1. Implementing Presentation Exchange and Fillable Templates in a Cell Biology class
Kirill Kiselyov, PhD,
Department of Biological Sciences,
University of Pittsburgh

2. Science of cellular management
How does the cell work as a unit?
How do cells coordinate and communicate?
Why does miscommunication cause disease?

3. Pitt BIOSC1500 25-62 students. 2017 is 62 students.
Senior, biological science, molecular biology or neuroscience track;
Majority is pre-med;
Understand the value of primary research literature;
Interested in translational science;
Very well or well prepared.

4. Goals Competencies Components
Understand the basic cell biological principles,
Textbook and lectures
(narrative, focus)
Read and understand research papers,
Primary research literature (aided by presentation exchange),
Discovery phases, in-class activities, and the conference (discovery, new skills)
Out of class activities (presentations, group assignments)
Evaluate the impact of scientific findings,
Understand pathogenesis of diseases.

5. Challenges Challenge Dynamic and heavy in research literature
Very broad
Complex knowledge (many components and relationships)
Formative assessment
Solution
Interactive discovery sessions
Peer-review presentation exchange (PEREPEX) - peer-review of presentations
Lesson Analysis Platform (LEAP) - fillable templates to help organize and gauge knowledge

6. Changes in AY 2016/17 Increased class size
More individual presentations (will trim)
Discovery sessions focused on review (will sunset)
Discovery sessions focused on discovery
Transitioned to TopHat
Transitioned PEREPEX to Peerceptiv
Introduced LEAP

7. Presentation exchange
Submission checklist
Review checklist
Instructor
Narrated presentation
Student presenter
Student reviewer
Review

8. Presenter’s checklist
☒ Significance,
☐ The central problem,
☐ The specific question,
☐ The available approaches,
☐ The main conclusions,
☐ How the data change the field,
☐ The remaining questions.
Reviewer’s checklist
☒ Is the central question clear?
☐ Is the central question's importance obvious?
☐ Are the findings supported by data?
☐ Have the remaining questions been identified?
☐ Is the presentation length appropriate?

9. Can be used as a diagnosis/assessment tool;
Benefits
Frees classroom time;
Can be used as a diagnosis/assessment tool;
Promotes feedback;
Can revisit and improve;
Can still use group work.
Opportunities
Can be assigned incognito;
Can be assigned to different reviewers;
Can be repeated;
Can share with the entire class;
The review is retained and can be used as a learning tool.

10. Submission example

11. Types of reviews Reviewer’s checklist ☒ Is the central question clear?
☐ Is the central question's importance obvious?
☐ Are the findings supported by data?
☐ Have the remaining questions been identified?
☐ Is the presentation length appropriate?
Is the central question clear?
Yes, the author clearly states the central question. The question asks what the role of OBP is in taste aversion and attraction.
Is the central question’s importance obvious?
Yes, the presenter clearly states and writes the importance of the experiment to both us and researchers. The research helps understand how mammals detect bitter compounds which can help avoid ingestion of toxins.
Are the findings supported by data?
Yes, she described the three main figures of the paper. She described how the researchers created a knockout of OBP to better understand the mechanism and purpose of OBP.
Have the remaining questions been identified?
Yes, it is clearly stated. In the future, researchers would like to know the mechanism for sucrose inhibition and the localization mechanism of OBP in gustatory neurons.
Is the presentation length appropriate?
Yes the presentation is ten minutes long.

12. Presentation exchange
Submission checklist
Review checklist
Instructor
Narrated presentation
Student presenter
Student reviewer
Review

13. Transition to Peerceptiv

14. Transition to Peerceptiv

15. Transition to Peerceptiv

16. Submissions vs performance

17. Reviews vs performance

18. Benefits Each student had to read 4 papers and make a summary
Each student was introduced to and had to comment on 12 papers
Each student received (or could receive) feedback
Zero in-class time
Statistics

19. 2181 BIOSC1500 gains

20. 2181 BIOSC1500 help

21. 2181 BIOSC1500 help
Modern research allowed me to apply basic concepts learned in class to a clinical setting.
Before this class, had a basic understanding of cell biology and cell-cell interaction. After this class, I've been able to successfully utilize the information learned in my other biology classes.
Creating and narrating my own presentation; teaching the material you've learned helps to solidify the knowledge I gained.
Having to make presentation was helpful because it forced me to learn a concept so that I could communicate effectively.
Reading the research papers was helpful, but making the power points was not as helpful.
I liked the presentations but I wish there was more guidance as to what we were supposed to take away from them
Creating individual powerpoints was helpful in breaking down the complex material. However, I had little gain from listening to other powerpoint presentations, especially if their paper was different, because I found it difficult to follow and overall comprehend

22. 2181 BIOSC1500 enthusiasm

23. Questions Provide more structure? Explain the benefits?
Eliminate in-class presentations?
Assign a continuous story to a group?
Ask different questions in survey?
Focus group?
Ignore?
Other uses?

24. Challenges Challenge Dynamic and heavy in research literature
Very broad
Complex knowledge (many components and relationships)
Formative assessment
Solution
Interactive discover sessions
Peer-review presentation exchange (PEREPEX) - peer-review of presentations
Lesson Analysis Platform (LEAP) - fillable templates to help organize and gauge knowledge

25. Shedding of the coat

26. Goals
Challenge
Highly complex knowledge (many components and relationships)
Priorities are not obvious/hard to retain
Retrieval is difficult
Formative assessment
Solution
Help prioritize components and relations
Help identify the relations
Paper trail
Peer-review
System that helps with hierarchical organization (priorities and relations) of knowledge

27. Tool: Fillable hierarchical templates for analysis and sharing

28. Fillable hierarchical templates
Protocol
Fill out right after class
Curated by the instructor
Cross-assigned to peers
Retained for self-review
Benefits
Forces to rethink the material
Helps establish priorities and relationships
Peer-review
Formative assessment
Paper trail

29. Assignment dump into box.com to establish the routine and for analysis

30. Rubrics/checklists Submitter Identify main message
Identify key findings and observations
Make logical transitions and connections
Reviewer
Is this a complete account of material?
Do you agree with the main conclusion?
Are there logical transitions and connections?
Did it improve own understanding?

31. LEAP submission rate

32. LEAP statistics

33. LEAP examples

34. LEAP examples

35. LEAP on Peerceptiv

36. Reviews vs performance

37. LEAP reviews on Peerceptiv

38. LEAP reviews on Peerceptiv

39. Complex concepts in cell biology

40. Attitude towards complex concepts

41. LEAP help
Making the LEAP was beneficial for distilling the key ideas from many examples and principles discussed. Reading other's was not helpful especially because they didn't work or people did not put effort into them.
LEAP formats were especially useful in helping me summarize and review the material. Given the complexity of certain concepts, being asked to narrow them down to one or two sentences was a useful means of forcing myself to analyze the material. I wish we had more opportunities to review other people LEAPs so I could see how other people interpreted the material.
Overall a lot of the benefits from LEAP came from making them. Really good tool for big picture organization.I did not have a chance to use LEAP to summarize any research literature.
Doing them was helpful in that it helped organize new material, but reviewing each other's LEAP submissions was not very helpful because they were a way for one person to organize his or her thoughts, and someone else might not think that is helpful and say otherwise.
I do not think LEAPs are necessary... I think they are time consuming to fill out. I think at this stage everyone should be able to summarize their notes for their own benefit of studying.
A few LEAPs would have been fine, but one after every class quickly became too much after the first month of them.

42. Questions Provide more structure? Explain the benefits?
Turn into a real tool?
Ask different questions in survey?
Focus group?
Ignore?

43. Assessment
Attitude
Perceived improvement in confidence and attitude towards complex concepts discussed in the class
3 or 5-point Lickert’s scale
Efficacy
Tangible evidence of improvement in the learning outcomes provided by this approach
Mini-quizzes on material (manuscript assignments) with and without the templates.
Factual knowledge and retention

44. Assessment Behavioral changes
Log and numerically analyze sources used to support a point of view
Log seminar attendance
Log social media activity relevant to science