The effect of pomegranate juice extract on the Hedgehog signaling pathway in pancreatic cancer

Pancreatic cancer is the fourth leading cause of cancer death in the United States. There have been several reports indicating that phytochemicals in fruits can reduce the risk of cancer due to the anti-oxidant and anti-inflammatory effects of the polyphenols. Our lab has shown that pomegranate juice extract (PJE) has anti-proliferative and pro-apoptotic effects in human pancreatic cancer cells. In the past, we have shown that cells adhere more strongly to the plate when treated with PJE. This observation prompted an investigation of how PJE regulates cell adhesion proteins. Previously, our lab investigated E-cadherin, a cell adhesion protein. Upon activation of the Hedgehog signaling pathway, Gl-1 has been shown to down-regulate E-cadherin. The purpose of this study was to determine if PJE up-regulates ezrin, another cell adhesion protein, by interfering with the Gl-1 transcription factor of the Hedgehog signaling cascade. Through the use of immunoblots, we evaluated Gl-1 and ezrin protein levels after PJE treatment in COLO-357 human pancreatic cancer cells. We showed that pancreatic cancer cells treated with PJE led to decreased expression of Gl-1 and up-regulation of ezrin. This data suggests that PJE can help restore pancreatic cancer cell adhesion by blocking an important signaling pathway, thus serving as a potential suppressor of invasion and metastasis

Student Motivations and Barriers toward Online and In-Person Office Hours in STEM Courses

Office hours are one of the most common support mechanisms found in courses. Despite the prevalence of office hours in life sciences classes, there has been little investigation of how science, technology, engineering, and math (STEM) students perceive office hours, particularly at non–research intensive universities or other institutions where a majority of students attend office hours. We surveyed more than 500 students, representing most life sciences majors at a comprehensive university, to investigate their motivations and barriers for attending office hours. We then compared instructors’ perceptions to students’ conceptions of office hours. We identified key themes in student and instructor comments using inductive, grounded theory, finding that students view a more limited range of benefits for office hours than instructors. Students likewise cited a larger number of barriers for attending than instructors perceived. In addition, while there were minimal differences in rates of office hours attendance and perception of office hours based on key demographic factors, we identify areas where students of different class years and gender perceive differences, suggesting areas of future research. Finally, we explored students’ views of in-person versus online office hours, providing insight for instructors to better reach all students

Investigating the Influence of Assessment Question Framing on Undergraduate Biology Student Preference and Affect

Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term “you”, placing the student in the experiment; another section received the same scenario that used classmate names; while a third section\u27s scenario integrated counterstereotypical scientist names. Our results demonstrate that there was no difference in performance throughout the semester between the sections, nor were there differences in students’ self-reported stress and identity. However, students in all three sections indicated that they most preferred the self-referential framing, providing a variety of reasons that suggest that these variants may influence how well a student reads and processes the question. In addition, our results also indicate that the framing of these scenarios can also have a large impact on some students’ affect and attitude toward the question. We conclude by discussing implications for the biology education research community and biology instructors

Assessment of the Effects of Caffeine, Gallic Acid, and Epigallocatechin-3-gallate on Cell Inhibition, PIM-3 and E. cadherin Protein Levels in Two Lines of Pancreatic Cancer Cells

According to the American Cancer Society, pancreatic cancer is currently the fourth leading cause of cancer related deaths in the United States. In addition to being an exceptionally aggressive form of cancer, it is particularly difficult to treat because it is usually diagnosed in late stages after the onset of metastasis (1). Consequently, the current treatments used, including chemotherapy and radiation, have been rendered ineffective (2). As a result, focus has been placed on using dietary alternatives which are known to possess chemopreventive properties (3). Previous studies have indicated that Gallic acid (an important phytochemical in pomegranates) and Epigallocatechin-3-Gallate (the primary catechin in Green Tea) have inhibited cancer cell growth in a variety of cancer cell types (4-9). Similarly, studies have shown that caffeine, the primary compound found in coffee beans, has been successful in stimulating apoptosis in endometrial, liver, skin, breast, prostate, colorectal, oral, and bone cancers (10-20). Although these compounds have individually demonstrated great positive effects there has, until now, never been a study done to compare the effects of these compounds both individually and in combination on pancreatic cancer cells. The purpose of this research project is to identify whether caffeine, Gallic Acid (GA), or Epigallocatechin-3-Gallate (EGC3G) is the most effective cancer fighting agent. Once we have ascertained the two most effective compounds, combination studies will be done to see what effect the combination treatments have on pancreatic cancer cell inhibition and the PIM-3 and E. cadherin protein levels, relative to the individual treatments

Student Perceptions of an Inquiry‐Based Molecular Biology Lecture and Lab Following a Mid‐Semester Transition to Online Teaching

The transition to online learning in spring 2020 was abrupt for both students and instructors. While many instructors moved to asynchronous classes, some institutions relied more heavily on synchronous online courses. Here, we evaluate student perceptions of an inquiry‐based molecular biology lecture and lab course following this transition by comparing student survey responses from spring 2019, when the lecture and lab were fully in person, to spring 2020, when the lecture and lab started in person before transitioning to a synchronous online format. Students were asked to identify the main factors that supported their learning in lecture and lab, characterize the main barriers to learning in those courses, and discuss their preference of having an inquiry‐based lab or a traditional “cookbook” lab with pre‐determined answers. We coded these responses and provide one of the first studies to examine the impact of this online transition on student perceptions of learning in an inquiry‐based molecular biology lecture and lab course

Science Communication Training Imparts Confidence and Influences Public Engagement Activity

ABSTRACT The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology (ASBMB) launched the Art of Science Communication course in 2015 in order to provide scientists at all career stages with introductory science communication training. In 2020, we conducted a retrospective survey of former participants to evaluate how the course had impacted participants’ science communication behaviors and their confidence engaging with nonexperts, as well as other benefits to their professional development. We found that scientists were significantly more likely to communicate with nonexpert audiences following the course compared to before (77% versus 51%; P < 0.0001). In addition, quantitative and qualitative data suggested that scientists were more confident in their ability to communicate science after completing the course (median of 8, standard deviation [SD] of 0.98 versus median of 5, SD of 1.57; P < 0.0001). Qualitative responses from participants supported quantitative findings. This suggested that the Art of Science Communication course is highly effective at improving the confidence of scientists to engage with the public and other nonexpert audiences regardless of career status. These data-driven perspectives provide a rationale for the implementation of broadly accessible science communication training programs that promote public engagement with science