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Undergraduate Urban Metagenomics Research Module

    Authors: Theodore R. Muth1,*, Catherine M. McEntee1
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    Affiliations: 1: Department of Biology, City University of New York (CUNY) Brooklyn College, Brooklyn, NY 11210
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2014
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Department of Biology, CUNY Brooklyn College, 2900 Bedford Avenue, Brooklyn, NY 11210. Phone: 718-951-5000 x2681. Fax: 718-951-4659. E-mail: tmuth@brooklyn.cuny.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 38-40. doi:10.1128/jmbe.v15i1.645
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    Abstract:

    The undergraduate urban metagenomics research module is an adaptable and tractable project that can be incorporated into exisiting microbiology, ecology, bioinformatics, introductory biology or other courses. The module takes advantage of recent advances in metagenomics and next generation sequencing, giving students an opportunity to apply these current technologies to novel questions regarding microbial community diversity and dynamics.

Key Concept Ranking

16s rRNA Sequencing
0.49782532
Molecular Techniques
0.45372123
Bacterial Diversity
0.4323063
Sequence Analysis
0.41618127
0.49782532

References & Citations

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2. Dolan EL 2012 Next steps for vision and change: moving from setting the vision to change CBE Life Sci Educ 11 201 202 10.1187/cbe.12-06-0082 22949415 3433287 http://dx.doi.org/10.1187/cbe.12-06-0082
3. Handelsman J, et al 2004 Scientific teaching Science 304 521 522 10.1126/science.1096022 15105480 http://dx.doi.org/10.1126/science.1096022
4. Lopatto D 2007 Undergraduate research experiences support science career decisions and active learning CBE Life Sci Educ 6 297 306 10.1187/cbe.07-06-0039 18056301 2104507 http://dx.doi.org/10.1187/cbe.07-06-0039
5. Shaffer CD, et al 2010 The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions CBE Life Sci Educ 9 55 69 10.1187/09-11-0087 20194808 2830162 http://dx.doi.org/10.1187/09-11-0087
6. Udovic D, Morris D, Dickman A, Postlethwait J, Wetherwax P 2002 Workshop biology: demonstrating the effectiveness of active learning in an introductory biology course Bioscience 52 272 281 10.1641/0006-3568(2002)052[0272:WBDTEO]2.0.CO;2 http://dx.doi.org/10.1641/0006-3568(2002)052[0272:WBDTEO]2.0.CO;2
7. Wei CA, Woodin T 2011 Undergraduate research experiences in biology: alternatives to the apprenticeship model CBE Life Sci Educ 10 123 131 10.1187/cbe.11-03-0028 21633057 3105915 http://dx.doi.org/10.1187/cbe.11-03-0028
8. Woodin T, Carter CV, Fletcher L 2010 Vision and change in biology undergraduate education, a call for action—initial responses CBE Life Sci Educ 9 71 73 10.1187/cbe.10-03-0044 20516350 2879380 http://dx.doi.org/10.1187/cbe.10-03-0044
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/content/journal/jmbe/10.1128/jmbe.v15i1.645
2014-05-01
2017-09-20

Abstract:

The undergraduate urban metagenomics research module is an adaptable and tractable project that can be incorporated into exisiting microbiology, ecology, bioinformatics, introductory biology or other courses. The module takes advantage of recent advances in metagenomics and next generation sequencing, giving students an opportunity to apply these current technologies to novel questions regarding microbial community diversity and dynamics.

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Figures

Image of FIGURE 1.

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FIGURE 1.

(A) Student responses to a survey question regarding their appreciation for scientific research. Responses from students in lab sections using the urban metagenomics module (the module is the key component of the Authentic Research Experience in Microbiology; AREM) are shown in blue and those from students in traditional lab sections are shown in gray (control). The percentage of students agreeing or agreeing strongly is shown on the y-axis. In the second and third set of columns the students have been grouped by gender, indicated in parentheses. (B) Student responses to a survey question regarding their comfort in evaluating and interpreting data. In the case of both survey questions, the students using the urban metagenomics module (blue bars) responded more positively. The survey was optional, anonymous, and hosted by the Survey Monkey site.

Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 38-40. doi:10.1128/jmbe.v15i1.645
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Image of FIGURE 2.

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FIGURE 2.

Percentage of students who responded to the survey who were enrolled in a masters or graduate program in the biological sciences or enrolled in a professional program in the biomedical or health sciences. Responses from students using the urban metagenomics lab sections are shown in blue and those from students in the traditional lab sections are shown in gray.

Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 38-40. doi:10.1128/jmbe.v15i1.645
Download as Powerpoint

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