outcomes, and achieve them Your peers (audience) will evaluate you after every presentation, as will I. – Do NOT discuss anything you don’t understand yourself. Your audience will figure that out, quickly. – Be confident that you can find the information you need, quickly. – Plan ahead. Consider how much time will it take to prepare the presentation? Ask veterans of this class format for advice. The audience can tell how well you are prepared.

Creating a Presentation Learning Outcomes: What do you want your audience to be capable of doing when you are done? (Verbs like learn, understand, comprehend, etc. are not actions, so don’t use them.) – Demonstrate how something works. – Explain the reasoning behind a series of experiments. – Predict the outcome of a new experiment. – Create an analogy for a biological process. – Solve a problem related to the subject material. – Develop a hypothesis to explain a set of related facts.

Creating a Presentation Assessment: decide how you will measure the success of your presentation. How will you find out if the audience did what you intended? – Question/answer is a popular mechanism to ascertain whether the audience can explain, predict, create, etc. (avoid questions that require simple memorization) – Handouts/worksheets can help determine whether the audience can demonstrate, solve, develop, etc. – Interactive games can test working in teams, peer-to- peer explaining, using an analogy, ranking, etc.

Creating a Presentation Time Management: While preparing any presentation, keep these things in mind: – Figure out how each person in the presenting group will spend their allotted presentation time. Simply dividing the subject into parts and assigning one to each presenter is not very effective. How will the group integrate their parts? – Know before you give your presentation how long it will take, and keep it on schedule.

Education 101 Bloom’s Taxonomy of Educational Objectives Bloom’s domains cognitive (about knowing) affective (about attitudes, feelings) psychomotor (about doing) title=Bloom%27s_Taxonomy

Bloom’s Taxonomy Cognitive domain- A hierarchy of six levels: 6. create: make judgments about the value of materials or methods; new knowledge 5. evaluate: can pull together many disorganized elements or parts so as to form a whole 4. analyze: can break down a communication into its constituent parts, revealing the relationships among them 3. apply: all of levels 1 and 2, plus can take information of an abstract nature and use it in concrete situations 2. understand: can recall, but can do a little more (e.g. paraphrase, define, discuss to some extent) 1. remember: the recall of specific items Highschool This course 2000-level

Create Evaluate Analyze Apply Understand Remember

Knowledge Dimension Cognitive Process Dimension 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create Factual Conceptual Procedural Meta- cognitive Bloom’s Grid

Today’s Example: Objectives: – Define the constituents of the ECM and its receptors – Explain the contributions of each constituent to tissue structure and function – Rank different ECM and manufactured materials for their potential usefulness in tissue engineering applications – Predict how mutations in ECM components and receptors impact tissue structure function

Figure 19-1 Molecular Biology of the Cell (© Garland Science 2008) The Big Picture Four tissue types Basement membrane (aka basal lamina) is specialized form of ECM at the interface of different tissue types

Cell-ECM constituents Structural glycoproteins Proteoglycans Receptor types Cytoskeletal linkages

Figure 19-68a Molecular Biology of the Cell (© Garland Science 2008)

Figure 19-60b Molecular Biology of the Cell (© Garland Science 2008)

Figure (part 1 of 3) Molecular Biology of the Cell (© Garland Science 2008)

Figure (part 2 of 3) Molecular Biology of the Cell (© Garland Science 2008)

Figure (part 3 of 3) Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Figure Molecular Biology of the Cell (© Garland Science 2008)

Applications: Tissue Engineering What tissues are in demand? How many tissues can we make now? What organs are in demand? How many organs can we make now? What’s the most successful product of tissue engineering?

The medical angle: mutations Let’s review the kind of mutations… How would these mutations affect the function of ECM proteins and their receptors? How could one treat individuals with these mutations?

Today’s Example: Objectives: – Define the constituents of the ECM and its receptors Divide into groups of three. Write down a group list – Explain the contributions of each constituent to tissue structure and function Fill in the table as instructed. – Rank different ECM and manufactured materials for their potential usefulness in tissue engineering applications See Executive Summary handout. – Predict how mutations in ECM components and receptors impact tissue structure function Explain the differences between the panels in the figure on the next slide.