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Using an Alternate Reality Learning Experience (ARLE) to Teach Molecular Biology Techniques and Concepts in a Genetics Laboratory
Author(s) -
ClausonKozina Cheryl L.,
Borden Jeff D.,
Rheinschmidt Steven,
Kunzweiler Greg
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.587.6
Subject(s) - jury , curriculum , psychology , economic justice , medical education , pedagogy , law , political science , medicine
Alternate reality learning experiences (ARLEs) are curriculum integration (sometimes called interdisciplinary or multi‐disciplinary) events that give participants a chance to learn via activities that provide real‐life experiences in a parallel, but fictional setting. In the ARLE, “The Trial of the Century,” students from many disciplines were brought together, including: biology, criminal justice, cyber forensics, public relations/professional writing, sociology and theater courses to play the various roles. The trial involved a fictitious crime with students serving as witnesses, news reporters, attorneys, public relations professionals, jury members, criminals and, of particular interest, forensics experts. The goal of this research was to measure the impact of an ARLE on Fundamentals of Genetics laboratory students in comparison to Fundamentals of Genetics laboratory students that did not participate in the ARLE. The participating students were tasked with analyzing forensic data (DNA evidence) from a crime scene and four “suspects” following restriction digestion and gel electrophoresis of the samples. All students in the ARLE section of lab wrote an “evidence report” and all ARLE students assisted in preparing those students that wished to act as expert DNA witnesses during the mock trial. Five students were deposed by the prosecution or the defense teams prior to the trial. On the day of the trial, three students acted as witnesses for either the prosecution or the defense team and presented the gel electrophoresis data to a jury of their peers. Those students that were not in the ARLE group completed the same lab activity (restriction digestion and gel electrophoresis), but completed a lab report in lieu of an evidence report and trial participation. This research aimed to determine the value of the ARLE approach in impacting: 1) student understanding of the course material, 2) student confidence in presentation of scientific information to peers in both written and oral communications, and 3) student desire to pursue a career in science.