Institutionalizing effective grant funded programs: A success story

As budgets tighten, universities are increasingly struggling with questions of how to institutionalize and sustain successful grant-funded programs. Creative approaches to leveraging existing infrastructure and resources can make it possible. Here, we present our experiences and approaches that could benefit those seeking to institutionalize effective pilot or grant-funded programs

The Genome of Pseudomonas fluorescens Strain R124 Demonstrates Phenotypic Adaptation to the Mineral Environment

Microbial adaptation to environmental conditions is a complex process, including acquisition of positive traits through horizontal gene transfer or the modification of existing genes through duplication and/or mutation. In this study, we examined the adaptation of a Pseudomonas fluorescens isolate (R124) from the nutrient-limited mineral environment of a silica cave in comparison with P. fluorescens isolates from surface soil and the rhizosphere. Examination of metal homeostasis gene pathways demonstrated a high degree of conservation, suggesting that such systems remain functionally similar across chemical environments. The examination of genomic islands unique to our strain revealed the presence of genes involved in carbohydrate metabolism, aromatic carbon metabolism, and carbon turnover, confirmed through phenotypic assays, suggesting the acquisition of potentially novel mechanisms for energy metabolism in this strain. We also identified a twitching motility phenotype active at low-nutrient concentrations that may allow alternative exploratory mechanisms for this organism in a geochemical environment. Two sets of candidate twitching motility genes are present within the genome, one on the chromosome and one on a plasmid; however, a plasmid knockout identified the functional gene as being present on the chromosome. This work highlights the plasticity of the Pseudomonas genome, allowing the acquisition of novel nutrient-scavenging pathways across diverse geochemical environments while maintaining a core of functional stress response genes.Keywords: Aeruginosa, Bacteria, Tolerance, Copper homeostasis, Systems, IV pilus secretin, Diversity, SBW25, Sequence, Putid

Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses

Impact of PBTL on the Success of Underserved Students in Undergraduate Biology Courses Author’s Name: Shelby Diener Faculty Mentor: Bethany Bowling Department: Biological Sciences The use of active learning techniques in science courses has been shown to increase student success, particularly students coming from underserved backgrounds. More recent research has begun to focus on specific ways to optimize active learning. In this study we analyzed the impact of problem-based team learning (PBTL) on underserved populations including first-generation college (self-reported), low-income (determined by Pell grant eligibility), and/or under-represented minority (self-reported) students. PBTL increases student engagement and teamwork, while reducing lecture time. We compared the percentage of underserved students who received a D, F, or W grade in a genetics course in the semesters before (2010-12) and after PBTL was implemented (2013-15). From the analysis it is clear that PBTL had a positive impact on student success rates overall, however there was not a disproportional impact on underserved students. To further the research, data is currently being analyzed from an introductory biology course to determine the impact of PBTL. The goal of this research is to improve student success in undergraduate science courses and disseminate impactful practices