Increasing Student Success at Minority-Serving Institutions: Findings From the BEAMS Project

Details the five-step process used at over one hundred campuses to craft data-driven action plans to improve student success as part of the BEAMS (Building Engagement and Attainment for Minority Students) initiative. Includes case studies

Who goes where? The importance of peer groups on attainment and the student use of the lecture theatre teaching space

Understanding how students interact and learn within the lecture theatre environment is central to successful learning outcomes. Previous studies into the use of the lecture theatre teaching space have found that students sit in specific locations due to a range of factors; these include being noticed, addressing anxiety or an ability to focus. This study further explores the personal and social factors at play within students’ lecture theatre seating choice and the resulting effects on attainment. Student responses on seating preferences detailing why they chose a given location were mapped at a seat‐specific level and correlated against attainment. In parallel, staff perceptions of student attainment in relation to their seating choice were obtained. No direct correlation between student location and attainment was found, contrary to staff perceptions. Interestingly, it was found that students physically locate into friendship groups clusters and that these clusters obtained similar levels of attainment in problem‐solving tasks, with pockets of both high‐ and low‐performing students being observed. It was also noted that isolated students performed less well. These data would indicate that peer group formation exerts a strong impact on attainment and engagement. Outcomes from this study will enable academic staff to better understand the student body and inform the way in which teaching sessions are performed within a lecture theatre

Teaching and assessment of the future today: higher education and AI

Artificial intelligence (AI), once a subject of science fiction, is now a tangible, disruptive force in teaching and learning. In an educational setting, generative large language models (LLM), such as OpenAI’s ChatGPT, perform and supplement tasks that usually require human thought, such as data analysis, understanding complex ideas, problem-solving, coding and producing written outputs. AI advances are moving quickly. From the emergence of ChatGPT 3.5 in November 2022, we have witnessed the arrival of other progressive language models, like OpenAI’s GPT-4, Google’s Bard AI and Microsoft’s Bing AI. Most recently, AIs gained the ability to access real-time information, analyse images and are becoming directly embedded in many applications

Self-selecting peer groups formed within the laboratory environment have a lasting effect on individual student attainment and working practices.

Within the present study, we investigate the lasting effect of laboratory peer group interactions on the end of year attainment of bioscience and chemistry students. By asking students to identify who they primarily work with within the laboratory environment and evaluating the interactions through cluster analysis, we identified two main categories of laboratory peer groups. The first long-lived well-established pairings of two students, "swans", who work together for all or the majority of the laboratory sessions and the second dynamic fluid groups, "dolphins", of between three to nine students who work with each other interchangeably. Statistical analysis is presented, which demonstrates that individuals within each lab peer group were likely to achieve a similar average mark at the end of the first year of study on the course. We identified the driving factors for the formation of these groups as friendship and perceived work ethic. There is a preference for high achieving students to work with other high achieving students and lower-achieving to group around a shared social background. Targeted interventions, in which pairings were selected by the tutor at the onset of the study, altered the ratio from long-lived pairs to more dynamic groups and increased students willingness to work with others outside of their group but did not change the drivers of group formation or resulting pattern of achievement. We conclude with recommendations around group working within the laboratory environment

Biocide exposure induces changes in susceptibility, pathogenicity and biofilm formation in Uropathogenic Escherichia coli

Background: Uropathogenic Escherichia coli (UPEC) are a frequent cause of catheter associated urinary tract infection (CAUTI). Biocides have been incorporated into catheter-coatings to inhibit bacterial colonisation whilst ideally exhibiting low cytotoxicity and mitigating the selection of resistant bacterial populations. We compared the effects of long-term biocide exposure on susceptibility, biofilm-formation and relative-pathogenicity in eight UPEC isolates.Methods: Minimum inhibitory concentrations (MIC), minimum bactericidal concentrations (MBC), minimum biofilm eradication concentrations (MBEC) and antibiotic susceptibilities were determined before and after long-term exposure to triclosan, polyhexamethylene biguanide (PHMB), benzalkonium chloride (BAC) and silver nitrate. Biofilm-formation was quantified using a crystal violet assay and relative-pathogenicity was assessed via a Galleria mellonella waxworm model. Cytotoxicity and resulting biocompatability index values were determined against an L929 murine fibroblast cell line.Results: Biocide exposure resulted in multiple decreases in biocide susceptibility in planktonic and biofilm associated UPEC. Triclosan exposure induced the largest frequency and magnitude of susceptibility decreases at MIC, MBC and MBEC, which correlated to an increase in biofilm biomass in all isolates. Induction of antibiotic-cross-resistance occurred in 6/84 possible combinations of bacteria, biocide and antibiotic. Relative-pathogenicity significantly decreased after triclosan exposure (5/8 isolates), increased after silver nitrate exposure (2/8 isolates) and varied between isolates for PHMB and BAC. Biocompatibility index ranked antiseptic potential as PHMB>triclosan>BAC>silver nitrate.Conclusion: Biocide exposure in UPEC may lead to reductions in biocide and antibiotic susceptibility, changes in biofilm-formation and alterations relative-pathogenicity. These data indicate the multiple consequences of biocide adaptation that should be considered when selecting an anti-infective catheter-coating agent

Building bacterial knowledge: Games as teaching aides for higher-order thinking skills

Bacteria Builder is a videogame designed to teach student nurses about bacterial form and function within the context of a university fundamental science module. It challenges players to design and build bacteria with appropriate structures for surviving in different environments. This paper describes two studies undertaken to explore the most effective way to use the game as part of teaching on the module. 152 student nurses took part in the first evaluation, which used a control group to compare learning gains for a) only the game b) only the lecture and c) the game plus a reflective activity. All three conditions demonstrated improvements over the control, but there were no significant differences in learning gains between the experimental conditions. In a second evaluation, 124 student nurses took part in a study which compared the lecture on its own to the lecture and game together. Learning gains were found to be over 50% higher in the lecture and game condition, and subsequent analysis showed that the nurses who had played the game made greater improvements in questions designed to test higher-order thinking skills. The design and motivation behind the Bacteria Builder game is described and the results of these studies are discussed with respect to the role of teaching in maximising the effectiveness of game-based learning. Correlations between interaction data for different parts of the game are explored with respect to learning outcomes, and implications for the design of future studies are discussed

Infrared thermography can detect previsual bacterial growth in a laboratory setting via metabolic heat detection

Aims Detection of bacterial contamination in healthcare and industry takes many hours if not days. Thermal imaging, the measurement of heat by an infrared camera, was investigated as a potential noninvasive method of detecting bacterial growth. Methods and Results Infrared thermography can detect the presence of Escherichia coli and Staphylococcus aureus on solid growth media by an increase in temperature before they are visually observable. A heat decrease is observed after treatment with ultraviolet light and heat increased after incubation with dinitrophenol. Conclusions Infrared thermography can detect early growth of bacteria before they are detectable by other microbiology-based method. The heat observed is due to the cells being viable and metabolically active, as cells killed with ultraviolet light exhibit reduced increase in temperature and treatment with dinitrophenol increases heat detected. Significance and Impact of the Study Infrared thermography detects bacterial growth without the need for specialized temperature control facilities. The method is statistically robust and can be undertaken in situ, thus is highly versatile. These data support the application of infrared thermography in a laboratory, clinical and industrial setting for vegetative bacteria, thus may become into an important methodology for the timely and straightforward detection of early-stage bacterial growth

Redefining online biology education: a study on interactive branched video utilisation and student learning experiences

This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives

Mechanistic Insight into the Early Stages of Toroidal Pore Formation by the Antimicrobial Peptide Smp24

The antimicrobial peptide Smp24, originally derived from the venom of Scorpio maurus palmatus, is a promising candidate for further drug development. However, before doing so, greater insight into the mechanism of action is needed to construct a reliable structure–activity relationship. The aim of this study was to specifically investigate the critical early stages of peptide-induced membrane disruption. Single-channel current traces were obtained via planar patch-clamp electrophysiology, with multiple types of pore-forming events observed, unlike those expected from the traditional, more rigid mechanistic models. To better understand the molecular-level structures of the peptide-pore assemblies underlying these observed conductance events, molecular dynamics simulations were used to investigate the peptide structure and orientation both before and during pore formation. The transition of the peptides to transmembrane-like states within disordered toroidal pores occurred due to a peptide-induced bilayer-leaflet asymmetry, explaining why pore stabilization does not always follow pore nucleation in the experimental observations. To fully grasp the structure–activity relationship of antimicrobial peptides, a more nuanced view of the complex and dynamic mechanistic behaviour must be adopted