Tag: scientific writing
We believe strongly in our approach to research at McMurry. We see research as not being the “other” thing professors do after they have completed their teaching for the week; we see research as a great teaching tool for the average student. For instance, in Microbiology this semester the final project students are doing is determining whether their cell phones put out sufficient radiation to mutate the Staphylococci they isolated and identified from their bathrooms during project two. By doing this, they are learning literature searches, experimental design, development of antibiotic resistance by bacteria through random mutations (or in this case radiation-induced mutations), and scientific writing. All good skills we would have expected from our capstone students (well, the mutagenesis probably would’ve been some other investigation). Here, they are doing these things as sophomores. Similar approaches to research as a teaching tool are seen in many other BIMS courses, starting with their yeast fermentation experiments in their first semester General Biology I course.
But beyond research in regular lab courses, we also expect every student to have a capstone project involving research or internship. Research project currently in progress include the following:
- Studying the metagenomics of populations arising in Winogradsky columns vs. those of populations arising in Benoit columns (our Dr. Benoit has developed an alternative formulation for Winogradsky columns that uses diatomaceous earth instead of actual water source sediment as the basis for the solid phase of the column – see prior posts for more on this!). We are determining whether the Benoit column develops similar population profiles as those arising using actual sediment.
- Studying the presence of Coronaviruses in bat populations. Bat guano is collected and screened using genomic tools. Methodology began with samples recovered from museum specimens and has progressed to catching bats in the field and obtaining fresh samples.
- Studying the genomics of moles from museums around the nation to determine the biogeography and distribution of unique populations. Discovery of the westernmost specimens in Texas by one of our professors has led to this study to figure out which eastern population was the source so that a migration map can be constructed.
- Recovery of antimicrobial and anti-cancer chemicals from regional plants. Samples are obtained, studied chemically and physiologically for antibacterial properties on the McMurry campus. Collaborations between our faculty and those at other universities (University of San Francisco, Baylor University, and University of Pennsylvania) allow more advanced chemical analysis and anti-cancer screening assays.
- Studying the migration of crabs from coastal areas to inland lakes in Texas. Lots of time is spent sampling regional lakes for the presence of these invasive species to determine routes and methods they use for finding new freshwater habitats. A parallel study to this is the attempt to breed the crabs in captivity, something that has never been successfully done.
Is this it? Is this all our students have to choose from? Nope. This is simply the projects currently underway. We hope others will join our Research Teams and find their own, unique project from these and other options available at McMurry
Today the Microbiology students took their lab skills test. I give them two opportunities to show their proficiency in streaking plates, performing aseptic transfers, pipetting, using a spectrophotometer, reading biochemical test results and indentifying bacteria, describing colonies, doing Gram stains, finding and describing cells under the microscope, cleaning up bacterial spills, designing experiments, and writing Materials & Methods. Those who did not perform up to expectations will have another chance in about a week. After all, my goal is not to see what they’ve learned by Thanksgiving – it is to insure they have the skills mastered by the time the course is completed. What is more important than when.
None of these skills were taught independently in this course. All were learned as students did research projects, using a “just-in-time” approach to teaching. Aseptic technique was taught when we needed to inoculate tubes and plates for purification and identification. Smears and staining were taught when we needed to determine which biochemical tests to inoculate and rapid ID panels to use. Spectroscopy and dilution methods and pipetting were taught when we needed to conduct pour plate counts to follow survival of cells following exposure to radiation. In every instance, there was a reason and connectedness between what we were doing and a clear goal we were trying to achieve. Techniques were not islands unto themselves but instead means used to discover the truth at the end of the journey.
We believe students learn better, retain better, and are more engaged in their work when this approach is taken. That is why the BIMS program is skills driven, research-rich, and product-oriented.