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Viewing: BIT 479 / BIT 579 : High-Throughput Discovery

Last approved: Thu, 08 Mar 2018 09:01:38 GMT

Last edit: Wed, 07 Mar 2018 14:39:57 GMT

Catalog Pages referencing this course
Change Type
Major
BIT (Biotechnology)
479
032546
Dual-Level Course
Yes
579
Cross-listed Course
No
High-Throughput Discovery
High-Throughput Discovery
College of Agriculture and Life Sciences
Biotechnology (11BIT)
Term Offering
Spring Only
Offered Alternate Years
Spring 2018
Previously taught as Special Topics?
Yes
1
 
Course Prefix/NumberSemester/Term OfferedEnrollment
BIT495/595Spring 201712
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded with S/U option
2
8
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2
Laboratory5
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Carlos Goller
Teaching Assistant Professor
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1818NoNA
Laboratory1818NoNA
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Prerequisite: BIT 410 or 510

Is the course required or an elective for a Curriculum?
No
In this eight-week lab module, participants will be introduced to high-throughput (HT) discovery science and the underlying quantitative biology skills necessary for robust assay design. Participants will learn modern high-throughput screening approaches that will prepare them to design, validate, and perform cutting-edge screens. Different HT approaches will be discussed using authentic case studies and critical thinking scenarios based on published studies. Essential quantitative biology skills for the design and analysis of HT discovery science will be emphasized and tested regularly using "biomath" quizzes. The power of automation and robotics will be highlighted and hands-on experience with a liquid handler and the software used to operate it will be routine in the lab sessions. Participants will also be exposed to novel high-throughput approaches through discussions of new technologies and guest speakers who are experts in the field. Students will not receive credit for both BIT 479 and BIT 579.

High-throughput approaches are used by biotechnology and pharmaceutical companies to screen numerous compounds or conditions and now include high-throughput sequencing and synthesis. High-throughput approaches are also being used in research and government labs to enable discovery.  This course has a substantial quantitative biology component to prepare students for analysis and validation of high-throughput experiments. In lab, students work with a liquid handler to learn how to create scripts for common applications and learn about the limitations of miniaturization and automation. Skills in programming robotics equipment, quantitative biology, and logical reasoning are important skills for modern molecular biologists. 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of SciencesBetty GardnerGenetics thiks that these classes are fine and do not overlap significantly with courses we currently offer
College of SciencesJon OlsonMicrobiology has no concerns with BIT479.579 or BIT 480/580 overlapping any of our existing courses. I hope this has not caused any delay in course approval, I assumed no reply meant no concern.
Dr. Goller will be teaching this as part of his teaching semester requirements. The course has an in-lab section, which requires use of instrumentation in the biotechnology program. In addition, it will require the purchase of reagents to perform such experiments that are covered by BIT and a dedicated classroom and lab space.

Participants in the high-throughput discovery course will appreciate the potential and current applications of high-throughput methods in modern molecular biology.

Students in high-throughput discovery will understand how quantitative biology skills are essential for the experimental design and data analyses of high-throughput discovery experiments.

Participants will appreciate the importance of automation and robotics in high-throughput scientific discovery.


Student Learning Outcomes

II. LEARNING OUTCOMES


Upon completion of the course, participants will be able to:



  • Describe in detail the goals, methodology, and results of a published high-throughput or high-dimensional screen (HTS).

  • Use a software tool to analyze HT data (Gen5, CellProfiler and CellProfiler Analyst, Prism/Excel/JMP).

  • Given a list of reagents and a defined goal, design a HT screen script for the epMotion 5075TC liquid handler.

  • Maintain a database and electronic lab notebook (ELN) for a HTS.

  • Discuss and evaluate several myths about HTS.

  • Define and calculate Z-factors.

  • Diagram a screen that was presented and provide experimental alternatives/modifications.


Learning Outcome for BIT 579 (Graduate) Students:


Develop a case study using a HT approach and authentic data set.


Evaluation MethodWeighting/Points for EachDetails
Lab Report20Undergraduate - see syllabus for description
Other10Undergraduate - Case Studies - see syllabus for description

Case Studies: Selected case studies based on authentic high-throughput discovery science have been developed for this course. These case studies will expose participants to published high-throughput approaches that have resulted in scientific progress and novel discoveries. Case studies will be discussed in class and presented as mini-lectures and accompanied by “guiding” worksheets and/or “clicker” questions. You will be able to work on these as a team, but individual answers to discussion questions must be submitted for full credit.
Quizzes10Undergraduate - see syllabus for description
Other10Undergraduate - Screen Summary/Diagram - see syllabus for description
Oral Presentation15Undergraduate - see syllabus for description
Lab assignments10Undergraduate - Electronic Lab Notebooks (ELNs) - see syllabus for description
Final Exam15Undergraduate - see syllabus for description
Lab assignments10Undergraduate - Final Lab Practical - see syllabus for description
Lab assignments20Graduate - lab Practical - see syllabus for description
Other10Graduate - Case Studies - see syllabus for description
Quizzes10Graduate - see syllabus for description
Other10Graduate - Screen Summary/Diagram - see syllabus for description
Oral Presentation10Graduate - see syllabus for description
Lab assignments10Graduate - Electronic Lab Notebooks (ELNs) - see syllabus for descriptoin
Final Exam10Graduate - see syllabus for description
Lab assignments10Graduate - Lab Practical - see syllabus for description
Project10Graduate - Final project for graduate students - see syllabus for description
TopicTime Devoted to Each TopicActivity
See Syllabus for detailed topic outline
mlnosbis 9/13/2017:
1) Suggest consultation with College of Sciences. Instructor's (Dr. Goller) hiring department is Biological Sciences, so Sciences should be aware of the course even thought it will be offered in CALS. Contact Dr. John Blondin (blondin@ncsu.edu) to facilitate consultation, then paste consultation summary in the consultation summary field of the CIM form.
2) Student learning outcomes need revision. It is confusing to designate "Specific Learning Outcomes;" if those apply to all of the students, they should just be listed as the learning outcomes. The audience for those specific outcomes is unclear. It does make sense to designate a specific learning outcome for graduate students, though.

pjharrie - 9/12/2017 - there don't seem to be any course objectives/goals listed. Based on the grading scheme, it appears that this course is only 10% difference between the grad and ugrad portions; although I don't know what the amount is, this seems like a pretty minimal difference. As the project sounds like a pretty big deal, I'd suggest making that worth considerably more and reducing some of the other components.

mlnosbis 11/8/2017: Most comments have been addressed, but there are still no course objectives or goals listed on the syllabus or the CIM form. Please add course goals to both locations. Also, the syllabus has been updated to remove "Specific learning outcomes" but the CIM form has not been updated to match. Please update the CIM form to match the revised syllabus.

ABGS Reviewer Comments: 11/15/2017:
-It looks like all comments have been addressed. No other concerns.
aeherget (Wed, 30 Aug 2017 17:53:38 GMT): AECHH: Updating Credit/Contact hours to 2 lecture contact hours per conversation with the instructor 8/30/2017. Lab is non-self contained.
aeherget (Thu, 07 Sep 2017 17:45:14 GMT): AECHH: Updating description and uploading updated syllabus at instructor's request via email 9/7/2017.
sedought (Tue, 07 Nov 2017 21:59:47 GMT): We contacted Jane Lubischer in the COS for approval. She had Betty Gardner and Jon Olson review our courses. Here are there comments: Hi All, Genetics thiks that these classes are fine and do not overlap significantly with courses we currently offer. Best, Betty HI Sabrina, Microbiology has no concerns with BIT479.579 or BIT 480/580 overlapping any of our existing courses. I hope this has not caused any delay in course approval, I assumed no reply meant no concern.
sedought (Tue, 07 Nov 2017 22:08:13 GMT): Comment from the instructor to address concerns from above: The graduate project for the eight-week High-throughput Discovery course consists of designing a case study that teaches a naïve audience about the use of high-throughput technologies in molecular biology. Graduate students are given case study examples throughput the course and a rubric for the elements that are required for submission of a case study to the National Center for Case Study Teaching in Science, University at Buffalo. The detailed rubric and examples help students craft a case study using a format that they are familiar with on a topic of interest. The graduate project is worth 10% of the grade and this takes into account the amount of time students are expected to devote to the creation of a case study and the number of other grade items in the course for graduate students.
Key: 15704