1. Learning with hierarchical templates –
A platform for formative assessment and review in cell biology
Kirill Kiselyov, PhD,
Department of Biological Sciences,
University of Pittsburgh

2. Pitt BIOSC1500 25-62 students. 2017 is 62 students. Majority are:
Senior, biological science, molecular biology or neuroscience track;
Pre-med;
Understand the need to read primary research literature;
Interested in translational science;
Very well or well prepared.

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

4. 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)
Peer-Review Presentation Exchange
Evaluate the impact of scientific findings,
Understand pathogenesis of diseases.

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

6. 2171_BIOSC_1500 gains POST-

7. 2171_BIOSC_1500 help POST-

8. 2171_BIOSC_1500 gains POST-
I am now knowledgeable about how scientists test their hypotheses and explain its overall, central importance to the scientific world.
I never knew how research worked in detail so reading modern literature really opened my eyes to how experiments are conducted, what each experiment's role is, how mechanisms are proved or disproved, and how these findings are used in the clinical setting. These concepts can be universalized throughout all science classes.
I better understand cell biologists thought process when trying to understand processes within a cell.

9. Assignment via email or Courseweb
Record slide show
(manual provided)

11. Cell biology is especially rich in complex ideas and advanced concepts

12. Protein traffic involves
SELECTIVE recruitment of
cargo into vesicles
based on TAGS.
TAGGING vesicles for SPECIFIC delivery.
REGULATED docking and fusion.
Matching vesicles to SPECIFIC organelles.
Figure 13-1 Molecular Biology of the Cell (© Garland Science 2008)

13. Coat formation
Vesicle formation depends on binding of cargo to the receptors. This works as a SWITCH triggering coat formation
Figure 13-1 Molecular Biology of the Cell (© Garland Science 2008)

14. Switches in coat formation
Coat formation depends on GTP-dependent switches actuated by GEFs
Figure 13-1 Molecular Biology of the Cell (© Garland Science 2008)

15. GDP-dependent switch

16. HOMEWORK: How is the fission driven by switches?

17. Shedding of the coat

18. Switch that tags the vesicles

19. Vesicle matching to the target organelle
Rab-tagged vesicles can only fuse with target compartments containing compatible Rab effectors
Table 13-1 Molecular Biology of the Cell (© Garland Science 2008)

20. Importance of primary literature

21. 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

22. Is mindmapping the solution?

23. Is mindmapping the solution or is it too easy?

24. Proposal: Fillable hierarchical templates for analysis and sharing

25. 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

26. Assignment via email or Courseweb

27. Rubrics/checklists Submittor Identify main message
Identify key findings and observations
Make logical transitions and connections
Reiewer
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?

28. 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

29. Partially pre-filled, even wrong templates as tools