Jennifer L. Myka
- Courses4
- Reviews6
- School: Gateway Community and Technical College
- Campus: Gateway
- Department: Biology
- Email address: Join to see
- Phone: Join to see
-
Location:
516 Madison Ave
Covington, KY - 41011 - Dates at Gateway Community and Technical College: May 2016 - May 2020
- Office Hours: Join to see
N/A
Would take again: No
For Credit: Yes
0
0
Mandatory
online
Average
I've had to take this same class with Professor Myka, for the second time since I had no choice, but this time, I finally passed. If this doesn't tell you what you need to know, then I'll keep going. While she can be very understanding and work with you on due dates, there's a lot you need to watch, read, and more. It's very tiresome work. On the other hand, she seems nice enough though.
Biography
Gateway Community and Technical College Gateway - Biology
Molecular/Cellular Genetics, Microbiology, Biochemistry, Nursing Science Education, Professional Development
Higher Education
Jennifer
Myka
Cincinnati, Ohio Area
Accomplished professional with 20+ years of successful experience in a variety of research laboratories and teaching. Proven technical skills in microbiology, molecular biology, protein biochemistry, and cytogenetics. Veteran Science Educator of 29 different undergraduate lecture and 20 different laboratory courses in the Biological Sciences including microbiology, cell biology, molecular genetics, chemistry, etc. Strong communication skills including the ability to explain complex scientific concepts to individuals of all ages and experience. Exceptional trainer and mentor with skills to motivate peak individual performance from team members and peers.
Selected Professional Accomplishments:
-- Successfully budgeted, ordered, & maintained Galen College's Science Lab starting with 0% of supplies and an empty room. Laboratory stocked 100%, organized entire lab, and designed and implemented comprehensive laboratory curriculum for Microbiology and Anatomy & Physiology I & II.
-- Ordered and installed over $200,000 of lab equipment and supplies for a new HS Biomedical Sciences Academy. Mentored all student projects, including 100% of those using Microbiology or Molecular Biology techniques, including bacterial culture growth and analysis, DNA & protein gel electrophoresis, and RT-PCR.
-- Received a $150,000 grant to update Brescia University’s Biology laboratories impacting 100% of the Biology labs.
-- Successfully developed course materials for & taught over 25 lecture and 16 laboratory courses in areas such as Biology, Biomedical Sciences, Environmental Science, Genetics, Microbiology, Ecology, Molecular and Cellular Biology, Anatomy & Physiology, Biochemistry, and Chemistry.
-- Mentored many undergraduate students in varied research projects with many completing Ph.D. programs.
-- Created "NursingWINS! " to meet unmet needs of aspiring Nurses & Nursing Professionals.
-- Professional Development and Science Education Outreach for K-12 teachers and students.
Experience
Free Radical Ranch
Owner/Operator
Free Radical Ranch raises 100% grassfed Katahdin Hair Sheep International (KHSI) sheep in northern Kentucky. Registered quality "RR" Katahdins are available for purchase, and lamb is available as well. Free Radical Ranch is Animal Welfare Approved (AWA) for raising our lambs and laying hens humanely. Our lamb is also AWA-Certified Grassfed.
Free Radical Ranch hosts award winning Suri Alpacas that are ARI Registered and Colored Angora goats. Suri Alpaca & Mohair fiber, yarn, products, and Fiber/Fabric Art, are available for purchase. We also humanely raise dairy and beef cattle, pigs, dairy goats, chickens, turkeys, ducks, and rabbits, adding to the farm's diversified offerings.
Community Supported Agriculture (CSA) Summer Produce Share memberships are available where we grow and harvest produce weekly throughout our season and members pick up at the farm or DCCH Farmers Market of Fort Mitchell on Saturdays.Kenton County School District
Professional Development Consultant
Developed and presented Professional Development workshops on Mitosis/Meiosis, Photosynthesis, and Integrated Patient Scenarios to teach Eukaryotic Cell Organelles for middle and high school teachers using presentation, inquiry, and project-based lessons including lab activities.
• Presented at the National Science Teachers Association (NSTA) Annual Meeting in Louisville, Kentucky: "Integrated Scenarios" and at both NSTA and Kentucky Science Teachers Association (KSTA) in Lexington, Kentucky: "Photosynthesis Inquiry-Based Lab."
• Provided 2 hours of Professional Development (PD) for middle school teachers in 2013: "Integrated Scenarios and the 7 Areas of the Academy Report Card" - a PD with a wet lab using inquiry-based, presentation-based, and project-based methods to teach cell organelles. Provided Inquiry-Based PD in 2011: "Mitosis & Meiosis" and "Photosynthesis" for the Kenton County School District.NursingWINS! The Worldwide Institute for Nursing Success
Founder
NursingWINS! The Worldwide Institute for Nursing Success, provides an environment to help Nurses succeed. We support your transition from aspiring Nurse to Nursing Professional and beyond! We provide Learning Support and Relevance to Nursing in a variety of formats to meet your needs.
"Science Essentials for Nursing" is available now. Additional offerings are under development.
Sign up for our NursingWINS! newsletter at www.nursingwins.com or www.facebook.com/nursingwins.Gateway Community and Technical College
Part-Time Faculty in Biological Sciences
Teaching a variety of courses in the biological sciences including BIO112 Introduction to Biology, BIO113 Introduction to Biology Laboratory, BIO135 Human Anatomy and Physiology with Laboratory, and BIO225 Medical Microbiology with Laboratory. Help maintain the microbiological stocks and laboratory supplies associated with these courses.
Gateway Community and Technical College
Assistant Professor of Biology
Teaching a variety of courses, including inquiry-based and active learning lecture and laboratory courses. Collaborating with key faculty and staff to provide an incredible student experience with the rigor required in the biological sciences.
KCAIT
HS BiologyTeacher in Biomedical Sciences Academy
Worked collaboratively with teacher colleagues within the Biomedical Sciences Academy to develop a presentation-based, project-based, and motivation-based learning experience for scholars.
• EPSB Certification - Rank 1, Professional Certificate for College Faculty, Biology, Grades 8-12.
• Implemented an Inquiry-Based Learning model in the high school classroom
• Trained by Project Lead The Way for Principles of Biomedical Sciences & Human Body Systems
• Ordered all equipment and supplies for $300,000+ Biomedical Sciences Laboratory
• Use Edmodo to provide study materials for scholars online
Education
Hiram College
Bachelor of Arts (B.A.)
Biology major with Honors, cum laude, Chemistry minor, Art minor
I received an interdisciplinary education as a Biology major with both Chemistry and Art minors.University of Kentucky
Doctor of Philosophy (Ph.D.)
Genetics and Cytogenetics, Equine, Department of Veterinary Science
Dissertation: “Comparative Gene Mapping for Equus przewalskii and E. hemionus onager with Investigation of a Homologous Chromosome Polymorphism in Equidae”University of Kentucky
Master of Science (M.S.)
Molecular Biology, Cancer Cell Biology, Biochemistry, Department of Veterinary Science
Thesis: “The Effects of Sic1, a Yeast Cyclin Dependent Kinase Inhibitor, on the Mammalian Cell Cycle”
Publications
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Homologous fission event(s) implicated for chromosomal polymorphisms among 5 species in the genus Equus
Cytogenetics and Genome Research
The genus Equus is unusual in that five of the ten extant species have documented centric fission (Robertsonian translocation) polymorphisms within their populations, namely E. hemionus onager, E. hemionus kulan, E. kiang, E. africanus somaliensis, and E. quagga burchelli. Here we report evidence that the polymorphism involves the same homologous chromosome segments in each species, and that these chromosome segments have homology to human chromosome 4 (HSA4). Bacterial artificial chromosome clones containing equine genes SMARCA5 (ECA2q21 homologue to HSA4q31. 21) and UCHL1 (ECA3q22 homologue to HSA4p13) were mapped to a single metacentric chromosome and two unpaired acrocentrics by FISH mapping for individuals possessing odd numbers of chromosomes. These data suggest that the polymorphism is either ancient and conserved within the genus or has occurred recently and independently within each species. Since these species are separated by 1-3 million years of evolution, this polymorphism is remarkable and worthy of further investigations.
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Homologous fission event(s) implicated for chromosomal polymorphisms among 5 species in the genus Equus
Cytogenetics and Genome Research
The genus Equus is unusual in that five of the ten extant species have documented centric fission (Robertsonian translocation) polymorphisms within their populations, namely E. hemionus onager, E. hemionus kulan, E. kiang, E. africanus somaliensis, and E. quagga burchelli. Here we report evidence that the polymorphism involves the same homologous chromosome segments in each species, and that these chromosome segments have homology to human chromosome 4 (HSA4). Bacterial artificial chromosome clones containing equine genes SMARCA5 (ECA2q21 homologue to HSA4q31. 21) and UCHL1 (ECA3q22 homologue to HSA4p13) were mapped to a single metacentric chromosome and two unpaired acrocentrics by FISH mapping for individuals possessing odd numbers of chromosomes. These data suggest that the polymorphism is either ancient and conserved within the genus or has occurred recently and independently within each species. Since these species are separated by 1-3 million years of evolution, this polymorphism is remarkable and worthy of further investigations.
Speciation with gene flow in equids despite extensive chromosomal plasticity.
PNAS
Thirty years after the first DNA fragment from the extinct quagga zebra was sequenced, we set another milestone in equine genomics by sequencing its entire genome, along with the genomes of the surviving equine species. This extensive dataset allows us to decipher the genetic makeup underlying lineage-specific adaptations and reveal the complex history of equine speciation. We find that Equus first diverged in the New World, spread across the Old World 2.1–3.4 Mya, and finally experienced major demographic expansions and collapses coinciding with past climate changes. Strikingly, we find multiple instances of hybridization throughout the equine tree, despite extremely divergent chromosomal structures. This contrasts with theories promoting chromosomal incompatibilities as drivers for the origin of equine species. Authors: Hákon Jónsson, Mikkel Schubert, Andaine Seguin-Orlando, Aurélien Ginolhac, Lillian Petersen, Matteo Fumagalli, Anders Albrechtsen, Bent Petersen, Thorfinn S. Korneliussen, Julia T. Vilstrup, Teri Lear, Jennifer Leigh Myka, Judith Lundquist, Donald C. Miller, Ahmed H. Alfarhan, Saleh A. Alquraishi,Khaled A. S. Al-Rasheid, Julia Stagegaard, Günter Strauss, Mads Frost Bertelsen, Thomas Sicheritz-Ponten, Douglas F. Antczak, Ernest Bailey, Rasmus Nielsen, Eske Willerslev, and Ludovic Orlando
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Homologous fission event(s) implicated for chromosomal polymorphisms among 5 species in the genus Equus
Cytogenetics and Genome Research
The genus Equus is unusual in that five of the ten extant species have documented centric fission (Robertsonian translocation) polymorphisms within their populations, namely E. hemionus onager, E. hemionus kulan, E. kiang, E. africanus somaliensis, and E. quagga burchelli. Here we report evidence that the polymorphism involves the same homologous chromosome segments in each species, and that these chromosome segments have homology to human chromosome 4 (HSA4). Bacterial artificial chromosome clones containing equine genes SMARCA5 (ECA2q21 homologue to HSA4q31. 21) and UCHL1 (ECA3q22 homologue to HSA4p13) were mapped to a single metacentric chromosome and two unpaired acrocentrics by FISH mapping for individuals possessing odd numbers of chromosomes. These data suggest that the polymorphism is either ancient and conserved within the genus or has occurred recently and independently within each species. Since these species are separated by 1-3 million years of evolution, this polymorphism is remarkable and worthy of further investigations.
Speciation with gene flow in equids despite extensive chromosomal plasticity.
PNAS
Thirty years after the first DNA fragment from the extinct quagga zebra was sequenced, we set another milestone in equine genomics by sequencing its entire genome, along with the genomes of the surviving equine species. This extensive dataset allows us to decipher the genetic makeup underlying lineage-specific adaptations and reveal the complex history of equine speciation. We find that Equus first diverged in the New World, spread across the Old World 2.1–3.4 Mya, and finally experienced major demographic expansions and collapses coinciding with past climate changes. Strikingly, we find multiple instances of hybridization throughout the equine tree, despite extremely divergent chromosomal structures. This contrasts with theories promoting chromosomal incompatibilities as drivers for the origin of equine species. Authors: Hákon Jónsson, Mikkel Schubert, Andaine Seguin-Orlando, Aurélien Ginolhac, Lillian Petersen, Matteo Fumagalli, Anders Albrechtsen, Bent Petersen, Thorfinn S. Korneliussen, Julia T. Vilstrup, Teri Lear, Jennifer Leigh Myka, Judith Lundquist, Donald C. Miller, Ahmed H. Alfarhan, Saleh A. Alquraishi,Khaled A. S. Al-Rasheid, Julia Stagegaard, Günter Strauss, Mads Frost Bertelsen, Thomas Sicheritz-Ponten, Douglas F. Antczak, Ernest Bailey, Rasmus Nielsen, Eske Willerslev, and Ludovic Orlando
The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions
CBE Life Science Education
Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the GEP, a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased Independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. Authors: C.D.Shaffer, C.Alvarez, C.Bailey, D.Barnard, S.Bhalla, C.Chandrasekaran, V.Chandrasekaran, H.-M.Chung, D.R.Dorer, C.Du, T.T.Eckdahl, J.L.Poet, D.Frohlich, A.L.Goodman, Y.Gosser, C.Hauser, L.L.M.Hoopes, D.Johnson, C.J.Jones, M.Kaehler, N.Kokan, O.R.Kopp, G.A.Kuleck, G.McNeil, R.Moss, J.L.Myka, A.Nagengast, R.Morris, P.J.Overvoorde, E.Shoop, S.Parrish, K.Reed, E.G.Regisford, D.Revie, A.G.Rosenwald, K.Saville, S.Schroeder, M.Shaw, G.Skuse, C.Smith, M.Smith, E.P.Spana, M.Spratt, J.Stamm, J.S.Thompson, M.Wawersik, B.A.Wilson, J.Youngblom, W.Leung, J.Buhler, E.R.Mardis, D.Lopatto, & S.C.R. Elgin
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Homologous fission event(s) implicated for chromosomal polymorphisms among 5 species in the genus Equus
Cytogenetics and Genome Research
The genus Equus is unusual in that five of the ten extant species have documented centric fission (Robertsonian translocation) polymorphisms within their populations, namely E. hemionus onager, E. hemionus kulan, E. kiang, E. africanus somaliensis, and E. quagga burchelli. Here we report evidence that the polymorphism involves the same homologous chromosome segments in each species, and that these chromosome segments have homology to human chromosome 4 (HSA4). Bacterial artificial chromosome clones containing equine genes SMARCA5 (ECA2q21 homologue to HSA4q31. 21) and UCHL1 (ECA3q22 homologue to HSA4p13) were mapped to a single metacentric chromosome and two unpaired acrocentrics by FISH mapping for individuals possessing odd numbers of chromosomes. These data suggest that the polymorphism is either ancient and conserved within the genus or has occurred recently and independently within each species. Since these species are separated by 1-3 million years of evolution, this polymorphism is remarkable and worthy of further investigations.
Speciation with gene flow in equids despite extensive chromosomal plasticity.
PNAS
Thirty years after the first DNA fragment from the extinct quagga zebra was sequenced, we set another milestone in equine genomics by sequencing its entire genome, along with the genomes of the surviving equine species. This extensive dataset allows us to decipher the genetic makeup underlying lineage-specific adaptations and reveal the complex history of equine speciation. We find that Equus first diverged in the New World, spread across the Old World 2.1–3.4 Mya, and finally experienced major demographic expansions and collapses coinciding with past climate changes. Strikingly, we find multiple instances of hybridization throughout the equine tree, despite extremely divergent chromosomal structures. This contrasts with theories promoting chromosomal incompatibilities as drivers for the origin of equine species. Authors: Hákon Jónsson, Mikkel Schubert, Andaine Seguin-Orlando, Aurélien Ginolhac, Lillian Petersen, Matteo Fumagalli, Anders Albrechtsen, Bent Petersen, Thorfinn S. Korneliussen, Julia T. Vilstrup, Teri Lear, Jennifer Leigh Myka, Judith Lundquist, Donald C. Miller, Ahmed H. Alfarhan, Saleh A. Alquraishi,Khaled A. S. Al-Rasheid, Julia Stagegaard, Günter Strauss, Mads Frost Bertelsen, Thomas Sicheritz-Ponten, Douglas F. Antczak, Ernest Bailey, Rasmus Nielsen, Eske Willerslev, and Ludovic Orlando
The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions
CBE Life Science Education
Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the GEP, a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased Independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. Authors: C.D.Shaffer, C.Alvarez, C.Bailey, D.Barnard, S.Bhalla, C.Chandrasekaran, V.Chandrasekaran, H.-M.Chung, D.R.Dorer, C.Du, T.T.Eckdahl, J.L.Poet, D.Frohlich, A.L.Goodman, Y.Gosser, C.Hauser, L.L.M.Hoopes, D.Johnson, C.J.Jones, M.Kaehler, N.Kokan, O.R.Kopp, G.A.Kuleck, G.McNeil, R.Moss, J.L.Myka, A.Nagengast, R.Morris, P.J.Overvoorde, E.Shoop, S.Parrish, K.Reed, E.G.Regisford, D.Revie, A.G.Rosenwald, K.Saville, S.Schroeder, M.Shaw, G.Skuse, C.Smith, M.Smith, E.P.Spana, M.Spratt, J.Stamm, J.S.Thompson, M.Wawersik, B.A.Wilson, J.Youngblom, W.Leung, J.Buhler, E.R.Mardis, D.Lopatto, & S.C.R. Elgin
Using Action Research to Improve Teaching and Student Learning in College Courses.
Journal of College Science Teachers
An action research approach was used to examine revisions made to the design and delivery of a freshman zoology laboratory section. Because action research involves iterative cycles of planning, acting, observing, and reflecting, we raised and investigated a series of successive research questions. We report on three cycles here.
FISH analysis comparing genome organization in the domestic horse (Equus caballus) to that of the Mongolian Wild horse (E. przewalskii)
Cytogenetics and Genome Research
Przewalski's wild horse (E. przewalskii, EPR) has a diploid chromosome number of 2n = 66 while the domestic horse (E. caballus, ECA) has a diploid chromosome number of 2n = 64. Discussions about their phylogenetic relationship and taxonomic classification have hinged on comparisons of their skeletal morphology, protein and mitochondrial DNA similarities, their ability to produce fertile hybrid offspring, and on comparison of their chromosome morphology and banding patterns. Previous studies of GTG-banded karyotypes suggested that the chromosomes of both equids were homologous and the difference in chromosome number was due to a Robertsonian event involving two pairs of acrocentric chromosomes in EPR and one pair of metacentric chromosomes in ECA (ECA5). To determine which EPR chromosomes were homologous to ECA5 and to confirm the predicted chromosome homologies based on GTG banding, we constructed a comparative gene map between ECA and EPR by FISH mapping 46 domestic horse-derived BAC clones containing genes previously mapped to ECA chromosomes. The results indicated that all ECA and EPR chromosomes were homologous as predicted by GTG banding, but provide new information in that the EPR acrocentric chromosomes EPR23 and EPR24 were shown to be homologues of the ECA metacentric chromosome ECA5.
Integrated, Interdisciplinary Research Projects Involving Both Freshmen and Upperclassmen in Biology Laboratory Courses
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Excerpt: "To provide opportunities for interaction between freshmen and upperclassmen in the biology program, and to give students a personal experience with the interdisciplinary nature of scientific research in their laboratory courses, I implemented an integrated, plant-based laboratory project during the fall 2003 semester at Brescia University. The objectives of the project were (a) collection of plant material from the field by botany students, (b) preparation and analysis of plant genomic DNA by genetics students, (c) preparation of an enzyme extract by biochemistry students, and (d) presentation of results of the genetic and biochemical analyses by upperclassmen to the freshmen enrolled in botany. Botany students collected specimens of two different plant species from three different sites as a part of an ecology lab activity. A portion of the leaf material was then turned over to the genetics students for genomic DNA extraction from each sample. Plant genomic DNA was subsequently analyzed by agarose gel electrophoresis and dot quantitation to determine if there were differences between the two plant species. The remaining plant material was turned over to the biochemistry students for root peroxidase extract preparation. Enzyme assays were performed and the enzyme specific activity was determined for each plant species. Both the genetics and biochemistry students then prepared scientific posters and presented their results to their peers during a scheduled botany lecture." NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Biological Expressions
Teaching Tips: Innovations in Undergraduate Science Instruction / NSTA Press
Except: “For the Biological Expression, you will need to choose a topic (suggestions will be discussed in class), and you will communicate that topic in some creative way and explain your project to the class verbally in a short oral report, or by display. The projects will be exhibited during class in a sort of biological expression fair. Some ways to communicate to others may include poetry, painting, drawing, musically, in ceramics, through singing, etc., etc., etc. Be creative! The project will be graded on the basis of your effort, and on how effectively you can communicate your biological topic to others.” NSTA Press: "Like a spirited idea exchange among experienced professors, Teaching Tips: Innovations in Undergraduate Science Instruction brings you the best thinking from campuses nationwide about how to engage undergraduate science students. Published to commemorate the 25th anniversary of the founding of the Society for College Science Teachers (SCST), Tips is a quick-read compilation of more than 50 innovative approaches that SCST members have found especially effective."
Homologous fission event(s) implicated for chromosomal polymorphisms among 5 species in the genus Equus
Cytogenetics and Genome Research
The genus Equus is unusual in that five of the ten extant species have documented centric fission (Robertsonian translocation) polymorphisms within their populations, namely E. hemionus onager, E. hemionus kulan, E. kiang, E. africanus somaliensis, and E. quagga burchelli. Here we report evidence that the polymorphism involves the same homologous chromosome segments in each species, and that these chromosome segments have homology to human chromosome 4 (HSA4). Bacterial artificial chromosome clones containing equine genes SMARCA5 (ECA2q21 homologue to HSA4q31. 21) and UCHL1 (ECA3q22 homologue to HSA4p13) were mapped to a single metacentric chromosome and two unpaired acrocentrics by FISH mapping for individuals possessing odd numbers of chromosomes. These data suggest that the polymorphism is either ancient and conserved within the genus or has occurred recently and independently within each species. Since these species are separated by 1-3 million years of evolution, this polymorphism is remarkable and worthy of further investigations.
Speciation with gene flow in equids despite extensive chromosomal plasticity.
PNAS
Thirty years after the first DNA fragment from the extinct quagga zebra was sequenced, we set another milestone in equine genomics by sequencing its entire genome, along with the genomes of the surviving equine species. This extensive dataset allows us to decipher the genetic makeup underlying lineage-specific adaptations and reveal the complex history of equine speciation. We find that Equus first diverged in the New World, spread across the Old World 2.1–3.4 Mya, and finally experienced major demographic expansions and collapses coinciding with past climate changes. Strikingly, we find multiple instances of hybridization throughout the equine tree, despite extremely divergent chromosomal structures. This contrasts with theories promoting chromosomal incompatibilities as drivers for the origin of equine species. Authors: Hákon Jónsson, Mikkel Schubert, Andaine Seguin-Orlando, Aurélien Ginolhac, Lillian Petersen, Matteo Fumagalli, Anders Albrechtsen, Bent Petersen, Thorfinn S. Korneliussen, Julia T. Vilstrup, Teri Lear, Jennifer Leigh Myka, Judith Lundquist, Donald C. Miller, Ahmed H. Alfarhan, Saleh A. Alquraishi,Khaled A. S. Al-Rasheid, Julia Stagegaard, Günter Strauss, Mads Frost Bertelsen, Thomas Sicheritz-Ponten, Douglas F. Antczak, Ernest Bailey, Rasmus Nielsen, Eske Willerslev, and Ludovic Orlando
The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions
CBE Life Science Education
Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the GEP, a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased Independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students. Authors: C.D.Shaffer, C.Alvarez, C.Bailey, D.Barnard, S.Bhalla, C.Chandrasekaran, V.Chandrasekaran, H.-M.Chung, D.R.Dorer, C.Du, T.T.Eckdahl, J.L.Poet, D.Frohlich, A.L.Goodman, Y.Gosser, C.Hauser, L.L.M.Hoopes, D.Johnson, C.J.Jones, M.Kaehler, N.Kokan, O.R.Kopp, G.A.Kuleck, G.McNeil, R.Moss, J.L.Myka, A.Nagengast, R.Morris, P.J.Overvoorde, E.Shoop, S.Parrish, K.Reed, E.G.Regisford, D.Revie, A.G.Rosenwald, K.Saville, S.Schroeder, M.Shaw, G.Skuse, C.Smith, M.Smith, E.P.Spana, M.Spratt, J.Stamm, J.S.Thompson, M.Wawersik, B.A.Wilson, J.Youngblom, W.Leung, J.Buhler, E.R.Mardis, D.Lopatto, & S.C.R. Elgin
Using Action Research to Improve Teaching and Student Learning in College Courses.
Journal of College Science Teachers
An action research approach was used to examine revisions made to the design and delivery of a freshman zoology laboratory section. Because action research involves iterative cycles of planning, acting, observing, and reflecting, we raised and investigated a series of successive research questions. We report on three cycles here.
Undergraduate Research: Genomics Education Partnership
Science
The Genomics Education Partnership offers an inclusive model for undergraduate research experiences, with students pooling their work to contribute to international databases. Authors: Lopatto D, Alvarez C, Barnard D, Chandrasekaran C, Chung HM, Du C, Eckdahl T, Goodman AL, Hauser C, Jones CJ, Kopp OR, Kuleck GA, McNeil G, Morris R, Myka JL, Nagengast A, Overvoorde PJ, Poet JL, Reed K, Regisford G, Revie D, Rosenwald A, Saville K, Shaw M, Skuse GR, Smith C, Smith M, Spratt M, Stamm J, Thompson JS, Wilson BA, Witkowski C, Youngblom J, Leung W, Shaffer CD, Buhler J, Mardis E, Elgin SC
Positions
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
Kentucky Academy of Science
Chair, Science Education Section; Member, Science Education Committee; Secretary, Science Education Section;
Presentations: • Myka, J.L. (2010). Integrated patient scenarios implemented to increase relevance and improve student learning in a Microbiology course for RN student nurses. KAS Annual Meeting, Bowling Green, KY • Kirchner, J., and Myka, J.L. (2010). Positive student retention effects by integrating student support services into an Anatomy & Physiology I course for RN student nurses. KAS Annual Meeting, Bowling Green, KY. Presented by Dr. Jay Kirchner. • Myka, J.L. & Ottersbach, M. (2008). “NCLEX-like” exam items for use in science courses taught for nursing programs. KAS Annual Meeting, Lexington, KY • Myka, J.L. (2007, November). Microarray analysis in an undergraduate molecular genetics laboratory course. KAS Annual Meeting, Louisville, KY • Myka, J.L., Boeshart, T.W., Giovanetti, N., Malloy, J.N., & Supe, M. (2007). Bioinformatics and undergraduate biology majors: Drosophila erecta gene annotation research in collaboration with the Genomics Education Partnership. KAS Annual Meeting, Louisville, KY. (TWB, NG, JNM, and MS were undergraduate researchers). • Myka, J.L., & Raubenheimer, C.D. (2006). Student learning approaches and achievement on knowledge versus application items in a sophomore nursing major nutrition course studied by action research. KAS Annual Meeting, Morehead, KY. • Jennifer Leigh Myka. (2004, October) Integrated research projects in undergraduate science laboratory courses. KAS Annual Meeting, Murray, KY. • Dianne Raubenheimer and Jennifer Leigh Myka. (2003) Action research implemented to improve Zoology laboratory activities in a freshman biology majors course. KAS Annual Meeting, Bowling Green, KY. Co-presented by both authors. Abstract published in the Journal of the KAS, 65:63. • Jennifer Leigh Myka. (2003) Implementation of an integrated, plant-based laboratory project involving Botany, Genetics, and Biochemistry students. KAS Annual Meeting, Bowling Green, KY. Abstract published in the Journal of the KAS, 65:63.
