Effect of chromosome tethering on nuclear organization in yeast.

Interphase chromosomes in Saccharomyces cerevisiae are tethered to the nuclear envelope at their telomeres and to the spindle pole body (SPB) at their centromeres. Using a polymer model of yeast chromosomes that includes these interactions, we show theoretically that telomere attachment to the nuclear envelope is a major determinant of gene positioning within the nucleus only for genes within 10 kb of the telomeres. We test this prediction by measuring the distance between the SPB and the silent mating locus (HML) on chromosome III in wild-type and mutant yeast strains that contain altered chromosome-tethering interactions.

Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course.

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry.

Fast live simultaneous multiwavelength four-dimensional optical microscopy.

Live fluorescence microscopy has the unique capability to probe dynamic processes, linking molecular components and their localization with function. A key goal of microscopy is to increase spatial and temporal resolution while simultaneously permitting identification of multiple specific components. We demonstrate a new microscope platform, OMX, that enables subsecond, multicolor four-dimensional data acquisition and also provides access to subdiffraction structured illumination imaging.

Educating young educators: a pedagogical internship for undergraduate teaching assistants.

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed.