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  • A A student assists Colorado Parks & Wildlife employees spawning greenback cutthroat trout at the Leadville National Fish Hatchery; B greenback cutthroat trout adults in a hatchery raceway; C tissue samples collected by students to be used for genetic analysis (images taken by S. Love Stowell)

    Cutthroat trout in Colorado: A case study connecting evolution and conservation

    Learning Objectives
    Students will be able to:
    • interpret figures such as maps, phylogenies, STRUCTURE plots, and networks for species delimitation
    • identify sources of uncertainty and disagreement in real data sets
    • propose research to address or remedy uncertainty
    • construct an evidence-based argument for the management of a rare taxon
  • Plant ecology students surveying vegetation at Red Hills, CA, spring 2012.  From left to right are G.L, F.D, A.M., and R.P.  Photo used with permission from all students.

    Out of Your Seat and on Your Feet! An adaptable course-based research project in plant ecology for advanced students

    Learning Objectives
    Students will:
    • Articulate testable hypotheses. (Lab 8, final presentation/paper, in-class exercises)
    • Analyze data to determine the level of support for articulated hypotheses. (Labs 4-7, final presentation/paper)
    • Identify multiple species of plants in the field quickly and accurately. (Labs 2-3, field trip)
    • Measure environmental variables and sample vegetation in the field. (Labs 2-3, field trip)
    • Analyze soil samples using a variety of low-tech lab techniques. (Open labs after field trip)
    • Use multiple statistical techniques to analyze data for patterns. (Labs 4-8, final presentation/paper)
    • Interpret statistical analyses to distinguish between strong and weak interactions in a biological system. (Labs 4-7, final presentation/paper)
    • Develop and present a conference-style presentation in a public forum. (Lab 8, final presentation/paper)
    • Write a publication-ready research paper communicating findings and displaying data. (Lab 8, final presentation/paper)
  • Format of a typical course meeting
  • “The outcome of the Central Dogma is not always intuitive” Variation in gene size does not necessarily correlate with variation in protein size. Here, two related genes differ in length due to a deletion mutation that removes four nucleotides. Many students do not predict that the smaller gene, after transcription and translation, would produce a larger protein.

    Predicting and classifying effects of insertion and deletion mutations on protein coding regions

    Learning Objectives
    Students will be able to:
    • accurately predict effects of frameshift mutations in protein coding regions
    • conduct statistical analysis to compare expected and observed values
    • become familiar with accessing and using DNA sequence databases and analysis tools
  • Adult female Daphnia dentifera. Daphnia spp. make a great study system due to their transparent body and their ease of upkeep in a lab.

    Dynamic Daphnia: An inquiry-based research experience in ecology that teaches the scientific process to first-year...

    Learning Objectives
    Students will be able to:
    • Construct written predictions about 1 factor experiments.
    • Interpret simple (2 variables) figures.
    • Construct simple (2 variables) figures from data.
    • Design simple 1 factor experiments with appropriate controls.
    • Demonstrate proper use of standard laboratory items, including a two-stop pipette, stereomicroscope, and laboratory notebook.
    • Calculate means and standard deviations.
    • Given some scaffolding (instructions), select the correct statistical test for a data set, be able to run a t-test, ANOVA, chi-squared test, and linear regression in Microsoft Excel, and be able to correctly interpret their results.
    • Construct and present a scientific poster.
  • Students at Century College use gel electrophoresis to analyze PCR samples in order to detect a group of ampicillin-resistance genes.

    Antibiotic Resistance Genes Detection in Environmental Samples

    Learning Objectives
    After completing this laboratory series, students will be able to:
    • apply the scientific method in formulating a hypothesis, designing a controlled experiment using appropriate molecular biology techniques, and analyzing experimental results;
    • conduct a molecular biology experiment and explain the principles behind methodologies, such as accurate use of micropipettes, PCR (polymerase chain reaction), and gel electrophoresis;
    • determine the presence of antibiotic-resistance genes in environmental samples by analyzing PCR products using gel electrophoresis;
    • explain mechanisms of microbial antibiotic resistance;
    • contribute data to the Antibiotic Resistance Genes Network;
    • define and apply key concepts of antibiotic resistance and gene identification via PCR fragment size.
  • Wikipedia in the Science Classroom. In this primary image, students are sharing their Wikipedia article evaluations and evaluation process with their peers.
  • The MAP Kinase signal transduction pathway

    Cell Signaling Pathways - a Case Study Approach

    Learning Objectives
    • Use knowledge of positive and negative regulation of signaling pathways to predict the outcome of genetic modifications or pharmaceutical manipulation.
    • From phenotypic data, predict whether a mutation is in a coding or a regulatory region of a gene involved in signaling.
    • Use data, combined with knowledge of pathways, to make reasonable predictions about the genetic basis of altered signaling pathways.
    • Interpret and use pathway diagrams.
    • Synthesize information by applying prior knowledge on gene expression when considering congenital syndromes.
  • blind cave fish
  • Figure 2. ICB-Students come to class prepared to discuss the text
  • Train tracks, image author: Mitya Ilyinov

    BioMap Degree Plan: A project to guide students in exploring, defining, and building a plan to achieve career goals

    Learning Objectives
    Students will be able to...
    • Identify their values and interests.
    • Identify careers that align with their values and interests.
    • Identify academic programs and co-curricular experiences that will prepare them for a career.
    • Create the first draft of a BioMap Degree Plan to support achievement of their career goals.
    • Articulate how their undergraduate academic experience will prepare them for their future career.
    • Use professional communication skills
  • A photo of grizzly bears fishing in the McNeil Falls in Alaska, taken using BearCam by Lawrence Griffing.

    Authentic Ecological Inquiries Using BearCam Archives

    Learning Objectives
    Students will be able to:
    • conduct an authentic ecological inquiry including
      • generate a testable hypothesis based on observations,
      • design investigation with appropriate sampling selection and variables,
      • collect and analyze data following the design, and
      • interpret results and draw conclusions based on the evidence.
    • write a research report with appropriate structure and style.
    • evaluate the quality of inquiry reports using a rubric.
    • conduct peer review to evaluate and provide feedback to others' work.
    • revise the inquiry report based on peer feedback and self-assessment.