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

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

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

12345 review warm-ups customize class opening clicker questions readings warm – ups tutorials class activities interactive lecture clicker questions closing customize warm-up readings warm – ups projects exams So what does this really look like?? Designing Instruction

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 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 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 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

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

WU#22 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 After class … before next class..

WU#22 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 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. outside of class

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

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

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

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

Growth Inhibiting Factors 1Signaling cell releases growth inhibiting factor (GIF) 2GIF travels to receiving cell 3GIF binds to a receptor protein 4Receptor protein activates Relay proteins 5Relay proteins activate Transcription Factor (TF) NOT 6 TF travels to nucleus to turns on genes that tell cell NOT to divide! 7In this picture, the oval protein will prevent cell division Inside Receiving Cell Signaling Cell

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

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

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

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

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

WU#23 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 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.)

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

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

Choosing topics helped me learn. (n=127) Topics (n=106) 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

Having control of course points was a good idea. (n=127) Points (n=72) 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

Interest (n=127) Confidence (n=127) Course Grades Spring 2007 n=69 ICT Grades77.9 Fall 2007 n=67 LCT Grades 84.8 (p=0.0003) ICT Grades81.5 (p=0.0052) Spring 2009 n=70 LCT Grades 84.9 (p=0.0005) ICT Grades84.3 (p=0.0016)

Programmatic Assessment

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