RESUMEN
While motor and cortical neurons are affected in C9orf72 amyotrophic lateral sclerosis and frontotemporal dementia (ALS/FTD), it remains largely unknown if and how non-neuronal cells induce or exacerbate neuronal damage. We differentiated C9orf72 ALS/FTD patient-derived induced pluripotent stem cells into microglia (iPSC-MG) and examined their intrinsic phenotypes. Similar to iPSC motor neurons, C9orf72 ALS/FTD iPSC-MG mono-cultures form G4C2 repeat RNA foci, exhibit reduced C9orf72 protein levels, and generate dipeptide repeat proteins. Healthy control and C9orf72 ALS/FTD iPSC-MG equally express microglial specific genes and perform microglial functions, including inflammatory cytokine release and phagocytosis of extracellular cargos, such as synthetic amyloid beta peptides and healthy human brain synaptoneurosomes. RNA sequencing analysis revealed select transcriptional changes of genes associated with neuroinflammation or neurodegeneration in diseased microglia yet no significant differentially expressed microglial-enriched genes. Moderate molecular and functional differences were observed in C9orf72 iPSC-MG mono-cultures despite the presence of C9orf72 pathological features suggesting that a diseased microenvironment may be required to induce phenotypic changes in microglial cells and the associated neuronal dysfunction seen in C9orf72 ALS/FTD neurodegeneration.
RESUMEN
Course-based undergraduate research experiences (CUREs) provide an avenue for student participation in authentic scientific opportunities. Within the context of such coursework, students are often expected to collect, analyze, and evaluate data obtained from their own investigations. Yet, limited research has been conducted that examines mechanisms for supporting students in these endeavors. In this article, we discuss the development and evaluation of an interactive statistics workshop that was expressly designed to provide students with an open platform for graduate teaching assistant (GTA)-mentored data processing, statistical testing, and synthesis of their own research findings. Mixed methods analyses of pre/post-intervention survey data indicated a statistically significant increase in students' reasoning and quantitative literacy abilities in the domain, as well as enhancement of student self-reported confidence in and knowledge of the application of various statistical metrics to real-world contexts. Collectively, these data reify an important role for scaffolded instruction in statistics in preparing emergent scientists to be data-savvy researchers in a globally expansive STEM workforce.
RESUMEN
Evidence indicates that students who participate in scientific research during their undergraduate experience are more likely to pursue careers in the STEM disciplines and to develop increased scientific reasoning and literacy skills. One avenue to increase student engagement in research is via their enrollment in course-based undergraduate research experiences (CUREs), where they are able to conduct authentic research as part of the laboratory curriculum. The information presented herein provides an example of a CURE which was developed and implemented in an introductory cell and molecular biology course at the University of Northern Colorado. In addition to describing the Tigriopus CURE curriculum itself, we also present evidence regarding the effectiveness of the CURE in promoting students' development of confidence in science process skills, quantitative reasoning skills, and written communication skills. The curricular details of the Tigriopus CURE are provided in this article to provide instructors who are interested in CUREs the opportunity to implement this specific CURE in their own course.
