COPUS-TA: An "Entry-Level" Peer Observation Tool to Support Teaching Assistant Professional Pedagogical Development.

When coordinating teams of teaching assistants (TAs) in our courses, it can be time and resource prohibitive to provide mentorship for individual professional development of their teaching. Peer observation of teaching is a useful and effective approach for professional development and for forming a community of practice that TAs can engage in. However, structured peer observation can require substantial training - which may make it infeasible for large teams of TAs with variable teaching expertise and limited contract hours.

Better Writing, Brick by Brick: a Student-Centered Writing Exercise Using LEGO.

Supporting student development of clear science communication skills is critically important and incredibly challenging. In this activity, to help students understand the importance of clear written communication, students work in pairs with LEGO bricks. One student with a completed LEGO structure describes a small LEGO construction, directing a second student to build it, sight unseen.

Small changes, big gains: A curriculum-wide study of teaching practices and student learning in undergraduate biology.

A growing body of evidence has shown that active learning has a considerable advantage over traditional lecture for student learning in undergraduate STEM classes, but there have been few large-scale studies to identify the specific types of activities that have the greatest impact on learning. We therefore undertook a large-scale, curriculum-wide study to investigate the effects of time spent on a variety of classroom activities on learning gains. We quantified classroom practices and related these to student learning, assessed using diagnostic tests written by over 3700 students, across 31 undergraduate biology classes at a research-intensive university in the Pacific Northwest.

Identifying Troublesome Jargon in Biology: Discrepancies between Student Performance and Perceived Understanding.

The excessive "jargon" load in biology may be a hurdle for developing conceptual understanding as well as achieving core competencies such as scientific literacy and communication. Little work has been done to characterize student understanding of biology--specific jargon. To address this issue, we aimed to determine the types of biology jargon terms that students struggle with most, the alignment between students' perceived understanding and performance defining the terms, and common errors in student-provided definitions.

Best practices in active and student-centered learning in physiology classes.

This review article includes our analysis of the literature and our own experiences in using various types of active learning as best practices for evidence-based teaching in physiology. We have evaluated what physiology students should be expected to learn and what are specific challenges to enhancing their learning of physiology principles. We also consider how the instructor should design his or her teaching to improve buy-in from both students and other faculty members.

Concepts first, jargon second improves student articulation of understanding.

In this experiment, students in a large undergraduate biology course were first exposed to the concepts without new technical vocabulary ("jargon") in a pre-class reading assignment. Their learning of the concepts and jargon was compared with that of an equivalent group of students in another section of the same course, whose pre-class reading presented both the jargon and concepts together in the traditional manner. Both groups had the same active-learning classes with the same instructor, and then completed the same post-test.

Specificity of Processing α-glucosidase I is guided by the substrate conformation: crystallographic and in silico studies.

Background: The enzyme “GluI” is key to the synthesis of critical glycoproteins in the cell.

Results: We have determined the structure of GluI, and modeled binding with its unique sugar substrate.

Conclusion: The specificity of this interaction derives from a unique conformation of the substrate.

Production and crystallization of processing α-glucosidase I: Pichia pastoris expression and a two-step purification toward structural determination.

Eukaryotic N-glycoprotein processing in the endoplasmic reticulum begins with the catalytic action of processing α-glucosidase I (αGlu). αGlu trims the terminal glucose from nascent glycoproteins in an inverting-mechanism glycoside hydrolysis reaction. αGlu has been studied in terms of kinetic parameters and potential key residues; however, the active site is unknown.