Increasing access for biochemistry research in undergraduate education: The malate dehydrogenase CURE community.

Integrating research into the classroom environment is an influential pedagogical tool to support student learning, increase retention of STEM students, and help students identify as scientists. The evolution of course-based undergraduate research experiences (CUREs) has grown from individual faculty incorporating their research in the teaching laboratory into well-supported systems to sustain faculty engagement in CUREs. To support the growth of protein-centric biochemistry-related CUREs, we cultivated a community of enthusiastic faculty to develop and adopt malate dehydrogenase (MDH) as a CURE focal point. The MDH CURE Community has grown into a vibrant and exciting group of over 28 faculty from various institutions, including community colleges, minority-serving institutions, undergraduate institutions, and research-intensive institutions in just 4 years. This collective has also addressed important pedagogical questions on the impact of CURE collaboration and the length of the CURE experience in community colleges, undergraduate institutions, and research-intensive institutions. This work provided evidence that modular or partial-semester CUREs also support student outcomes, especially the positive impact it had on underrepresented students. We are currently focused on expanding the MDH CURE Community network by generating more teaching and research materials, creating regional hubs for local interaction and increasing mentoring capacity, and offering mentoring and professional development opportunities for new faculty adopters.

Pandemic accelerates 'GRExit'.

Nearly all U.S. Ph.D. programs have dropped the standardized GRE exam as an admissions requirement.

Reflections on the 50-year history of the Federation of Asian and Oceanian Biochemists and Molecular Biologists (FAOBMB).

The Federation of Asian and Oceanian Biochemists and Molecular Biologists, Inc. (FAOBMB) celebrates its Golden Jubilee in 2022. Established in August 1972 as a regional grouping of three national societies of biochemists in Australia, India and Japan, it took the name Federation of Asian and Oceanian Biochemists (FAOB). The Federation rapidly grew to encompass another 12 national societies (or groups) of biochemists within 6 years, eventually increasing the number of Constituent Members to 21 by 2014. FAOB soon established regular scientific meetings, including triennial Congresses and annual Symposia; from 1980 FAOB Travel Fellowships enabled regional young scientists to participate in them. In 1992, FAOB was constituted as an Incorporated Association in Victoria, Australia, changing its name 1 year later (yielding the acronym FAOBMB). A printed Newsletter/Bulletin was distributed through each Constituent Society or Group from 1972 to 1999. With the advent of the internet and email in the late 1990s, communication rapidly improved, such that the first webpage of FAOBMB was set up in 1995. From the inception of the Federation, an international journal sponsored by FAOB was foreshadowed but only commenced in 1997, sadly lasting only 6 years. Education in biochemistry and molecular biology became prominent in FAOBMB from the 1990s. In the 21st century, awards to high-achieving scientists and educationists were introduced, the first being the Young Scientist Awards in 2006. The Fellowships program was extended to young educationists in 2018. FAOB(MB) has been supported by the International Union of Biochemistry (and Molecular Biology) almost its entire history, mostly for support of Congresses, Conferences and Symposia, but also for Young Scientist Programs. The most recent challenge to FAOBMB came with the COVID-19 pandemic. Executive Committee and the Constituent Members rapidly adapted to virtual communications for their administrative meetings and Education Symposia, and a memorable Congress was held totally on-line in 2021.

Protein structure-function exploration initiative in undergraduate biochemistry and independent research courses.

Protein structure-function relationship serves as the primary learning outcome in any undergraduate biochemistry course. We expanded the protein structure-function exploration, PSFE initiative during COVID-19 to provide more effective and engaging experience to our undergraduates in biochemistry and independent research courses. Multiple alignments of protein sequences provided crucial insight into sequence conservation across many species and thus allow identification of those sections of the sequence most critical to protein function. We used Anabaena Sensory Rhodopsin, ASR its transducer, ASRT and downstream novel kinase gene products of Anabaena PCC 7120 to seek their alignment with homologs in available database. Pymol served an opportunity to achieve this goal (interactive learning during lab session and stimulation of course content discussion) in interesting ways. The PSFE initiative expansion continued during pandemic using online/hybrid modality. Initially model examples all helical ASR and beta-sheet ASRT were introduced to connect and integrate our ongoing research interest into classroom activities. Subsequently, undergraduates in biochemistry course were assigned a homolog of model proteins any particular protein of students choice to study and characterize using Pymol in semester. During first phase, each undergraduate worked independently using established guidelines. Student's exploration progress was periodically reviewed in pilot phase with majority of students who perceived it as challenging task successfully completed the assignment. Using the PyMol application to reinforce visual understanding of protein structure was highly satisfying experience that greatly enriched undergraduates understanding and appreciation. This article reports a session from the virtual international 2021 IUBMB/ASBMB workshop, "Teaching Science on BigData."

From the inverted classroom to the online lecture hall: Effects on students' satisfaction and exam results.

On-site teaching at Ulm University was restricted in the summer semester (SS) 2020 due to the Corona pandemic. The biochemistry seminar "From gene to protein" in the 2nd preclinical semester, which had been successfully conducted as an Inverted Classroom (IC), had to be changed to an online concept. The aim of this study was to analyze the concept conversion in terms of students' satisfaction and knowledge acquisition. In the seminar, human medical students of the 2nd semester acquired biochemical and competency-oriented learning content. In SS2019, the course was taught using the IC concept. For the conversion to the online format in the SS2020, alternative teaching materials were developed and used. Students' satisfaction was assessed by an evaluation questionnaire and knowledge acquisition was tested by a written biochemistry exam. For both teaching concepts a high level of satisfaction was detected. Individual evaluation criteria were evaluated similarly by the students for both concepts. The online concept led up to significantly higher biochemistry exam scores. Due to the high levels of students' satisfaction in both concepts and the results of the biochemistry exam, it can be concluded that online teaching offers a suitable substitute. Based on these results, it is worth to undertake further research on digitization of studies.