{"id":3216,"date":"2025-06-05T16:49:38","date_gmt":"2025-06-05T23:49:38","guid":{"rendered":"https:\/\/blogs.ubc.ca\/bionews\/?p=3216"},"modified":"2025-06-09T17:14:29","modified_gmt":"2025-06-10T00:14:29","slug":"teaching-spotlight-biol-340-turning-students-into-scientists","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/bionews\/2025\/06\/teaching-spotlight-biol-340-turning-students-into-scientists\/","title":{"rendered":"Teaching Spotlight – BIOL 340: Turning Students into Scientists"},"content":{"rendered":"
\"Images
Photo source: The BIO340 Instagram site (b340_one_studios)<\/figcaption><\/figure>\n

Let\u2019s face it\u2014cookie-cutter labs don\u2019t spark curiosity or passion. BIOL 340 was built to flip the script.<\/strong> Instead of simply following instructions, students dive into hands-on research. They ask their own scientific questions, design experiments, and share their discoveries\u2014just like real scientists. The heart of the course? A full research project that culminates in a high-energy, conference-style poster session.<\/p>\n

In this Teaching Spotlight, Maryam Moussavi gives us a behind-the-scenes look at the course that lets students do real science. Keep reading to discover how Maryam shaped the curriculum to reflect authentic scientific research, the impact it has had on students, and key insights gained throughout the journey.<\/p>\n

How does the course work?<\/em><\/h4>\n

BIOL 340 unfolds in two dynamic phases:<\/p>\n

Phase 1: Bootcamp Meets Biology.<\/strong>
\nStudents get hands-on with key lab techniques using Saccharomyces cerevisiae<\/em> (aka budding yeast). Each team works with a unique mutant strain, troubleshooting and analyzing how it compares to wild-type yeast. By the end, they\u2019ve built a solid foundation in cell biology skills.<\/p>\n

Phase 2: Time to Experiment.<\/strong>
\nThis is where it gets exciting\u2014students design and carry out their own experiments. The experience ends with a journal-style report and a vibrant poster session where students share their results and insights with peers, faculty, and alumni.<\/p>\n

What was your motivation for developing the project and poster session?<\/em><\/h4>\n

In my opinion, traditional lab reports just didn\u2019t cut it. I wanted a way to celebrate students\u2019 hard work<\/strong> and let them experience what it\u2019s really<\/em> like to be part of the scientific community.<\/p>\n

Why Posters?<\/strong> Poster presentations are the norm at scientific conferences, and I wanted students to feel that energy. They get to showcase their discoveries, see what others have been working on, and build confidence in communicating science. Bonus: we invite BIOL 340 alumni back for the event\u2014it becomes a real celebration of curiosity, creativity, and community.<\/p>\n

How did you pull it off?<\/em><\/h4>\n

Each team created a professional-style research poster\u2014many even opted to have theirs printed professionally. To make sure everyone had time to present and explore, each group split in half<\/strong>: one subgroup presented while the other toured posters, then they swapped. It was fast-paced, structured, and full of great science conversations. We timed it carefully to maximize engagement without overwhelming anyone. It felt like a real mini-conference\u2014and that was exactly the point.<\/p>\n

What has been the result and how have students responded?<\/em><\/h4>\n

It\u2019s a highlight\u2014for students and the course.<\/p>\n

Students leave with sharper lab skills, stronger scientific thinking, and real research experience. Many say it\u2019s the first time they\u2019ve truly felt like scientists. It\u2019s opened doors to co-ops, biotech jobs, and grad school.<\/p>\n

The poster session is a game-changer. Nerves turn into pride as students share their discoveries and explore their peers\u2019 work. Alumni come back to join the celebration, making it a true community event.<\/p>\n

What were the biggest surprises and challenges along the way?<\/em><\/h4>\n

The biggest surprise? The creativity.<\/strong> Even with the same model organism, students came up with wildly different, thoughtful, and clever experiments. Watching them take ownership and push boundaries we didn\u2019t anticipate has been incredibly rewarding.<\/p>\n

The main challenge<\/strong> was balancing structure with freedom\u2014guiding students without micromanaging. Logistically, running a mini-conference mid-term takes coordination. And making sure we had enough resources\u2014equipment, space, and materials\u2014to support so many unique student-driven experiments was no small feat. But now it\u2019s a well-oiled machine, and it\u2019s worth every bit of effort.<\/p>\n

How has your implementation of the project\/poster session changed over time?<\/em><\/h4>\n

I\u2019ve added more structure to the early weeks\u2014mini-lectures, troubleshooting check-ins, and peer review\u2014to set students up for success. Each group now has a one-on-one session with me to refine their project ideas, followed by a peer lab meeting-style presentation where they run their plan by classmates for feedback, just like in a real research lab.<\/p>\n

This year marked the second BIOL 340 Symposium, and to enhance the poster session, I simplified the rubric to make expectations clearer and more focused. My goal is to help students spend less time interpreting the assignment and more time communicating their scientific findings effectively.<\/p>\n

What advice would you give someone who wanted to incorporate something similar in their course?<\/em><\/h4>\n

Start with a strong foundation\u2014clear guidance and early support make a big difference. Encourage creativity, but help students keep their projects realistic and doable. Build in time for students to discuss their work; communicating their ideas isn\u2019t just engaging\u2014it\u2019s a key part of the learning process.<\/p>\n

If you\u2019re planning a poster session, set students up for success with clear examples of strong posters and structured guidelines for presentation style. This helps reduce nerves on the day and keeps things organized. I also divide presentation time into structured rounds to ensure every poster is visited and each group and each group member is fairly assessed. It takes some planning\u2014but it\u2019s absolutely worth it.<\/p>\n

Is there anything else you would like to share?<\/em><\/h4>\n

Yes! Our end-of-term poster session\u2014the BIOL 340 Student Symposium<\/strong>\u2014is open to all BIOL 340 alumni. It\u2019s a vibrant showcase of innovation, collaboration, and scientific potential. Students present their original research, engage with peers\u2019 work, and get a real sense of what being part of the scientific community feels like.<\/p>\n

Looking ahead, I\u2019m eager to see more faculty join these sessions<\/strong>\u2014even if only for a short time. Their presence not only validates the hard work students put in but also reinforces the support students need to pursue original research. Many of these undergraduates are future graduate students, so faculty engagement helps build that important connection early on. It\u2019s a powerful way to celebrate creativity and achievement in a brief but intense three-week project\u2014and it\u2019s always inspiring to witness.<\/p>\n

This course doesn\u2019t just teach science\u2014it builds scientists. It goes beyond delivering content to cultivate scientific thinking.<\/p>\n","protected":false},"excerpt":{"rendered":"

Let\u2019s face it\u2014cookie-cutter labs don\u2019t spark curiosity or passion. BIOL 340 was built to flip the script. Instead of simply following instructions, students dive into hands-on research. They ask their own scientific questions, design experiments, and share their discoveries\u2014just like real scientists. The heart of the course? A full research project that culminates in a … <\/p>\n

Continue reading “Teaching Spotlight – BIOL 340: Turning Students into Scientists”<\/span><\/a><\/p>\n","protected":false},"author":66452,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4797506],"tags":[],"class_list":["post-3216","post","type-post","status-publish","format-standard","hentry","category-teaching-spotlight","entry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/posts\/3216","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/users\/66452"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/comments?post=3216"}],"version-history":[{"count":6,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/posts\/3216\/revisions"}],"predecessor-version":[{"id":3222,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/posts\/3216\/revisions\/3222"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/media?parent=3216"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/categories?post=3216"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/bionews\/wp-json\/wp\/v2\/tags?post=3216"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}