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The Newsletter of the Undergraduate Affiliate Network
Creating Communities for the Benefit of Future Scientists

March 2007, Volume 4 Issue 1 Contents
EDITORIAL FEATURES ASBMB News: See you in DC! Regional UAN News Outreach How to Join the UAN Focus on Faculty: Dr. Takita Felder Sumter Focus on Our Future: Student Rachel Sang
Various Forms of Science Outreach – Sharing the Experiences

ARTICLES JBC in the Classroom • PowerPoint Slides for Teaching Outreach • Creating Outreach Activities to Match Students’ Interest: HIV/AIDS Education in Tanzania RESOURCES Resources for Faculty • DNASTAR • Dates and Deadlines Resources for Students • Summer Research Programs • Job and Career Opportunities

The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Welcome to the latest edition of Enzymatic. I have agreed to assist Ellis Bell, Chair of the Education and Professional Development Board for ASBMB, by serving as Editor. Biochemistry education is evolving and that is the theme of the session that kicks off the education events at the national meeting: Classroom of the Future II. Of course the classroom of the future is not just a “room”. There is new emphasis on bringing research experiences into teaching laboratories. There is also a growing movement to take science into the community via outreach and service learning. Several articles and features in this issue will help you achieve those goals. Neena Grover and her students describe an outreach program that took them all the way to Tanzania. Sheila Smith demonstrates how easy it is to incorporate the figures and tables from JBC (J. Biol. Chem.) into your lecture presentation as a PowerPoint slide. The Faculty resources section highlights Lasergene, a program that allows students to manipulate and use sequence data, and which can be obtained free for educational classroom use. Students will find these skills important tools in their future research work. I have begun using on-line chats as informal problem-solving sessions just prior to exams. Since UM-Dearborn is a commuter campus it is often difficult for students to find common times for study sessions or group work, and students really appreciate the chance to chat and ask questions the night before a test. Does this encourage last minute cramming? I hope not, but some things, such as procrastination, will probably still be practiced by students in the classrooms of the future. Marilee Benore Parsons Mid-West Region Director

About Enzymatic
Enzymatic is a newsletter of the Undergraduate Affiliate Network (UAN) of the American Society for Biochemistry and Molecular Biology (ASBMB). Information about the society and the UAN can be found at: www.ASBMB.org The Enzymatic Editor and Editorial Board Are Directors of Regional UANs Marilee Benore Parsons, University of Michigan-Dearborn, Editor J. Ellis Bell, University of Richmond Kathleen Cornely, Providence College Neena Grover, Colorado College Dave Peterson, Texas A&M University Joseph Provost, Minnesota State University, Moorhead Takita Sumter, Winthrop University Mark A. Wallert, Minnesota State University Moorhead To submit articles or make inquiries contact Marilee Benore Parsons at mparsons@umich.edu All articles are the opinions of the authors and do not necessarily reflect the views of ASBMB. Past issues of Enzymatic can be downloaded free from the ASBMB web site. JBC (Journal of Biological Chemistry), MCP (Molecular & Cellular Proteomics), JLR (Journal of Lipid Research) and ASBMB Today Page 2 of 15 are publications of the ASBMB.

The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Lectures, workshops and mixers abound for learning, networking and having fun at the national meeting in Washington DC beginning April 28. The Undergraduate Poster Competition is the highlight of Saturday afternoon, and will be followed by the plenary talk and a reception for all attendees. Poster competition award winners will be announced the next day at the session honoring Dr. Sarah Elgin, winner of the ASBMB Award for Exemplary Contributions to Education. And students will not want to miss the Y.E.S. mixer on Monday night!
Check the ASBMB.org web site for more information. Some events require advance registration.

Special events at the 2007 Annual Meeting
11th Annual Undergraduate Student Poster Competition Saturday, April 28, 2007 Washington DC Convention Center Undergraduates participating in the poster competition should be sure to arrive in plenty of time to register for the conference and to set up. (To receive undergraduate student complimentary registration onsite, see web site for details) ASBMB Award for Exemplary Contributions to Education Sunday, April 29, 2007, 12:30 pm Sarah C. Elgin, Washington University The Importance of Research in the Undergraduate Curriculum: Explorations in Genomics Poster Competition Awards Presentation 12:30 PM, at the start of the ASBMB Award for Exemplary Contributions to Education Lecture

Receptions and Mixers
ASBMB Opening Reception - Saturday, April 28, 2007 Immediately following the Opening Lecture: light refreshments, music from a leading area Jazz trio, and a wonderful view of Washington, DC. PUI Grant Writing Workshop and Networking Reception Sunday, April 29, Workshop begins at 6:00 PM, immediately followed by the networking reception. YOUNG EXPERIMENTAL SCIENTISTS (Y.E.S.) MIXER The Y.E.S. Mixer is open to all EB registrants and is scheduled for Monday, April 30, 9:00 PM–11:00 PM. You must wear your badge to gain admittance. Dance, relax, network while enjoying snacks and soft drinks. Women Scientists Mentoring and Networking Session & Reception Tuesday, May 1, 6:30 PM - 8:00 PM (Immediately following the Thematic Receptions) Minority Scientists Networking Mixer Tuesday, May 1, 12:30 PM - 2:00 PM This lunchtime event brings PIs, industry professionals and educators together with young investigators and students to discuss career opportunities, mentoring options and issues facing minority scientists today.

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists
NEW! Young Experimental Scientists (Y.E.S.) Lounge Convention Center, Registration Area Recognizing that it is important to reach out and bring together young scientists and first-time registrants, the Y.E.S. Lounge has been established. The lounge will be located in the registration area (near the Cyber Cafe). The Lounge is open during registration hours Saturday through Wednesday.

Workshops and Education Sessions
Outreach in Action Saturday, April 28, 10:00 AM - 11:30 AM Organizer: N. Grover, Colorado College Tactile Teaching Saturday, April 28, 10:00 AM - 11:30 AM Organizer: T. Herman, Milwaukee School of Engineering PUI Grant Writing Workshop and Networking Reception Sunday, April 29, 6:00 PM - 8:00 PM Organizers: J. E. Bell, National Science Foundation and J. Chin, NIH How to Publish in the Journal of Biological Chemistry (JBC) Sunday, April 29 and Monday, April 30, 12:30 PM - 2:00 PM The JBC is hosting a lunchtime workshop for authors interested in submitting their work to the JBC. CAREER and Regular Research Grants Workshop: Monday, April 30, 6:00 PM - 7:30 PM Research Funding by the American Cancer Society Tuesday, May 1, 12:30 PM - 2:00 PM Organizer: C.C. Widnell, American Cancer Society

Regional UAN News
The MidWest Region acted as a co-sponsor at the Seventeenth Annual Argonne Symposium For Undergraduates In Science, Engineering And Mathematics November 3-4, 2006. At left, faculty and students from Grand Valley State University, University of Michigan-Dearborn and Western Illinois University gather outside Argonne, and then pose by the conference schedule below. Travel award winners to the Wash D.C. meeting will be featured in the next issue!

The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Various Forms of Science Outreach – Sharing the Experiences.
Over the years I have organized many Science Outreach sessions for the American Society for Biochemistry and Molecular Biology and found that many different types of outreach projects have been created all over the country, indeed all over the world. Faculty and students are engaging with their local communities in many ways; for example, college students are engaged with K-12 schools in teaching science topics and starting after school programs, K-12 students are working with their neighborhood churches providing information on diseases such as diabetes, college students are creating information on diseases like AIDS, student clubs are creating science activities for young adults, websites are being created with a variety of scientific information for public consumption, and girl scout badges are being linked to science projects. Many different names have been associated with these activities: Volunteer work, Service Learning, Community-based Learning, Problem-based Service Learning, Community Schools, Outreach Projects, etc. In the coming issues of Enzymatic, we hope to feature these projects for all those interested in using such activities in their courses or curricula. This is a call for action for all you involved in science outreach work (student groups and faculty) to write about your outreach activities and share it with this community. The first article in this science outreach series is written by my students who went to Tanzania to provide AIDS Education. For those of you attending the national meeting of ASBMB in Washington D.C, I will be running a Science Outreach workshop on Saturday morning on April 28th 2007. I look forward to receiving outreach articles from you and meeting you at the annual conference.
Neena Grover, Department of Chemistry and Biochemistry, Colorado College, Colorado Springs, CO 80903 Please submit your articles to Neena Grover NGrover@ColoradoCollege.edu

How to Join the UAN
Undergraduate Affiliates enjoy many advantages and the gratification of sharing a community! The benefits of forming a UAN group include special travel awards for UAN affiliates. Student members will receive on-line subscriptions to JBC on-line and ASBMB Today. Faculty will enjoy being part of a team of educators and receive priority for undergraduate faculty travel awards. A UAN group can be formed at any school that has a minimum number of interested students and a faculty mentor that is a member of ASBMB. Various options for forming a chapter can be found on the web at: ASBMB.org. Questions? Contact your Regional Director for more information! www.ASBMB.org Page 5 of 15

The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Focus on Faculty

Takita Felder Sumter
Dr. Takita Felder Sumter completed her Ph.D. in biochemistry at the University of South Carolina and did her postdoctoral studies in molecular oncology at Johns Hopkins University School of Medicine. She now is an Assistant Professor of Chemistry at Winthrop University where she directs an active undergraduate research laboratory that studies the biochemical role of the High Mobility Group A (HMGA) Protein family members in neoplastic transformation and chromatin remodeling. During her short tenure at Winthrop, she’s been awarded a grant for her research from the National Science Foundation, authored the biochemistry self study that resulted in Winthrop’s American Chemistry Society Biochemistry Degree option, and mentored seven undergraduate chemistry and biology majors. She currently teaches general chemistry and advanced biochemistry where she often uses innovative approaches to introducing important concepts. For example, in her second semester general chemistry course, she uses biological models to demonstrate basic general chemistry concepts (i.e. Na/K pumps to illustrate voltage potential and membranes to demonstrate solubility and intermolecular forces) as a means of preparing freshman science majors for early entry into research labs. In both her teaching and her research, Dr. Sumter emphasizes the importance of student learning and development as the central theme of her efforts. Before becoming involved in the American Society for Biochemistry and Molecular Biology (ASBMB), she was a member of the Johns Hopkins Postdoctoral Association serving as Vice President of Careers and Education and developing postdoctoral programs and policies both at Johns Hopkins and with the National Postdoctoral Association. She’s also made editorial contributions to Science's Nextwave and MiSciNet that portray her special interest in the success and support of minority scientists who pursue terminal degrees. She is currently the Southeast Region Co-director for the Undergraduate Affiliate Network (UAN) and a member of Minority Affairs Committee of ASBMB. As co-director of the Southeast Regional UAN, she plans to 1) increase collaborations between graduate and undergraduate institutions in order to create research opportunities for faculty and students at undergraduate schools, 2) increase participation of minority serving institutions in the UAN, and 3) increase the visibility of highly accomplished biochemists and molecular biologists at predominantly undergraduate Page 6 of 15

The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

institutions. Dr. Sumter hopes that her student-centered research and teaching and her active involvement in ASBMB will foster the interests of students, especially minorities and women, in science.

Focus on our Future: Student Profiles

Rachel Sang
As professors at a primarily undergraduate institution we have the privilege of mentoring undergraduate research students and being a part of their success. We provide the structure that allows a student the opportunity to excel. The students are responsible for setting their goals and making the sacrifices putting in the hard work that leads to success. Over time, the research students become part of our family. We are proud of each of them for their hard work and dedication. On occasion, a student takes the opportunity we provide and has success beyond anything that is reasonable for us to expect. Rachel Sang is one of those students. What follows are the thoughts of two research mentors about one of their students and her success. Rachel grew up in Stephen, Minnesota a town with a population of approximately 700 people. Following graduation from Stephen-Argyle Central High School, Rachel moved to the “big city” to attend college; the Fargo-Moorhead metropolitan area has a population of 160,000 people. She enrolled at Minnesota State University Moorhead in the fall of 2002 after receiving a Minority Honors Apprentice Scholarship. Rachel is Native American and a first generation college student. As part of her scholarship she was required to work with a faculty mentor five to eight hours per week. Rachel was interested in a medical career, either doing research or being a physician. To meet the requirements of her scholarship and to gain experience doing research, Rachel chose to work in our laboratory. The focus of the research in our laboratory is to understand the relationship between stress hormones and cancer progression. Specifically, the research addresses the relationship between α1-adrenergic receptor activation and the rate of cancer cell migration. The α1adrenergic receptor is activated physiologically by norepinephrine, a neurotransmitter and hormone that is released in significant quantities as part of a persons normal stress response. To study the impact of α1-adrenergic receptor activation on cancer progression, the laboratory measures changes in signaling intermediates such as phospholipase D (PLD), Rho A, RAS, and extracellular-signal regulated kinase (ERK). To investigate the impact of α1-adrenergic receptor activation on cellular function, researchers also measure changes in Na+-H+ exchanger activation (NHE), stress fiber formation, cellular migration, matrix metalloproteinase 9 synthesis and activation, and cellular invasion. Over the past 17 years, the Provost/Wallert Laboratory has involved over 100 undergraduates in excess of 225 years of research experience. The laboratory has many success stories. Rachel Sang’s story is one of the best.

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists Rachel’s first research project was to measure changes in stress fiber formation in Chinese hamster lung fibroblasts (CCL39), a common lung cell model used to study NHE activation and cell migration. Her research demonstrated for the first time that α1-adrenergic receptor activation stimulated stress fiber formation in a fibroblast cell line. This increased formation of stress fibers was dependent upon NHE, RhoA, and ERK activation. Inhibition of any one of these proteins blocked the formation of stress fibers. During that first year in the laboratory Rachel was involved in maintaining cell cultures, using fluorescence microscopy to observe stress fiber formation, and using a variety of biochemical methods to investigate the involvement of specific intracellular signaling proteins in the regulation of stress fiber formation. In the research laboratory Rachel is a quick study. She obtains an understanding of procedures and interprets data as fast as any undergraduate we have ever mentored. By the spring semester of 2003, in only 2 semesters in the laboratory, Rachel had become involved in all aspects of the experiments and had gained a solid understanding of the scientific basis for the project. In that first year, Rachel gained sufficient understanding and completed enough experiments that she presented her work at the North Central Regional Convention of Beta Beta Beta, the national biological honors society. In the poster competition, Rachel along with her research partner Jessica Faith Johnson (another freshman) won the John C. Johnson Award for best poster in the competition. The award included an all expense paid trip to the Beta Beta Beta National Meeting at Mesa State University in Grand Junction, Colorado. That same year, Rachel presented their data in the Undergraduate Poster Competition at the National Meeting of the American Society for Biochemistry and Molecular Biology. Needless to say, this was an excellent year for any student let alone for a freshman. The national meeting that year was held in Boston; Rachel fell in love with the city. In addition to the fact she is a Red Sox fan, the history, intellectual vibrancy, and the array of options for social interactions were an incredible draw. With such great success in her freshman year, both of us were concerned about a let down in Rachel’s second year of college. We have all witnessed students struggle through the “sophomore slump”. Rachel’s focus and self-discipline quickly displaced any concerns. As the year progressed, Rachel expanded her project to include the impact of PLD on cellular migration. Even today you can make her cringe just by asking about wound healing assays and the midnight cell measurements. In the spring of 2004, Rachel once again presented her data in the ASBMB Undergraduate Poster Competition at the national meeting. Rachel’s greatest honor came at the end of her sophomore year when she received a Barry M. Goldwater Scholarship for her last two years of college. The Barry M. Goldwater Scholarship is awarded to approximately 300 students from across the nation annually. The scholarship program honoring Sen. Barry M. Goldwater was designed to foster and encourage outstanding students to pursue careers in mathematics, the natural sciences and engineering. It is the premier undergraduate scholarship in these fields. The scholarship competition is open to students entering their junior or senior years in college. Scholarship recipients receive $7,500 per academic year of their awards. The scholarships are most commonly awarded to students entering their senior year of college. Students who receive the scholarship entering their junior year get the award for two years. Receiving a Goldwater Scholarship allowed Rachel the opportunity to broaden the scope of her academic experiences. In the summer of 2004, Rachel worked full time in our research laboratory. During the summer of 2005 Rachel participated in the summer undergraduate

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists research program at Harvard Medical School. As if the opportunity to study at Harvard wasn’t enough, Rachel was very excited to have the opportunity to spend a summer in the Boston area. Rachel’s hard work led to several other awards and honors. In the fall of 2005, Rachel attended the American Biomedical Research Conference for Minority Students (ABRCMS). She won first place in the Biochemical Sciences Poster Competition. In the spring of 2006, she was invited to present her research in the Science at Undergraduate Institutions Symposium at the ASBMB National Meeting. Later that spring, Rachel presented her data at the Beta Beta Beta National Conference. She won the Frank G. Brooks award for best oral presentation in the Biochemistry and Cell Biology Competition. During the fall semester of 2006, Rachel and her sister Rebecca studied in Australia. A study abroad trip they had planned for several years. This May, Rachel will graduate Suma Cum Laude from MSUM. Between now and then she needs to decide the direction her academic career takes from here. Rachel will go on to write the next chapter in her life. We will continue to mentor undergraduate research students. When we recruit students to the laboratory and remind the student that work with us just how much they can accomplish, it will be Rachel Sang that raised the bar. While we will miss her in our research group, we are certain she will have a successful future. Rachel is a success story that we had the privilege of witnessing first hand. Rachel is uncomfortable with this article. When asked sincerely about what participating in undergraduate research has meant she replies simply “it has changed my life; it has changed the way I look at my future.” Article by Joe Provost and Mark Wallert, NorthWest Region UAN co-Directors Do you have a student that should be featured in Enzymatic? We would love to hear the story. Contact the Editor for deadline dates.

Pics from the 2006 ASBMB undergraduate poster session:

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

JBC in the Classroom
JBC in the Classroom: PowerPoint Slides for Teaching Sheila Smith, University of Michigan- Dearborn, 4901 Evergreen Rd, Dearborn, MI 48128 sheilars@umd.umich.edu We all want to use the primary literature more as a resource in our teaching, both to ensure our students are exposed to the most current understanding of rapidly evolving science, and to teach them the more practical skills involved in reading and assessing the quality of that literature. Have you ever been scrambling to prepare a lecture using a figure from a research journal only to find that when you tried to enlarge it in the black and white photocopier in the office, the very detail that you wanted to emphasize was lost? Or that the small jpeg file that you downloaded from the html version of the journal cannot be blown up to full size for projection without pixilation? Did you know that JBC provides an amazing and free resource for classroom instruction? Many of the figures published in the online journal format are also available in perfectly resized and clear PowerPoint™ format. I discovered this resource a year ago as I developed a literature-based course in bioinorganic chemistry for undergraduate chemistry, biochemistry and biology majors at the University of Michigan-Dearborn ( Smith, S. R. (2006). The Chemical Educator 11, 9-12). This area of chemistry is so young that few textbooks are available, and those that are available are aimed more at the graduate audience. Along with the obvious goal of introducing my students to the field of Bioinorganic Chemistry, a subject relegated to one short chapter in most undergraduate inorganic textbooks, I had made it a stated goal of the course to try to teach my students to read and evaluate the primary literature. Included in this over-arching goal was a desire to teach my students to examine the actual data presented by authors and to reach their own conclusions based on that data. This is a skill that I have often called upon in my duties as a peer-reviewer and it directly combats the frustrating tendency of students (and some colleagues) to believe anything they read in the literature. I was thrilled to discover that JBC, a prime source for articles on many of the topics included in my course, offered not only pictures of high enough resolution to withstand enlargement, but provides these images in Microsoft PowerPoint™ format. This discovery led me to seek out more and more papers from JBC to use in my class because of the clarity and ease of use. Several other journals have begun to include higher resolution images in the html versions of articles (or perhaps this is simply an accidental result of the kinds of images that scientists

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists themselves are submitting), but I know of no other chemical/biochemical journal that makes it this easy to obtain high quality downloadable images in PowerPoint™ format for educators to use. Next time you’re in need of quality scientific data/artwork to include in your lecture, login to jbc.org and see what’s available… but remember to reference!

Outreach Creating Outreach Activities to Match Students’ Interest: HIV/AIDS Education in Tanzania

Jane Caselton, Jessica Kraynik, Hannah Underdahl, and Neena Grover* Dept. of Chem. and Biochem., 14 E. Cache La Poudre, Colorado Springs, CO 80903
Students at Colorado College have consistently expressed interest in science outreach activities that link their course material with opportunities to use their knowledge to make a difference in the world. This idealism can be utilized in creating science courses that creatively link course material with working in our local communities. These course-linked outreach activities are also referred to as Service Learning. Here we present a case where students’ interest in AIDS in Africa was the main impetus to create a HIV/AIDS education course. Here is the story of the course and its implementation in Tanzania in the words of three students who participated in it. Many missionaries visit the povertystricken cities in Tanzania, but when these groups leave, so does a lot of the hope of the city-dwellers. Money and resources are often left behind, yet once these resources are exhausted, the missionaries are forgotten and new and old problems arise. These Tanzanian cities are overtaken by hunger and serious diseases, and one of their biggest problems is the enormous impact of HIV and AIDS. The rates of transmission in Tanzania greatly surpass the rates in the United States. AIDS is a major problem, and as one villager in Iringa told a group of missionaries upon their departure from his poor city, “All of our people are dying and we don’t know why.” The people of Africa get some donations and visits by missionaries, but what they really need is effective AIDS education. Jane Casselton, one of the students in this group, heard this plea and expressed it to Hannah Underdahl and Jessica Kraynik. All three of us are biology majors at Colorado College. Together, our educational background includes multiple classes in chemistry and biology and we had learned some science behind AIDS and the HIV virus. We were familiar with the seriousness of AIDS and the horrors it has caused in Africa. We decided that we could provide HIV/AIDS Education. We had heard that Professor Neena Grover, a biochemistry professor, was interested in HIV/AIDS Education. Our conversations with Professor Grover led her to teach “Fundamentals in AIDS Education,” a 200-level course. In this course we mainly concentrated on learning about the biochemistry of the HIV virus and how it affects the human body. We gathered weekly to discuss readings on topics such as immune system, viral replication cycle, drugs actions, and transmission of the disease. Our goal was to get a sufficiently good understanding of the virus so that we could answer the basic questions that are likely to arise as we discussed HIV infection cycle with the Tanzanians.

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists issues that were going to be discussed would be kept confidential. A safe environment was created in the first few hours by sharing stories of our experiences with HIV/AIDS and listening to the experiences of the courageous students in the group. We emphasized that we aimed for a discussion-based environment where the attendees would feel comfortable. One student commented that this was “an education different from anything [they] had ever seen.” On the second day of our seminar, we shared the basic knowledge of the HIV virus and AIDS with the students in a lecture-based class in which we encouraged active participation and questions. We spoke very slowly through a Swahili-English translator and utilized various teaching methods (skits, drawings, lists) that we had planned. The attendees soaked up this information and actively participated in the lecture and asked numerous questions when they were unsure about what we had said. Most of the questions and controversy surrounded the use of condoms in Africa, a subject that is taboo to discuss due to the dominance of religion in the social realm; after much discussion on this subject the class collectively developed multiple ideas to confront the tough situation. By the end of the second day, the attendees understood the basics of the HIV lifecycle from its biology to its transmission to prevention. Morale of the class had risen substantially during the course of the day and many of the students were confident in what they had learned. The third day was devoted to teaching the attendees how to teach about HIV so that they could provide the continuous learning opportunities for others in their community after we had left. We supplied them with various methods of teaching and observed the process as they paired up and taught each other the material that they had learned the day before. We facilitated the teaching but did

Using written lists and pictures to teach the class about treatment

We designed a curriculum for an education workshop in Tanzania as a part of this course. The curriculum consisted of a simple explanation of the Immune System and the replication cycle of the HIV virus and also included important information on transmission, prevention, signs and symptoms, and the social issues that arise around the HIV virus. To ensure that our workshop attendees develop some understanding of the virus, we incorporated visuals, included models and drawings, created lists and made up games, and plays that related to each of these areas. We printed an outline of our curriculum in bound handbooks that were distributed to each attendee and included a “question and answer” section in the back for post-seminar reference. Our curriculum was designed for the most influential and mature adults in the Tanzanian city of Iringa, the church elders. We collaborated with a worker from the Diocese office of Iringa and found 31 Tanzanian men and women who we would “learn to teach” about the HIV virus. We offered two three-day workshop courses during our time in Tanzania. The first day consisted of the signing of a group contract that included trust and confidentiality issues. Students needed to know that they could trust each other and that the sensitive

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists not directly participate in it. We were mainly available for answering questions and helping these students to develop confidence in telling other people about HIV. We concluded with a graduation ceremony and an ending discussion in which we were told that “the teaching was easy because they understood the material.” years from now, we plan to return to Tanzania with our program. We will once again educate groups of church elders, but also plan to teach seminars to the youth and the women of Tanzania to encourage discussion and awareness among these groups of people with high infection rates. HIV and AIDS are an enormous part of the lives of many Tanzanians; teaching one class will not wipe out the disease, but if those in the classes leave their apathy behind and concentrate on eradicating AIDS, there will be hope instead of despair in Tanzania. The students who went to Tanzania came back motivated to be science majors with an emphasis on public health. These students also had to learn to raise funds for their trip. A significant contribution was made by the President’s office at Colorado College. We want to thank President Richard Celeste and all the friends and family members who contributed to making the trip to Tanzania possible. These students presented their work at the ASBMB national meeting in San Francisco in the Science Outreach session on Tuesday, April 4th, 2006. For more information on outreach and service learning contact SouthWest Region UAN Director Dr. Neena Grover, More about Dr. Grover can be found in the June 2004 Enzymatic issue.

Students in the class teaching each other about HIV

The overall goal of our teaching endeavor was not only to educate the students in our workshop, but to implement an education process that would have a momentum of its own. Our hope is that the information that we shared will reach an exponential number of Tanzanians by a “ripple effect.” We are in the process of sending surveys to the workshop students to determine how much information they retained from the workshop and how they have used the information since that time (if they taught classes, held discussions, told family members, etc…). A survey that we gave to our students on the third day of our seminars told us that every student in our workshop planned to spread their new knowledge in one way or another. If the seminar succeeds, as we hope it will, then the knowledge of infection and transmission modes of HIV will continue to spread and will reach those who need it the most. The high involvement and excitement about our program has sparked devotion in the three of us as well. A few

The students from our first seminar in Iringa

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Resources for Faculty
Manipulation of DNA and sequence analysis is not a trivial task, but it is one that many
biochemistry students will need to master. While some shareware is available to use, most of the advanced programs are very costly. DNASTAR has created an arrangement so that faculty can use Lasergene software free for educational use in the classroom. (See Educational Request on their website, listed below.) The program contains several modules that are designed for specific analysis but also work together. • SeqBuilder - visualization and sequence editing • SeqMan Pro - sequence assembly and SNP discovery • MegAlign - sequence alignment • PrimerSelect - oligo primer design • Protean - protein structure analysis & prediction • GeneQuest - gene finding • EditSeq - utility for importing unusual file types

The programs include tutorials, and DNASTAR has just recently begun a newsletter highlighting applications in research and education. Interested? See the web site! www.dnastar.com

Dates and Deadlines
Verify all information at the participating web sites, as deadlines and information are updated regularly.

Project Kaleidoscope (PKAL) has initiatives and conferences to help faculty and their institutions develop plans for science, technology, engineering and mathematics (STEM) education. The goal of PKAL is to form action plans to achieve success. The 2007 PKAL Summer Institute: Institutional Transformation- Investing in STEM Faculty toward Strengthening Student Learning will be held June 13 - 17, 2007. http://www.pkal.org NIH Academic Research Enhancement Award (AREA) Grants - (R15) due dates: June 25, October 25, www.NIH.gov NIH New Investigator - R01 due dates March 20, July 20, November 20 www.NIH.gov NSF Course, Curriculum, and Laboratory Improvement (CCLI) May 8, 2007 www.nsf.gov

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The Newsletter of the Undergraduate Affiliates Network Creating Communities for the Benefit of Future Scientists

Resources for Students
Summer Research Opportunities For Undergraduates
Summer research opportunities can be found on the site maintained by UAN Director Kathleen Cornely at: http://www.providence.edu/chm/kcornely/Summer_Research.htm
Be sure to verify eligibility requirements and due dates prior to submitting an application.

Job and Career Opportunities

Interested in a career in biochemistry? • Search for jobs on-line at http://sciencecareers.org, ASBMB.org and other sites. • Attend the session on careers at the national meeting: Preparing for a Successful Career in Industry, Tuesday, 3:30 PM - 5:50 PM • Read the article about Career Options in the October 2004 issue of Enzymatic. • Download the career publication available from ASBMB. • Join the UAN and network at the meetings!

Interested in Graduate School? Be sure to visit the tables hosted by graduate schools at the undergraduate poster competition Saturday April 28th. Faculty and staff from many schools will be there to answer questions and discuss programs.

See you at the meeting in D.C.!
Want to make contacts with others ahead of time? Faculty and students can opt to join the facebook group: ASBMB DC 2007
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