National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit
Date and
Location of SI
Unit Developers &
Contact
Information
Cells on the Move
August 4-9, 2013
Stony Brook University
Cindy Jo Arrigo
carrigo@njcu.edu
New Jersey City University
Rebecca Burdine
rburdine@princeton.edu
Princeton University
Jonna Coombs
coombs@adelphi.edu
Adelphi University
Jaclyn Schwalm
jschwalm@princeton.edu
Princeton University
David Swope
Dave.Swope.10@gmail.com
New Jersey City University
Eugenia Villa-Cuesta
evilla-cuesta@adelphi.edu
Adelphi University
What kind of course is unit designed for?
Sophomore level Cell Biology course
Context
How long is unit?
1 week (3 hours of in-class time)
When will the unit be used in the course?
Mid-semester, right after cell-cell adhesion
Abstract
(< 200 words) The ability of cells to sense signals in the environment and migrate in response to
directional cues is a key feature of cell biology. Cell migration is involved in many
different processes, including development, immunology and cancer biology. Thus it is
important that students understand the molecular mechanisms that underlie the
process of cell migration. This unit will incorporate key concepts in cellular motility
such as cell polarization, cell substrate interactions, and cytoskeletal dynamics. In this
unit we will use scientific teaching methods designed to increase comprehension
through student-centered activities.
Teachable Unit Framework
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Rationale How did the idea for the unit arise?
The group brainstormed topics in Cell and Developmental Biology that were deemed
important for students in a sophomore level class. Themes and connections emerged,
such that the brainstorming list became less a list and more a network. Topic choices
were narrowed down based on what group members could apply in their classes and
what topics the group members felt that students would be most interested in and
benefit from.
Why was this topic chosen?
A topic was chosen that incorporated several of the ideas that had been discussed and
would be applicable to the different courses (and course levels) of the group
participants.
Learning Goals:
what students will
know, understand,
and be able to do;
includes content
knowledge,
attitudes, & skills
What misconceptions or difficult topics are addressed?
1.) Cells that move and then attach are attached for life
2.) The dynamic nature of the cytoskeleton is a difficult topic for most students
3.) Cells don’t need to adhere to a substrate (i.e. surface) to migrate
Goals:
1.) Students should understand how migratory cells sense and respond to
environmental cues
2.) Students should understand how migratory cells become polarized
3.) Students should know how cells interact with and move on their substrates
4.) Understand the importance of cell migration in development and disease
Learning
Outcomes:
Student behaviors
or performances
that will indicate
they have
successfully
accomplished the
goals
Teachable Unit Framework
1.) Students should be able to describe a ligand-receptor pathway that can direct
cell migration and explain a potential consequence of dysregulation of that
pathway
2.) Students should be able to create a diagram illustrating 3 cytoskeletal
differences between a polarized migrating cell vs. a non-migrating cell
3.) Students should be able to compare and contrast cell matrix interactions at the
leading an lagging ends of a migratory cell
4.) Students should be able to design an experiment to determine if a specific
signal acts as a directional cue
5.) Students should be able to evaluate developmental and disease processes for
the importance of cell migration.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively
in learning the concepts
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Diversity
How the unit is designed to
include participants with a variety
of experiences, abilities, and
characteristics
Activities outside of class:
Homework is included in our unit,
which asks the students to
research an example of cell
migration that interests them, to
describe it, and to include its
importance. This will require the
students to actively engage
outside of class, and because they
are asked to choose an area that
interests them, the topic will be
more meaningful.
Pre-assessments: Students will
have been assessed previously on
their knowledge of the concepts
covered in the cell migration unit.
The unit includes a number of
different types of active learning.
In addition, a picture of a diverse
group of individuals could be
included on the slide with the
question about experimental
design, and we described the
team as international. We were
also aware that if an individual is
color-blind, they may be unable to
see the color in our fluorescent
image, and addressed that
verbally. Finally, group work may
help to include a number of
individuals with diverse
characteristics.
Activities in class:
Students are asked to design an
experiment to determine whether
a signal is indeed a directional cue.
Then, students are asked to take
part in a think-pair-share activity
in which they choose which
component of cellular migration
would be best to target to
eliminate metastasis in this
cancer. This requires students to
think creatively and synthesize
what they have learned (or what
they will learn) about cell
migration, as well as provides the
students with a real-world
application of the topic.
Post-tidbit assessments: Students
could be asked to turn in their
experimental diagrams. In
addition, the think-pair-share
activity could be performed using
clickers or other interactive tools,
in order to assess whether the
students understood the concept.
Finally, the students’ homework
can be assessed, either by the
instructor/TA or by their peers.
Activities during tidbit: See
activities in class above.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Sample Presentation Plan (general schedule with approximate timing for unit)
Session 1
Time Learning Outcome(s)
(min)
Preclass 1. Students should be
able to describe a ligandreceptor pathway that
can direct cell migration
and explain a potential
consequence of
dysregulation of that
pathway
2. Students should be
able to create a diagram
illustrating 3 cytoskeletal
differences between a
polarized migrating cell
vs. a non-migrating cell
3. Students should be
able to compare and
contrast cell matrix
interactions at the
leading an lagging ends
of a migratory cell
A few This tidbit is meant to
minutes bring together and show
for review. the importance of
material covered
previously throughout
the unit.
Approx. 7- 4. Students should be
10
able to design an
minutes.
experiment to determine
if a specific signal acts as
a directional cue
5. Students should be
able to evaluate
developmental and
disease processes for the
Teachable Unit Framework
Activity/assessment
Explanation, notes, suggestions,
tips
Students will have been
assessed to determine
their ability to reach these
learning outcomes in
previous lectures.
Assessment will have been
performed previously to
ensure that the students
have the ability to
perform learning goals 13.
Class is asked to act as an
See notes on Powerpoint slides
international team
for activity.
working at a
pharmaceutical company,
and to design an
experiment to show that
an isolated protein is a
directional cue (see
Powerpoint slide).
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
importance of cell
migration.
Students are asked to
diagram their experiment
and share with the class.
Controls, techniques,
outcomes, etc. are
discussed.
4. Students should be
able to design an
experiment to determine
if a specific signal acts as
a directional cue
5. Students should be
able to evaluate
developmental and
disease processes for the
importance of cell
migration.
Students are asked to
choose a target for a
potential therapeutic (see
Powerpoint slide). They
are then asked to perform
a think-pair-share activity,
and answers are
discussed.
See notes on Powerpoint slide for
activity.
A few 5. Students should be
minutes. able to evaluate
developmental and
disease processes for the
importance of cell
migration.
This activity is expected to
sum up the cell migration
unit, so transition would
be to the next learning
unit. Students will be
assigned homework to
ensure that they have the
ability to perform the final
learning outcome.
See notes on Powerpoint slide for
tips and scoring rubric.
Approx. 5
minutes
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
All of the notes, handouts, questions, and slides are contained within the Powerpoint file for this unit.
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National Academies Summer Institutes for Undergraduate Education in Biology
Teachable Unit Framework
Effectiveness of unit (if you have used it in your own teaching)
Acknowledgements
We want to acknowledge our facilitator, David Gross, for all of his helpful comments and suggestions. We also
want to acknowledge the other attendees at NESI 2013 for their participation and helpful feedback in shaping
the unit.
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