Rationale There are three fundamental teaching and learning issues identified in our Biology courses and Peer-mentoring program that are addressed by this project: 1) Active Engagement of students in classroom and laboratory learning. We and others have observed that improved learning occurs when students are actively and responsibly engaged in activities. Students can now use HP tablets to investigate animations, three-dimensional imaging of molecules, and images. HP tablets allow students to proceed at their own pace and challenges them to achieve a self-directed higher level of learning. 2) Integration of research skills and informatics into the classroom and laboratory. Computer-based experiments and laboratory-based experiments are now often used together to answer questions in the fields of molecular biology and genetics. It is important that students planning on going on in these fields learn how to seamlessly apply these coordinated approaches. By providing internet access at the bench, wireless technology helps students to better integrate scientific research and information fluency. The ability to integrate results with published information in genomic, proteomic, and literature databases has the potential to greatly improve student learning and cognition. 3) Availability of diverse teaching approaches to students seeking assistance. Since learning styles can differ greatly and significantly impact student learning we are committed to increasing the types of teaching and learning approaches we can offer to our students. In the peer-mentoring program mentors use the HP tablets to take notes during lecture and to prepare active assignments for peer mentor sessions. The peer-mentor program is just getting started and the HP tablets were introduced at the beginning.

Implementation (Pedagogy) Previously, students in Molecular Biology have pursued independent research projects, kept lab notebooks and written scientific papers. Our Peer-mentoring program is just being implemented this year and use of the tablets is enhancing the excitment of students in attending the peer-mentor sessions. Students in Genetics have used basic labtops in the laboratory to perform statistical analyses of classical genetic models.

Implementation of Technology Use of the HP tablets into Molecular Biology and Genetics courses at Connecticut College has changed how students take notes while doing experiments. In our peer-mentoring program mentors take notes during the lecture and use the notes to continue student learning during mentor sessions. This takes place in a classroom setting with one mentor to approximately eight students. Students use the Windows Journal program on the HP tablet as well as PowerPoint. Genetics students use the HP tablets in the laboratory and in the classroom to enhance problem-solving activities and to encourage integration of computer-based and lab-based experiments. Students use PowerPoint, Windows Journal and Excel programs. HP tablets were used in the Genetics classroom to present and annotate power-point slides during lecture. These annotated slideshows were then posted on WebCT for students to download and review after class.

Impact on Teaching This project seeks to (1) integrate bench research and informatics; (2) improve student writing and excitement about writing; (3) enhance classroom learning; and (4) encourage students to seek out assistance. The use of HP technology in the teaching laboratory, classroom and peer-mentor session has the potential to transform how we teach our students. Through the process of implementation we have already found ourselves designing new types of assignments. The HP tablets are inspiring and challenging us to dream of novel ways to teach our students.

Impact on Student Learning For Molecular Biology and Genetics we will compare student acheivement on exams and writing assignments done with and without the HP tablets. In Molecular Biology at the end of the semester 96% of students felt that Tablet Technology helped them better organize lab notes. The impact of the project on the Peer-mentoring program will be assessed by the number of students participating and by student evaluations. This past semester 48 % of students found the HP tablets very helpful while 25 % found them helpful to their understanding of biological concepts.

Tom Baker, a student in Molecular Biology, searching an on-line database for nucleotide sequences.

Nana Yaa-Bafour, a Molecular Biology student, gets assistance from lab instructor, Dan Odom, on analyzing results from an on-line BLAST search.

Quick Facts Connecticut College, Department of Biology Courses Impacted: Molecular Biology, Genetics, and Biology Peer-Mentoring Program # students impacted: 235 # faculty involved: 5 The lab instructors for Genetics were Sue Warren and Jennifer Saunders. The lab instructor for Molecular Biology was Dan Odom. Peer-mentors for Organisms and Cells were Tom Baker, Nana Yaa-Bafour, and Bryanne Robson. The Peer-mentor for Genetics was Morgan Maeder. This project is funded in part by a 2005 HP Technology for Teaching grant.

Contact Us Martha J. Grossel [email protected] Deborah Eastman [email protected]

References & Publications Grossel MJ, Wang H, Gadea B, Yeung W, Hinds PW. A yeast two-hybrid system for discerning differential interactions using multiple baits. Nat Biotechnol. 1999 Dec;17(12):1232-3. Related Articles, Links Odom DP, Grossel MJ.Cell Biol Educ. Using the two-hybrid screen in the classroom laboratory.2002 Spring;1(1):43-62. Grossel, MJ, Elliot, E, and Eastman, D. Enhancing Student Learning with HP Tablet Technology, 45th Annual Meeting of the American Society for Cell Biology, San Fransisco, Dec. 2005.

This project supported in part by an HP Technology for Teaching grant.