MACUB 2020 Conference

Abstract:

At Queensborough Community College, CUNY most of our students are first generation, non-traditional studentswith majority of them working full-time or part-time to meet family obligations and sustain themselves outside the classroom. While a few of our students can follow a traditional one-on-oneresearch model, majority cannot. Therefore, as an educator, I hadto bring research to them in their classroom as part of the CUR (Council on Undergraduate Research) initiative. I reluctantly implemented it in the honors course in the Biotechnology degree program.Undergraduate research has been institutionalized and used cross curriculum in multiple disciplines on our campus. Authentic research experiences are embedded inthecurriculum. I partnered with Cold Spring Harbor DNA Barcoding Lab that runs an Urban Barcoding project. This was originally done to help local high school students with authentic research experience. Later, I requested the Urban Barcoding Project team to allow my Queensborough students to participate in the project. I incorporated a DNA Barcoding experiment in my Genetics course as an honors component. Biotechnology students served as mentors to Genetics students while being closely supervised. This served as a capstone experience for sophomores at a community college. A detailed curriculum and assessment strategy was developed for the DNA Barcoding to be incorporated in the curriculum. The Queensborough honors committee then approved this.

Abstract:

Myocyte enhancer factor 2b (Mef2B) belongs to MAD-S family of genes. Its protein product is a transcriptional activator which binds to MEF2 elements (5'-YTA[AT](4)TAR-3') found in numerous muscle specific or growth factor related genes. This gene has N terminal MADS/MEF2 DNA binding and dimerization domain and C-terminal domain. Human Mef2B gene has been observed to be mutated in 15% of lymphoma patients. These mutations fall into different domains of the protein and accordingly they effect the different class and functionality of the protein. The purpose of this study is to characterize and understand the role of C-terminal domain STOP codon truncation mutations in lymphoma. Literature survey and the database search revealed 8 different STOP codon Truncation mutations in C-terminal domain of Human Mef2b gene at codons 104, 108, 127, 147, 171, 201, 219 and 297 in the ORF. These different truncated mutant versions of the gene were cloned using site directed mutagenesis in expression vectors and introduced into two different lymphoma cell lines SUDHL10 and LY7. So far, the preliminary results on the study of MEF2B truncated mutant forms of the protein in SUDHL10 cells indicate that Mef2b truncated form of 104 108 127 147 are unstable while as 171, 201, 219 are highly stable and 297 is strangely differentially unstable than the later three. The above transformed cell lines will be used in growth curve, IP and microarray studies and the resultant data will be compared with the untransformed cell lines. Comparison of C-terminal mutant data with N terminal mutants will reveal the differences between two varied groups of mutations in different domains. On more basic science side we can do protein biochemistry studies on these mutant proteins to understand the underlying biology. Acknowledgements: Katia Basso, Chuanjiang Yu, & Riccardo Dalla-Favera, Institute of Cancer Genetics, HICCC, Columbia University, 1130 St. Nicholas Avenue, New York, NY 10032.

Abstract:

There is a disparity in the number of adults from minority populations employed in STEM careers. In order to increase the interest of at risk high school students in the STEM field in Queens, NY, an immersive Summer Biotechnology Boot Camp was developed. Fifty five predominantly minority and female students completed the summer Boot Camp over a three year period. Students learned about molecular biology, conducted modern biotechnology techniques, detected genetically modified foods sourced from their own homes, created a presentation and were rewarded with Barnes and Noble gift cards. They then took a survey to reveal their thoughts on the program and their likelihood of pursuing a degree in the STEM field before and after the workshop. Participants became more confident in their science and math skills and indicated they were more likely to complete a STEM degree. Overall, high school students enjoyed the hands-on self-discovery aspect of the project. Many indicated that they became more interested in STEM, which could help increase the number of college entry level minority students interested in STEM fields.

Abstract:

The ubiquitous protozoan parasite Toxoplasma gondii has evolved a broad capability for manipulation of host cell function, rendering this parasite a model system for the study of host-pathogen interaction. A key aspect of this interaction is the control of parasite nutrient acquisition. While much progress has been made with respect to intracellular nutrient flow across the host-parasite interface, there has been less attention to parasite influence on host nutrient acquisition from the external milieu. We present initial findings indicating that T. gondii markedly upregulates host cell capability for both glucose and amino acid transport. Glucose transport upregulation in infected myoblasts and differentiated myotubes far exceeded levels obtainable by insulin treatment and showed cell specificity, suggesting a mechanism adapted for skeletal muscle, a favored encystation site. Enhanced glucose transport was associated with increased surface localization of the glucose transporter GLUT1. Coupled with evidence of strongly increased expression of a leucine transporter system in infected cells, our findings indicate the existence of novel mechanisms by which T. gondii can activate host anabolic pathways in potential support of parasite growth.

Abstract:

General Biology courses are challenging for U.S. college students. In most colleges, including Queensborough Community College (QCC), General Biology I is deemed a gatekeeper or gateway course. The grade a student receives in this course has a significant impact on their retention in STEM and STEM related fields. Successful completion of General Biology can either open or close the “gate” to higher level required courses and achievement of students’ career goals. Implementation of interventions that increase our students’ success is imperative. We studied the effect of interventions that are designed to dissect the relationship between misconceptions in biology and intuitive thinking. Misconceptions are inconsistent with scientific knowledge and can be linked to misunderstandings and perhaps failure of the course. There is a body of evidence to suggest that common misconceptions are tightly linked to types of intuitive thinking specifically teleological, essentialist and anthropic thinking. Several interventions were implemented to identify these types of intuitive thinking in QCC General Biology I&II classes. Further, interventions were also implemented that served to inform students about these types of intuitive thinking. The students were shown examples of how such thinking can reinforce science misconceptions. From beginning to end of a semester, use of Teleological and Anthropomorphic thinking decreased as scientific knowledge increased, especially for General Biology I. Essentialist thinking followed mixed patterns. These findings demonstrate the complex relationships between intuitive thinking and formal education, constructive at times, detrimental at others. The methodology, examples of student’s responses and results will be discussed.