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Abstract Bacteria in the Arthrobacter genus belong to the phylum Actinobacteria and are primarily soil-dwelling. Over 600 bacteriophages infecting Arthrobacter hosts have been isolated and sequenced, and genomic analyses show these phages to be highly diverse with mosaic genome architectures. We describe here a group of 32 Arthrobacter phages grouped in Cluster AZ, isolated on four different Arthrobacter strains all with siphoviral morphologies. The Cluster AZ phages exhibit a spectrum of diversity and can be subdivided into four subclusters. The diversity in minor tail protein and endolysin genes correlates partly with isolation host strain and may be predictive of the host range of these phages. Most of the Cluster AZ phages are temperate, form stable lysogens, and encode an integrase; however, an immunity repressor gene has not been identified. The intracluster diversity was analyzed in-depth at the whole genome level and through individual genes. As more Arthrobacter phages are isolated and analyzed they continue to provide new insights into phage evolution.
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Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.
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