Ginger Fisher

25th Annual ASM Conference for Undergraduate Educators (ASMCUE)

Journal of Microbiology & Biology Education, 2018

The 2018 abstracts are organized by both content and pedagogy to help participants navigate more ... more The 2018 abstracts are organized by both content and pedagogy to help participants navigate more easily through the poster session. The content themes are based upon the ASM Recommended Curriculum Guidelines for Undergraduate Microbiology Education found at . The pedagogy themes are organized into five categories: course design, hands-on projects, student learning, teaching approaches, and teaching tools.

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Impact of Seawall Type on Mollusc Size and Diversity in South Water Caye Belize: A Case Study

Ursidae: The Undergraduate Research Journal at the University of Northern Colorado, Jul 14, 2021

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Ultrastructure of the mushroom body: digestion during metamorphosis of Utterbackia imbecillis (Bivalvia: Unionidae)

Invertebrate Biology, May 11, 2005

. Larvae of the freshwater mussel Utterbackia imbecillis metamorphose to juveniles either during ... more . Larvae of the freshwater mussel Utterbackia imbecillis metamorphose to juveniles either during their attachment to a host fish, or in vitro in a culture medium. This transformation includes degeneration of larval structures and development of the juvenile morphology. Early in metamorphosis the cells comprising the larval mantle enlarge and project into the mantle cavity, forming a structure referred to as the mushroom body. Its cells, which are ultrastructurally very similar to digestive cells of adult bivalves, are involved in pinocytosis or phagocytosis of the larval adductor muscle and of tissue from the host fish that is enclosed between the larval shells. Ingested material is passed from pinosomes to heterophagosomes which in turn fuse with heterolysosomes, where final degradation of ingested material occurs. Acid phosphatase activity was detected in heterophagosomes and heterolysosomes of all animals examined. In larvae that metamorphosed in vitro, the apical cytoplasm of the cells of the mushroom body, and the extracellular spaces among them, also exhibited acid phosphatase activity. Larvae reared on a host fish accumulated substantial deposits of lipids and glycogen within larval mantle cells during metamorphosis, whereas larvae reared in vitro did not. The larval mantle cells which constitute the mushroom body appear to be the primary sites of intracellular digestion of the larval adductor muscle and host tissue during metamorphosis.

Using Clickers: Does Asking Open-Ended Questions Increase Student Performance?

Constructivist theory indicates that students should perform better when required to create their... more Constructivist theory indicates that students should perform better when required to create their own answer to a question. They should also exhibit increased comprehension and therefore perform better on follow-up questions on the same topic. To test this idea, students in a large introductory biology course were given different sets of questions. First, students were presented with an open-ended question where no potential answers were visible. After peer discussion, the same question was posed as a multiple choice question. Students were then immediately asked an isomorphic multiple choice question. For comparison, the same questions were asked in a different section of the same course but all questions were the standard multiple choice format. Preliminary data indicate that students perform better on when required to create their own answer. Also, it appears that this format increases student understanding such that they are more likely to answer the isomorphic questions correctly

Presenting Clicker Questions with an Open- Versus Closed-Response Format

Journal of Microbiology & Biology Education, Dec 1, 2015

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THE SYMBIOTIC WATER MITE<i>UNIONICOLA FORMOSA</i>(ACARI: UNIONICOLIDAE) INGESTS MUCUS AND TISSUE OF ITS MOLLUSCAN HOST

Journal of Parasitology, Dec 1, 2000

Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cav... more Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cavity of freshwater mussels. Although mites of this genus are often referred to as parasitic, little is known about their nutritional biology. A few species reportedly pierce the gill of a host mussel and ingest tissue or hemolymph. The present study was undertaken to identify possible sources of nutrition for U. formosa. To determine if mites ingested particulate matter in the mucous strand produced by a mussel during feeding, mussels with resident mites were exposed to a suspension of fluorescent microspheres. There was no evidence that U. formosa ingested the beads. Histochemical staining did, however, indicate a mucous material present in the midgut of the mites. Sodium dodecyl sulfate–polyacrylamide gel electrophoretic assays revealed a high molecular weight component, consistent with a mucopolysaccharide, present both in the mussel gill and the mites. Results from western blots and an immunoaffinity binding assay with antibodies against mussel gill tissue and hemolymph also indicated that mites ingested host tissue. Whereas U. formosa probably does not ingest particulate material acquired by its host's suspension feeding, it is apparent that this mite utilizes host mucus, gill tissue, or hemolymph for at least part of its nutrition.

Morphological and Molecular Changes During Metamorphosis in Utterbackia Imbecillis (Bivalvia: Unionidae)

Journal of Molluscan Studies, May 1, 2002

This study examines morphological and biochemical changes that occur as glochidia larvae of the f... more This study examines morphological and biochemical changes that occur as glochidia larvae of the freshwater mussel Utterbackia imbecillis (Say, 1829) metamorphose into juveniles. Metamorphosis encompasses two distinct stages. The first occurs during the first 3-4 days, and involves degeneration of the single larval adductor muscle and formation of the characteristic mushroom body by the larval mantle cells. These morphological changes are accompanied by an increase in DNA, RNA, and protein synthesis. The second stage occurs during the final 4 days of the metamorphic period and involves formation of the major anatomical structures and organ systems of the juveniles. This stage also is accompanied by an increase in DNA, RNA, and protein synthesis. The de novo development of the juvenile adductor muscles is described, and sites of DNA, RNA, and protein synthesis are identified.

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The Symbiotic Water Mite Unionicola formosa (Acari: Unionicolidae) Ingests Mucus and Tissue of Its Molluscan Host

Journal of Parasitology, Dec 1, 2000

Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cav... more Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cavity of freshwater mussels. Although mites of this genus are often referred to as parasitic, little is known about their nutritional biology. A few species reportedly pierce the gill of a host mussel and ingest tissue or hemolymph. The present study was undertaken to identify possible sources of nutrition for U. formosa. To determine if mites ingested particulate matter in the mucous strand produced by a mussel during feeding, mussels with resident mites were exposed to a suspension of fluorescent microspheres. There was no evidence that U. formosa ingested the beads. Histochemical staining did, however, indicate a mucous material present in the midgut of the mites. Sodium dodecyl sulfate-polyacrylamide gel electrophoretic assays revealed a high molecular weight component, consistent with a mucopolysaccharide, present both in the mussel gill and the mites. Results from western blots and an immunoaffinity binding assay with antibodies against mussel gill tissue and hemolymph also indicated that mites ingested host tissue. Whereas U. formosa probably does not ingest particulate material acquired by its host's suspension feeding, it is apparent that this mite utilizes host mucus, gill tissue, or hemolymph for at least part of its nutrition.

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Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review

CBE- Life Sciences Education, Dec 1, 2022

This systematic literature review of CUREs published within the years 2000 through 2020 assesses ... more This systematic literature review of CUREs published within the years 2000 through 2020 assesses each CURE curriculum for inclusion of the five primary components of CUREs as well as four specific science practices key to scientific reasoning. CUREs are compared according to their STEM discipline, subdiscipline in biology, and course level.

Current Status and Implementation of Science Practices in Course-Based Undergraduate Research Experiences (CUREs): A Systematic Literature Review

CBE—Life Sciences Education

This systematic literature review of CUREs published within the years 2000 through 2020 assesses ... more This systematic literature review of CUREs published within the years 2000 through 2020 assesses each CURE curriculum for inclusion of the five primary components of CUREs as well as four specific science practices key to scientific reasoning. CUREs are compared according to their STEM discipline, subdiscipline in biology, and course level.

Impact of Seawall Type on Mollusc Size and Diversity in South Water Caye Belize: A Case Study

Ursidae: The Undergraduate Research Journal at the University of Northern Colorado, Jul 14, 2021

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Development, Implementation, and Assessment: Designing Course-based Undergraduate Research Experiences that Effectively Maximize Learning for All Students

Using Clickers: Does Asking Open-Ended Questions Increase Student Performance?

Constructivist theory indicates that students should perform better when required to create their... more Constructivist theory indicates that students should perform better when required to create their own answer to a question. They should also exhibit increased comprehension and therefore perform better on follow-up questions on the same topic. To test this idea, students in a large introductory biology course were given different sets of questions. First, students were presented with an open-ended question where no potential answers were visible. After peer discussion, the same question was posed as a multiple choice question. Students were then immediately asked an isomorphic multiple choice question. For comparison, the same questions were asked in a different section of the same course but all questions were the standard multiple choice format. Preliminary data indicate that students perform better on when required to create their own answer. Also, it appears that this format increases student understanding such that they are more likely to answer the isomorphic questions correctly

The Tigriopus CURE – A Course-Based Undergraduate Research Experience with Concomitant Supplemental Instruction

Journal of Microbiology & Biology Education, 2018

Evidence indicates that students who participate in scientific research during their undergraduat... more Evidence indicates that students who participate in scientific research during their undergraduate experience are more likely to pursue careers in the STEM disciplines and to develop increased scientific reasoning and literacy skills. One avenue to increase student engagement in research is via their enrollment in course-based undergraduate research experiences (CUREs), where they are able to conduct authentic research as part of the laboratory curriculum. The information presented herein provides an example of a CURE which was developed and implemented in an introductory cell and molecular biology course at the University of Northern Colorado. In addition to describing the Tigriopus CURE curriculum itself, we also present evidence regarding the effectiveness of the CURE in promoting students’ development of confidence in science process skills, quantitative reasoning skills, and written communication skills. The curricular details of the Tigriopus CURE are provided in this article ...

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Place-Based Case Studies: A New Approach to an Effective Teaching Practice

Journal of Microbiology & Biology Education, 2019

Case-based approaches have been used extensively in STEM classrooms to enhance the real-world app... more Case-based approaches have been used extensively in STEM classrooms to enhance the real-world applicability of course content. Prior research in the bioeducation field indicates, specifically, that such methods lead to increases in students’ conceptual understanding and affect in the discipline relative to more traditional methods. Despite these outcomes, the majority of case study exercises are formatted in a generalist manner. In other words, the content and context of the case study itself are not framed around the communities in which the students live. In an effort to address this concern, we developed and implemented a series of place-based case study (PBCS) exercises within the introductory cell and molecular biology courses at our institutions. A comparative, quasi-experimental approach was used to evaluate the impact of PBCSs versus non-PBCSs on cognitive and non-cognitive student outcomes. Results indicated that both PBCSs and non-PBCSs led to increases in students’ conten...

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Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

CBE—Life Sciences Education, 2016

Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a... more Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices’ development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to “think like a scientist.” Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students’ development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on...

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Presenting Clicker Questions with an Open- Versus Closed-Response Format

Journal of Microbiology & Biology Education, 2015

Active learning can improve student learning but can be more difficult to use in large classrooms... more Active learning can improve student learning but can be more difficult to use in large classrooms. Course response systems (clickers) can be used to increase active learning and student discussion. In this study, students in a large introductory biology course were given clicker questions in different formats. Students were first presented with an open response question on a PowerPoint slide where no potential answers were visible. After peer discussion, the same question was presented with potential answers in a multiple choice format and students used their clickers to answer. For comparison, the same questions were asked in a different section of the same course but all questions were in the standard multiple choice format. The results show that C students perform better when required to create their own answer for the question. The instructor also noted that student discussions were longer, most likely because students had to discuss the biology rather than just confirming a spe...

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The Symbiotic Water Miteunionicola Formosa(Acari: Unionicolidae) Ingests Mucus and Tissue of Its Molluscan Host

Journal of Parasitology, 2000

Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cav... more Unionicola formosa is a symbiotic water mite that passes most of its life cycle in the mantle cavity of freshwater mussels. Although mites of this genus are often referred to as parasitic, little is known about their nutritional biology. A few species reportedly pierce the gill of a host mussel and ingest tissue or hemolymph. The present study was undertaken to identify possible sources of nutrition for U. formosa. To determine if mites ingested particulate matter in the mucous strand produced by a mussel during feeding, mussels with resident mites were exposed to a suspension of fluorescent microspheres. There was no evidence that U. formosa ingested the beads. Histochemical staining did, however, indicate a mucous material present in the midgut of the mites. Sodium dodecyl sulfate-polyacrylamide gel electrophoretic assays revealed a high molecular weight component, consistent with a mucopolysaccharide, present both in the mussel gill and the mites. Results from western blots and an immunoaffinity binding assay with antibodies against mussel gill tissue and hemolymph also indicated that mites ingested host tissue. Whereas U. formosa probably does not ingest particulate material acquired by its host's suspension feeding, it is apparent that this mite utilizes host mucus, gill tissue, or hemolymph for at least part of its nutrition.

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Morphological and Molecular Changes During Metamorphosis in Utterbackia Imbecillis (Bivalvia: Unionidae)

Journal of Molluscan Studies, 2002

This study examines morphological and biochemical changes that occur as glochidia larvae of the f... more This study examines morphological and biochemical changes that occur as glochidia larvae of the freshwater mussel Utterbackia imbecillis (Say, 1829) metamorphose into juveniles. Metamorphosis encompasses two distinct stages. The first occurs during the first 3-4 days, and involves degeneration of the single larval adductor muscle and formation of the characteristic mushroom body by the larval mantle cells. These morphological changes are accompanied by an increase in DNA, RNA, and protein synthesis. The second stage occurs during the final 4 days of the metamorphic period and involves formation of the major anatomical structures and organ systems of the juveniles. This stage also is accompanied by an increase in DNA, RNA, and protein synthesis. The de novo development of the juvenile adductor muscles is described, and sites of DNA, RNA, and protein synthesis are identified.

Download

Ultrastructure of the mushroom body: digestion during metamorphosis of Utterbackia imbecillis (Bivalvia: Unionidae)

Invertebrate Biology, 2005

. Larvae of the freshwater mussel Utterbackia imbecillis metamorphose to juveniles either during ... more . Larvae of the freshwater mussel Utterbackia imbecillis metamorphose to juveniles either during their attachment to a host fish, or in vitro in a culture medium. This transformation includes degeneration of larval structures and development of the juvenile morphology. Early in metamorphosis the cells comprising the larval mantle enlarge and project into the mantle cavity, forming a structure referred to as the mushroom body. Its cells, which are ultrastructurally very similar to digestive cells of adult bivalves, are involved in pinocytosis or phagocytosis of the larval adductor muscle and of tissue from the host fish that is enclosed between the larval shells. Ingested material is passed from pinosomes to heterophagosomes which in turn fuse with heterolysosomes, where final degradation of ingested material occurs. Acid phosphatase activity was detected in heterophagosomes and heterolysosomes of all animals examined. In larvae that metamorphosed in vitro, the apical cytoplasm of the cells of the mushroom body, and the extracellular spaces among them, also exhibited acid phosphatase activity. Larvae reared on a host fish accumulated substantial deposits of lipids and glycogen within larval mantle cells during metamorphosis, whereas larvae reared in vitro did not. The larval mantle cells which constitute the mushroom body appear to be the primary sites of intracellular digestion of the larval adductor muscle and host tissue during metamorphosis.

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