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Vasquez CA, Evanoff M, Ranzau BL, Gu S, Deters E, Komor AC. Curing "GFP-itis" in Bacteria with Base Editors: Development of a Genome Editing Science Program Implemented with High School Biology Students. CRISPR J 2023. [PMID: 37083425 DOI: 10.1089/crispr.2023.0002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/22/2023] Open
Abstract
The flexibility and precision of CRISPR-Cas9 and related technologies have made these genome editing tools increasingly popular in agriculture, medicine, and basic science research for the past decade. Genome editing will continue to be relevant and utilized across diverse scientific fields in the future. Given this, students should be introduced to genome editing technologies and encouraged to consider their ethical implications early on in precollege biology curricula. Furthermore, instruction on this topic presents an opportunity to create partnerships between researchers and educators at the K-12 levels that can strengthen student engagement in science, technology, engineering, and mathematics. To this end, we present a 3-day student-centered learning program to introduce high school students to genome editing technologies through a hands-on base editing experiment in Escherichia coli, accompanied by a relevant background lecture and facilitated ethics discussion. This unique partnership aims to educate students and provides a framework for research institutions to implement genome editing outreach programs at local high schools. We have included all requisite materials, including lecture slides, worksheets, experimental protocols, and suggestions on active learning strategies for others to reproduce our program with their local communities.
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Affiliation(s)
- Carlos A Vasquez
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Mallory Evanoff
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Brodie L Ranzau
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Sifeng Gu
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Emma Deters
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
| | - Alexis C Komor
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, California, USA
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Vasquez CA, Evanoff M, Ranzau BL, Gu S, Deters E, Komor AC. Curing "GFP-itis" in Bacteria with Base Editors: Development of a Genome Editing Science Program Implemented with High School Biology Students. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.02.06.527367. [PMID: 36798336 PMCID: PMC9934571 DOI: 10.1101/2023.02.06.527367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 02/10/2023]
Abstract
The flexibility and precision of CRISPR-Cas9 and related technologies have made these genome editing tools increasingly popular in agriculture, medicine, and basic science research over the past decade. Genome editing will continue to be relevant and utilized across diverse scientific fields in the future. Given this, students should be introduced to genome editing technologies and encouraged to consider their ethical implications early on in pre-college biology curricula. Furthermore, instruction on this topic presents an opportunity to create partnerships between researchers and educators at the K-12 levels that can strengthen student engagement in science, technology, engineering, and mathematics (STEM). To this end, we present a three-day student-centered learning program to introduce high school students to genome editing technologies through a hands-on base editing experiment in E. coli , accompanied by a relevant background lecture and facilitated ethics discussion. This unique partnership aims to educate students and provides a framework for research institutions to implement genome editing outreach programs at local high schools.
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Affiliation(s)
- Carlos A. Vasquez
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,These authors contributed equally
| | - Mallory Evanoff
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,These authors contributed equally
| | - Brodie L. Ranzau
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Sifeng Gu
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Emma Deters
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA
| | - Alexis C. Komor
- Department of Chemistry and Biochemistry, University of California San Diego, La Jolla, CA 92093, USA,Correspondence:
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3
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Miller AL. Environmental contaminants and child development: Developmentally-informed opportunities and recommendations for integrating and informing child environmental health science. New Dir Child Adolesc Dev 2022; 2022:173-193. [PMID: 36040401 PMCID: PMC9804544 DOI: 10.1002/cad.20479] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Child environmental health (CEH) science has identified numerous effects of early life exposures to common, ubiquitous environmental toxicants. CEH scientists have documented the costs not only to individual children but also to population-level health effects of such exposures. Importantly, such risks are unequally distributed in the population, with historically marginalized communities and the children living in these communities receiving the most damaging exposures. Developmental science offers a lens and set of methodologies to identify nuanced biological and behavioral processes that drive child development across physical, cognitive, and socioemotional domains. Developmental scientists are also experts in considering the multiple, hierarchically-layered contexts that shape development alongside toxicant exposure. Such contexts and the individuals acting within them make up an overarching "child serving ecosystem" spanning systems and sectors that serve children directly and indirectly. Articulating how biobehavioral mechanisms and social-ecological contexts unfold from a developmental perspective are needed in order to inform CEH translation and intervention efforts across this child-serving ecosystem. Developmentalists can also benefit from integrating CEH science findings in their work by considering the role of the physical environment, and environmental toxicants specifically, on child health and development. Building on themes that were laid out by Trentacosta and Mulligan in 2020, this commentary presents recommendations for connecting developmental and CEH science and for translating such work so that it can be used to promote child development in an equitable manner across this child-serving ecosystem. These opportunities include (1) Using Developmentally-Informed Conceptual Models; (2) Applying Creative, Sophisticated, and Rigorous Methods; (3) Integrating Developmentally-Sensitive Intervention Considerations; and (4) Establishing Interdisciplinary Collaborations and Cross-Sector Partnerships.
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Affiliation(s)
- Alison L. Miller
- School of Public HealthUniversity of MichiganAnn ArborMichiganUSA
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Mathews CJ, McGuire L, Joy A, Law F, Winterbottom M, Rutland A, Drews M, Hoffman AJ, Mulvey KL, Hartstone-Rose A. Assessing adolescents' critical health literacy: How is trust in government leadership associated with knowledge of COVID-19? PLoS One 2021; 16:e0259523. [PMID: 34818322 PMCID: PMC8612506 DOI: 10.1371/journal.pone.0259523] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 10/20/2021] [Indexed: 11/30/2022] Open
Abstract
This study explored relations between COVID-19 news source, trust in COVID-19 information source, and COVID-19 health literacy in 194 STEM-oriented adolescents and young adults from the US and the UK. Analyses suggest that adolescents use both traditional news (e.g., TV or newspapers) and social media news to acquire information about COVID-19 and have average levels of COVID-19 health literacy. Hierarchical linear regression analyses suggest that the association between traditional news media and COVID-19 health literacy depends on participants’ level of trust in their government leader. For youth in both the US and the UK who used traditional media for information about COVID-19 and who have higher trust in their respective government leader (i.e., former US President Donald Trump and UK Prime Minister Boris Johnson) had lower COVID-19 health literacy. Results highlight how youth are learning about the pandemic and the importance of not only considering their information source, but also their levels of trust in their government leaders.
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Affiliation(s)
- Channing J. Mathews
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
- * E-mail:
| | - Luke McGuire
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Angelina Joy
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Fidelia Law
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Mark Winterbottom
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Marc Drews
- EdVenture, Columbia, South Carolina, United States of America
| | - Adam J. Hoffman
- Department of Psychology, Cornell University, Ithaca, New York, United States of America
| | - Kelly Lynn Mulvey
- Department of Psychology, North Carolina State University, Raleigh, North Carolina, United States of America
| | - Adam Hartstone-Rose
- Department of Biological Sciences, North Carolina State University, Raleigh, North Carolina, United States of America
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Vales C, Wu C, Torrance J, Shannon H, States SL, Fisher AV. Research at a Distance: Replicating Semantic Differentiation Effects Using Remote Data Collection With Children Participants. Front Psychol 2021; 12:697550. [PMID: 34421748 PMCID: PMC8377201 DOI: 10.3389/fpsyg.2021.697550] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Accepted: 06/30/2021] [Indexed: 11/24/2022] Open
Abstract
Remote data collection procedures can strengthen developmental science by addressing current limitations to in-person data collection and helping recruit more diverse and larger samples of participants. Thus, remote data collection opens an opportunity for more equitable and more replicable developmental science. However, it remains an open question whether remote data collection procedures with children participants produce results comparable to those obtained using in-person data collection. This knowledge is critical to integrate results across studies using different data collection procedures. We developed novel web-based versions of two tasks that have been used in prior work with 4-6-year-old children and recruited children who were participating in a virtual enrichment program. We report the first successful remote replication of two key experimental effects that speak to the emergence of structured semantic representations (N = 52) and their role in inferential reasoning (N = 40). We discuss the implications of these findings for using remote data collection with children participants, for maintaining research collaborations with community settings, and for strengthening methodological practices in developmental science.
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Affiliation(s)
- Catarina Vales
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Christine Wu
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
| | - Jennifer Torrance
- Phipps Conservatory and Botanical Gardens, Pittsburgh, PA, United States
| | - Heather Shannon
- Phipps Conservatory and Botanical Gardens, Pittsburgh, PA, United States
| | - Sarah L. States
- Phipps Conservatory and Botanical Gardens, Pittsburgh, PA, United States
| | - Anna V. Fisher
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States
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Law F, McGuire L, Winterbottom M, Rutland A. Children's Gender Stereotypes in STEM Following a One-Shot Growth Mindset Intervention in a Science Museum. Front Psychol 2021; 12:641695. [PMID: 34040559 PMCID: PMC8141795 DOI: 10.3389/fpsyg.2021.641695] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 04/12/2021] [Indexed: 11/20/2022] Open
Abstract
Women are drastically underrepresented in science, technology, engineering, and mathematics (STEM) and this underrepresentation has been linked to gender stereotypes and ability related beliefs. One way to remedy this may be to challenge male bias gender stereotypes around STEM by cultivating equitable beliefs that both female and male can excel in STEM. The present study implemented a growth mindset intervention to promote children’s incremental ability beliefs and investigate the relation between the intervention and children’s gender stereotypes in an informal science learning site. Participants (n = 143, female n = 77, male n = 66, 5–12-years-old, Mage = 8.6, SD = 1.7) were visitors to a science museum who took part in an interactive space science show. Participants who were exposed to a growth mindset intervention, compared to the participants in the control condition, reported significantly less gender stereotyping around STEM by reporting equitably in the stereotype awareness measure. Relatedly, participants in the control condition reported male bias gender stereotype in the stereotype awareness measure. Further, children between 5 and 8-years-old reported greater male bias stereotypes awareness and stereotype flexibility in space science compared to children between 9 and 12-years-old. Lastly, children demonstrated in-group bias in STEM ability. Male participants reported gender bias favoring males’ ability in stereotype flexibility and awareness measures, while female participants reported bias toward females’ ability in stereotype flexibility and awareness measures. These findings document the importance of a growth mindset intervention in buffering against STEM gender stereotyping amongst children, as well as the significant role a growth mindset intervention can play within an informal science learning site.
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Affiliation(s)
- Fidelia Law
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Luke McGuire
- Department of Psychology, University of Exeter, Exeter, United Kingdom
| | - Mark Winterbottom
- Faculty of Education, University of Cambridge, Cambridge, United Kingdom
| | - Adam Rutland
- Department of Psychology, University of Exeter, Exeter, United Kingdom
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7
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Barbot B. Transition & Development. New Dir Child Adolesc Dev 2020; 2020:7-10. [PMID: 33017093 DOI: 10.1002/cad.20373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Mulvey KL, McGuire L, Hoffman AJ, Hartstone‐Rose A, Winterbottom M, Balkwill F, Fields GE, Burns K, Drews M, Chatton M, Eaves N, Law F, Joy A, Rutland A. Learning hand in hand: Engaging in research-practice partnerships to advance developmental science. New Dir Child Adolesc Dev 2020; 2020:125-134. [PMID: 32920910 PMCID: PMC7589269 DOI: 10.1002/cad.20364] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research-practice partnerships, which involve both research and practice-based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research-practice partnership.
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Affiliation(s)
| | | | - Adam J. Hoffman
- North Carolina State UniversityRaleighNorth CarolinaUnited States
| | | | | | - Frances Balkwill
- Centre of the CellQueen Mary University of LondonLondonUnited Kingdom
| | - Grace E. Fields
- Riverbanks Zoo and GardensColumbiaSouth CarolinaUnited States
| | - Karen Burns
- Virginia Aquarium & Marine Science CenterVirginia BeachVirginiaUnited States
| | - Marc Drews
- EdVentureColumbiaSouth CarolinaUnited States
| | | | | | | | - Angelina Joy
- North Carolina State UniversityRaleighNorth CarolinaUnited States
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Barbot B, Hein S, Trentacosta C, Beckmann JF, Bick J, Crocetti E, Liu Y, Rao SF, Liew J, Overbeek G, Ponguta LA, Scheithauer H, Super C, Arnett J, Bukowski W, Cook TD, Côté J, Eccles JS, Eid M, Hiraki K, Johnson M, Juang L, Landi N, Leckman J, McCardle P, Mulvey KL, Piquero AR, Preiss DD, Siegler R, Soenens B, Yousafzai AK, Bornstein MH, Cooper CR, Goossens L, Harkness S, van IJzendoorn MH. Manifesto for new directions in developmental science. New Dir Child Adolesc Dev 2020; 2020:135-149. [PMID: 32960503 DOI: 10.1002/cad.20359] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Although developmental science has always been evolving, these times of fast-paced and profound social and scientific changes easily lead to disorienting fragmentation rather than coherent scientific advances. What directions should developmental science pursue to meaningfully address real-world problems that impact human development throughout the lifespan? What conceptual or policy shifts are needed to steer the field in these directions? The present manifesto is proposed by a group of scholars from various disciplines and perspectives within developmental science to spark conversations and action plans in response to these questions. After highlighting four critical content domains that merit concentrated and often urgent research efforts, two issues regarding "how" we do developmental science and "what for" are outlined. This manifesto concludes with five proposals, calling for integrative, inclusive, transdisciplinary, transparent, and actionable developmental science. Specific recommendations, prospects, pitfalls, and challenges to reach this goal are discussed.
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Affiliation(s)
- Baptiste Barbot
- Psychological Sciences Research Institute, UCLouvain, Belgium & Yale Child Study Center, Yale University, USA
| | | | | | | | - Johanna Bick
- Department of Psychology, University of Houston, USA
| | | | | | | | - Jeffrey Liew
- Department of Educational Psychology, Texas A&M University, USA
| | | | | | | | - Charles Super
- Department of Human Development and Family Sciences & Center for the Study of Culture, Health, and Human Development, University of Connecticut, USA
| | | | | | - Thomas D Cook
- GW Institute of Public Policy, George Washington University & Northwestern University, USA
| | - James Côté
- Department of Sociology, University of Western Ontario, Canada
| | | | - Michael Eid
- Department of Education and Psychology, Freie Universität Berlin, Germany
| | - Kazuo Hiraki
- Department of General Systems Studies, University of Tokyo, Japan
| | | | | | - Nicole Landi
- Department of Psychological Sciences, University of Connecticut, USA
| | | | - Peggy McCardle
- Haskins Laboratories & Peggy McCardle Consulting, LLC, USA
| | | | | | - David D Preiss
- Psychology, Pontifical Catholic University of Chile, Chile
| | | | - Bart Soenens
- Department of Developmental, Personality, and Social Psychology, Ghent University, Belgium
| | - Aisha Khizar Yousafzai
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, USA
| | | | | | - Luc Goossens
- School Psychology and Development, KU Leuven, Belgium
| | - Sara Harkness
- Center for the Study of Culture, Health, and Human Development and Department of Human Development and Family Sciences, University of Connecticut, USA
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