Nicole Masters

Collectively, ulcerative colitis (UC) and Crohn's disease (CD) constitute idiopathic inflammatory bowel disease (IBD). While the pathogenic mechanisms underlying IBD remain poorly characterized, Escherichia coli has been implicated as a microbiological factor in disease pathogenesis. Increased numbers of mucosa-associated E. coli have consistently been identified in the gut of patients with IBD and colorectal cancer (CRC). Designated as adherent-invasive E. coli (AIEC), these strains show an enhanced ability to diffusely adhere (DA) to-, and invade intestinal epithelial cells (IECs), along with the ability to survive and replicate within macrophages. It has been shown that AIEC strains harbor specific virulence genes (VGs) associated with their pathogenicity. We investigated the presence of E. coli clones carrying phenotypic and genotypic traits consistent with AIEC among 808 diffusely adherent E. coli strains isolated from healthy individuals (HI), patients with community-acquired (CA) UTI, hospitalized patients with septicemia or urosepsis, sewage treatment plants (STPs) and surface waters (SW). Typing of the isolates, including phylogenetic grouping showed that they belonged to 48 common clones (CCs). Representatives of each of the CC were tested for their ability to invade Caco-2 cells, survive and replicate within macrophages, and the presence of six AIEC-associated VGs. Thirty-three percent of the isolates, belonging to 20 CCs, showed the ability to survive and replicate within macrophages, whilst containing the genes dsbA, htrA and clbA. These strains were sourced primarily from HI and CA-UTI patients (7 CCs each) and STPs (4 CCs). CA-UTI strains showed a significantly (P<0.001) higher intracellular bacterial load (6,929±557 c.f.u. well-1) than others. Two CCs of the AIEC from CA-UTI patients and HI (one each) were found in five out of the six sources investigated. High presence of AIEC strains found in the gut of HI, not only implies their involvement in pathogenesis of CA-UTI, but also suggests the survival of these strains in STPs and the environment.

Most students do not have the visual-spatial skills necessary to understand complex microscopic structures and interactions. With the use of 2D-static images to explain these ideas, the fluid nature of the cell membrane and the cell's internal architecture remain mysterious and abstract concepts. Understanding how molecules move across the cell membrane is a crucial threshold concept in biology which students need to master to attain broader and more advanced concepts. This significant intervention was implemented at a time when students are at risk of disengaging. In Week 5 of semester 1, 2017, LFS100 Cell Biology students were rotated through activities in the CAVE2TM and surrounding learning spaces. A 3D-immersive experience was developed to enable students to experience a virtual cell and see water molecules moving into and out of the cell, observe concentration gradients and travel through membrane transport structures (channels). This was combined with a suite of complimentary resources, including a video animation combined with tutor and peer discussions, worksheet and interactive modelling exercises. This blended learning enterprise was developed by the team: Mary Kynn built the 3D interactive simulation; and the teaching activities were developed and run by the biologists - Ann Parkinson, Nicole Reinke, Nicole Masters and Anna Kuballa. An even larger team was required to organise and move students through the activities. A tutorial group of approximately 24 students was escorted to the CAVE facilities by their tutor every 30 minutes. Students then rotated through the three activities: CAVE experience (run by a biologist), worksheet and survey (run by a biologist and research assistant), and video/ discussion (run by their tutor). Twenty-three tutorial groups worked through the activities over two days. Of the 474 students enrolled in LFS100, 403 students (85%) of the cohort engaged with the immersive experience. The implementation of this blended learning initiative had a positive effect on student learning. Students who engaged with the immersive experience and activities were highly successful on subsequent worksheet and final exam questions. Almost all students found it promoted their understanding of this concept, and was an verwhelmingly positive learning experience. This significant intervention was implemented at a time when students are at risk of disengaging. In Week 5 of semester 1, 2017, LFS100 Cell Biology students were rotated through activities in the CAVE2TM and surrounding learning spaces. A 3D-immersive experience was developed to enable students to experience a virtual cell and see water molecules moving into and out of the cell, observe concentration gradients and travel through membrane transport structures (channels). This was combined with a suite of complimentary resources, including a video animation combined with tutor and peer discussions, worksheet and interactive modelling exercises. This blended learning enterprise was developed by the team: Mary Kynn built the 3D interactive simulation; and the teaching activities were developed and run by the biologists - Ann Parkinson, Nicole Reinke, Nicole Masters and Anna Kuballa. An even larger team was required to organise and move students through the activities. A tutorial group of approximately 24 students was escorted to the CAVE facilities by their tutor every 30 minutes. Students then rotated through the three activities: CAVE experience (run by a biologist),worksheet and survey (run by a biologist and research assistant), and video/ discussion (run by their tutor). Twenty-three tutorial groups worked through the activities over two days. Of the 474 students enrolled in LFS100, 403 students (85%) of the cohort engaged with the immersive experience. The implementation of this blended learning initiative had a positive effect on student learning. Students who engaged with the immersive experience and activities were highly successful on subsequent worksheet and final exam questions. Almost all students found it promoted their understanding of this concept, and was an overwhelmingly positive learning experience.

Ever wondered why your celery goes limp, or why you feel a bit parched on a hot day? Water moves into and out of our cells by the process of osmosis. This involves net movement down a concentration gradient, i.e. from an area of high water content (dilute solution) into an area of low water content (concentrated solution). Understanding osmosis is a key concept in cell, tissue, organ and system function in humans, animals, plants, fungi, and bacteria. Conceptualising abstract processes in biology which are occurring at the microscopic level are inherently difficult for many students. Mastery of concepts associated with cell membrane structure and function such as osmosis (as well as diffusion, active transport, concentration gradients, and channel function) is difficult to achieve (Odom & Barrow, 1995). Our project uses an action research approach to develop, deploy and evaluate a suite of visualisation resources in first year foundation course for biomedical science, allied health and associated STEM programs. The first of these resources is an immersive 3D visualisation that engages students in the structure and function of the cell membrane. What you will experience in this session (No biology knowledge is required). Imagine you have been miniaturised down to the level of a cell in your body. Using the 320 degree vista and 3D screens of the CAVE2TM facility, we will take you on a journey into a cell to experience the movement of water by osmosis across a membrane. You will have a similar experience as students learning this concept in LFS100 Cell Biology (including a test!). This will be followed by the opportunity to provide feedback on your experience and to discuss future directions in the space of visualisation in STEM.

Mastery of threshold concepts is paramount to the facilitation of higher order learning and is linked to student retention in science, technology, engineering and mathematics (STEM) disciplines. Conceptualising abstract processes in biology which are occurring at the microscopic level are inherently difficult for many students. One of the core principles of biology is that of the cell - all living organisms (animals, plants, fungi and bacteria) are composed of one or more cells. Everything we (as living organisms) are and do is possible because of the structure and function of our cells. In order to grasp the concept of 'the cell', an understanding of the cell membrane, the outer layer separating what is inside from what is outside, is essential. Student mastery of the concepts associated with cell membrane structure and function (osmosis, diffusion, active transport, concentration gradients, and channel function) has traditionally been shown difficult to achieve (Odom & Barrow, 1995). This project will use an action research approach to develop, deploy and evaluate a suite of visualisation resources in three consecutive service courses for biomedical science, allied health and associated STEM programs. The project will produce transferable resources that can be used and up-scaled into other STEM courses, diagnostic tools to evaluate threshold concepts, and technical guidelines for the production of other 3D immersive visualisations. Evaluation strategies will show if and how immersive stereoscopic 3D visualisation experiences (with associated suite of resources) improves student mastery of threshold concepts and excites interest in biology. This research will contribute to the development of stateof-the-art pedagogy in science. In order to explore the threshold concept and develop the associated visual artefacts we will use diagnostic assessment tools. The Osmosis and Diffusion Conceptual Assessment (ODCA) is a diagnostic test developed and modified by Fisher et al. (2011) from an original diagnostic test, the Diffusion and Osmosis Diagnostic Test (DODT) by Odom and Barrow (1995). The ODCA relies on a student not only getting questions about the concept correct, but choosing a correct reason for their answer. Questions are asked in nine "item pairs" and choice of the incorrect reasoning items can elaborate on misconceptions (Fisher et al., 2011). Based on the format of the ODCA two more diagnostic assessment tools the Active Transporter Conceptual Assessment (ATCA) and the Channel Conceptual Assessment (CCA), will be developed and implemented within this project. This presentation will report on our progress to date on a Commissioned Learning and Teaching Grant - Visualisation - which commenced in February 2016.

Utilisation and adoption of learning enhancing technology is overshadowed by numerous misconceptions and realities. The literature is clear that students like the idea of recorded lectures (Drouin, 2013). Many researchers in tertiary education acknowledge that present day students have increased commitments in relation to both work and family (Albion et al., 2010), and this is one of the reasons cited for the increase in popularity of and expectation of access to lecture recordings (Preston et al., 2010). Students believe that access to lecture recordings has a positive impact on their learning and that they are able to learn just as well using recordings as attending face-to-face lectures (Sloan & Lewis, 2014). Importantly, from a student perspective, the provision of recorded lectures doesn't necessarily equate to non-attendance (Drouin, 2013). The literature confirms that, simply making recordings available, without additional strategies that support and encourage effective usage of those resources does not lead to positive student outcomes (Sloan & Lewis, 2014). We contend that it may be possible that students are simply not utilising the recordings because they are hard to navigate, but also because students may not find them that engaging. The challenges of using lecture recordings is of particular concern for first year (FY) students transitioning into tertiary education and of particular concern at USC where a high proportion of students are first-in-family (ie LFS103: Sem 1, 2016 50 percent) and from a low socio-economic background, which have both been associated with lower rates of completion (Edwards and McMillan, 2015). Compounding our institutional context is the wider problems surrounding STEM. There is a difficulty engaging students with STEM courses particularly where traditional didactic teaching methods are employed, something synonymous with large FY courses (Gasiewski et al., 2012). The situation is compounded by the fact that foundational STEM courses are by nature complex and content heavy, and often the concepts are difficult to conceptualise and comprehend. The overarching aim of this project is to develop a best practice lecture delivery toolbox that caters to both synchronous and asynchronous learners to improve FY STEM student engagement and ultimately success. Through action research the project will uncover the 'when, why and how' students interact with live lectures and lecture recordings, and uncover their views on course content delivery in large content heavy FY service courses. Initially the project focused on two large FY first semester science service courses: Cell Biology (LFS100) and Introductory Biosciences (LFS103), but now includes Human Physiology (LFS112), Systemic Physiology I and II (LFS201, LFS202) and Genes and Diseases(BIM202). This session will outline findings to-date from our 2015 Commissioned Learning and Teaching Grant: FYE, and step the audience through two purposeful and sustainable lecture delivery strategies that support the synchronous and asynchronous learner. The first is a lecture template that helps students package and align the lecture content with their notes and the additional course resources; such as textbook and revision exercises. The second is a demonstration on how-to 'chapterise' the lecture recording to improve student use of this resource.

Escherichia coli and enterococci spp. are common water quality indicators, however they may also be pathogenic carrying several virulence and antibiotic resistance genes. We investigated the population dynamics of these indicator bacteria from 22 different sites during 3 sampling round with 2 weeks interval, along the Brisbane River after the 2010-2011 flood. There was a significantly (P < 0.05) higher numbers of E. coli and enterococci in most sampling sites during the first sampling round than the second or the third sample. In all, 360 E. coli strains were typed using a high resolution biochemical fingerprinting method and grouped into either single (S) or common (C) biochemical phenotypes (BPT). These strains were also tested for 59 virulence genes associated with intestinal and extraintestinal E. coli and 23 antibiotics. Four hundred and ninety-two enterococci spp. were also typed and tested for 6 VGs involved in pathogenesis of enterococci and 15 antibiotics. The obtained results indicated the presence and persistence of certain dominant E. coli and enterococci clonal groups during all three rounds. Two E. coli clonal groups were found to represent 30% of all isolates, with multiple antibiotic resistance and virulence genes. Three enterococci clonal groups were also found to represent over 45% of all isolates with multiple antibiotic resistance and virulence genes.