A Semester-long Student-directed Research Project Involving Enzyme Immunoassay: Appropriate for Immunology, Endocrinology, or Neuroscience Courses

Abstract

The following project aimed at promoting integrated and long-lasting learning is described for an Immunology course, but it may be adapted to other disciplines. Students were asked to develop and carry out a research project to examine the relationship between immune function and stress. The experiments were required to include the assessment of salivary cortisol and salivary IgA (sIgA) with enzyme immunoassays. All other aspects of the experiments were developed by student groups with appropriate guidance from the instructor. Data are presented for one group project that assessed the effect of music on cortisol and sIgA. Overall levels of sIgA and cortisol were consistent with reported values. Students found a significant decrease in cortisol over time. Additionally, there was a trend that supported the overall student hypothesis regarding the effect of stress and immune function. Compared with the same Immunology course that included an instructor-designed experiment using enzyme immunoassays for cortisol and sIgA, several assessments (e.g., final grades and comments on student evaluations) show that overall learning seemed to be much better in the course with the student-directed research project.

A Molecular Genetics Laboratory Course Applying Bioinformatics and Cell Biology in the Context of Original Research

“…In summary, the project described here adds to the growing repertoire of inquiry-based projects students may complete in a laboratory course (e.g., Gammie and Erdeniz, 2004;Goyette and DeLuca, 2007). Students use a variety of bioinformatics tools to frame a question and then use common molecular biology techniques to perform their experiment.…”

“…As a consequence, many laboratory courses have shifted away from "cookbook" exercises toward an inquiry-based model, allowing students to feel the self-investment and excitement that comes with discovery of new knowledge (Stukus and Lennox, 2001;Eberhardt et al, 2003;Mitchell and Graziano, 2006). Multiweek, inquiry-or research-based projects have been demonstrated to be an effective means of stimulating student interest and enhancing skills in experimental design and interpretation (Myers and Burgess, 2003;Gammie and Erdeniz, 2004;Howard and Miskowski, 2005;Mitchell and Graziano, 2006;Goyette and DeLuca, 2007). In addition, there is an increasing need to incorporate the use of bioinformatics tools into such projects and into undergraduate biology classes in general (NRC, 2003).…”

A research‐based laboratory course designed to strengthen the research‐teaching nexus

“…They have been shown in other situations to enhance integrated and long-lasting student learning [21,23,24]. We did not use assessment tools that would allow us to make similar statements; however, what distinguishes this undergraduate laboratory course is that the experiments effectively intertwined basic research and a laboratory skills course to strengthen the research-teaching nexus.…”

Immunological tools: Engaging students in the use and analysis of flow cytometry and enzyme‐linked immunosorbent assay (ELISA)

“…ELISA-based assays have been incorporated into the laboratory component of multiple courses at the high school, undergraduate, and graduate levels [14][15][16][17][18][19]. Flow cytometry, however, has not had the level of incorporation into laboratory courses as ELISA due to the costprohibition of flow cytometers, resulting in their localization to core facilities at large research or medical institutions.…”