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Abstract One challenge in the teaching of immunology is the complexity of the subject. Immunology presents a long list of unique cells, signaling molecules, receptor-ligand interactions, regulatory mechanisms, developmental pathways, and outcomes that can feel burdensome to instructors and unapproachable to students. The beauty of this subject, however, is that these unique features interact in networks that parallel those in other biological fields. Visualizing the interactions between tissues, cells, and molecules of the immune system and their outcomes can promote immunological literacy and a broad understanding of biological systems. Cell Collective (cellcollective.org) is an open-access, approachable software system that allows students and researchers alike to build models and perform simulations of biological processes. Students can use this interactive platform to probe cell-cell interactions, signaling pathways, metabolic networks, etc. while building systems thinking and computational skills, which are critical for success in STEM fields. After building models, real-time simulations can be run to visualize and understand the dynamics of the biological system under conditions of environmental pressure, disease, mutation, etc. Instructors can assess student knowledge by building assessments into modules in a formative or summative manner. Because it is free, user-friendly, and offers a host of pre-built training, educational and experimental modules, Cell Collective is ideally suited for use in all types of educational settings. Supported by a grant from the NSF (RCN-UBE) 2120806 

Not AvailableThe building and simulation of biological models is a valuable skill that can deepen student knowledge and promote systems thinking. Signal transduction networks are complex biological communication systems that regulate many interactions between an organism and its surrounding environment, creating dynamic behaviors. Bacterial chemotaxis exemplifies the basic principles of signal transduction and demonstrates core biology concepts like feedback inhibition, systems, and transfer and utilization of information. This system is ideal for learning about modeling. It contains a small number of components while still demonstrating key aspects of signal transduction: how an environmental signal is received and translated into a mechanical behavior and how feedback loops give rise to nonlinear dynamics. Using Cell Collective, we developed a model- and simulation-based lesson to help students grow their computational modeling skills while developing knowledge of these core concepts. Cell Collective and the lesson design allow students to build and simulate a model without extensive background knowledge of the technology or computer programming. It also targets common student misconceptions about the features of complex systems like emergent behaviors and randomness. The lesson contains all resources, assessment questions, and instructions needed for teaching signal transduction and having students practice modeling and system thinking. 

This study provides practical suggestions for the features to be prioritized in spending limited resources to create and improve educational technology like Cell Collective. The results suggest a need to prioritize features improving the learning rather than the teaching side to motivate instructors more effectively to adopt and use the technology. 

Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.