Teaching Research Methodology Using A Project-Based Three Course Sequence Critical Reflections On Practice

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach.  The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program.  The introduction of a range of specific techniques including student developed research projects, student-centered learning experiences, and public presentation of research projects are reflected upon.  In 2001, the Department of Management reviewed the curriculum and established a research sequence linking major management course offerings.  Three courses: Statistics, Research Methodology and Organizational Behavior were selected to be taught in sequence and designed to build research expertise.  This article addresses the processes, procedures and practices for implementing and sustaining an undergraduate research sequence.  Techniques are included for course design, development, and facilitation that emphasize product based learning strategies and interactive elements.  Techniques for garnering student engagement and excitement for research projects will be presented

Robust estimation of bacterial cell count from optical density

Optical density (OD) is widely used to estimate the density of cells in liquid culture, but cannot be compared between instruments without a standardized calibration protocol and is challenging to relate to actual cell count. We address this with an interlaboratory study comparing three simple, low-cost, and highly accessible OD calibration protocols across 244 laboratories, applied to eight strains of constitutive GFP-expressing E. coli. Based on our results, we recommend calibrating OD to estimated cell count using serial dilution of silica microspheres, which produces highly precise calibration (95.5% of residuals <1.2-fold), is easily assessed for quality control, also assesses instrument effective linear range, and can be combined with fluorescence calibration to obtain units of Molecules of Equivalent Fluorescein (MEFL) per cell, allowing direct comparison and data fusion with flow cytometry measurements: in our study, fluorescence per cell measurements showed only a 1.07-fold mean difference between plate reader and flow cytometry data