The Toxicologist - Society of Toxicology

ous labs. As a result of positive student comments and the increase in their understanding
of data analysis and graphing, this series of assignments will continue to be
used in future Mammalian Toxicology (BIOL 4670) classes.
1872 UNDERGRADUATE RESEARCH UTILIZING C.
ELEGANS DURING A TOXICOLOGY COURSE.
M. Pomeroy-Black. LaGrange College, LaGrange, GA.
Encouraging undergraduate science majors to pursue graduate school in the field of
toxicology can be a challenge. A toxicological inquiry experiment provides an opportunity
for students to learn about scientific research methods and engage in a
graduate school experience. Because the soil nematode Caenorhabditis elegans is
easily maintained, is hardy and requires little instrumentation, it naturally lends itself
to research with undergraduate students. During one semester, pairs of undergraduate
students in a Toxicology course conducted an inquiry experiment utilizing
C. elegans. They were provided a list of chemicals and broad endpoints from which
to choose. Students were guided as to how to choose a specific endpoint and quantify
it such that the project was feasible within a semester. Prior to beginning the research,
they learned how to handle, transfer and identify the developmental stages
of C. elegans, as well as write a brief literature review of any previous research with
C. elegans and their chosen chemical. They then submitted, and ultimately revised,
a research proposal. At the conclusion of their project, the pairs of students presented
their poster to the campus community at a poster session, to which faculty,
staff and administration were invited. Many community participants chose to contribute
to the evaluation of the posters when provided a grading rubric. The experience
allowed students to participate in the scientific research methods, including a
literature review, research proposal and data analysis. Engaging students in these
types of experiences encourages them to pursue a graduate education in toxicology.
Some of the students involved in this project indicated they were interested in pursuing
an advanced degree in toxicology; all suggested that this project was a valuable
exercise in learning how to “do science.”
1873 DEVELOPING UNDERGRADUATE ENVIRONMENTAL
HEALTH AND TOXICOLOGY CURRICULA WITH
RESEARCH EXPERIENCE OPPORTUNITIES.
B. W. Brooks. Baylor University, Waco, TX.
Though toxicology degree programs are uncommon at the undergraduate level, environmental
health majors represent an area of critical health need in the United
States. For example, the Centers for Disease Control and Prevention report over
90% of the environmental public health workforce has no formal education in environmental
health or public health, approximately 50% of the environmental public
health workforce is eligible to retire within 5 years, and over 12,000 positions in
environmental health remain unfilled. Presently, only 32 undergraduate environmental
health majors are accredited by the National Environmental Health Science
and Protection Accreditation Council (EHAC). Thus, the BS in environmental
health curriculum at Baylor University was designed to meet such accreditation requirements,
includes a number of courses in toxicology and risk assessment, and
represents the second EHAC-accredited environmental health program in Texas, a
state projected to double in population within the next 50 years. In addition to developing
interdisciplinary curricula in toxicology and environmental health, undergraduates
are often integrated in research teams and are required to participate in
off-campus internships. Several innovative strategies implemented at the university
level include First Year Seminars and Engaged Learning Groups for freshmen.
These programs focus on specific topics and increase student retention in the sciences.
As part of recent accreditation efforts for the Southern Association of
Colleges and Schools, Baylor University developed a Quality Enhancement Plan
(QEP) to expand research experience opportunities for undergraduates. This QEP
developed the Undergraduate Research and Scholarly Achievement (URSA) Small
Grants Program, an intramural funding mechanism. URSA funds are commonly
used to offset costs associated with research supplies and travel to scholarly meetings,
incentivizing incorporation of undergraduates in research groups by faculty
mentors, who are recruited and retained with implicit expectations of undergraduate
mentoring.
1874 INTRODUCTION OF UNDERGRADUATE STUDENTS
TO TOXICOLOGY-RELATED ISSUES THROUGH
JOURNALING.
S. M. Ford. Toxicology Program, St. Johns University, Queens, NY.
Undergraduate students who study toxicology have a great interest in learning
about the scope of the discipline and its relevance to their future. Toxicological
problems and events are well-represented in the news; however, the shift of young
adults away from traditional news souces over the past few decades is well-documented.
According to D. Mindich (2005), one way to increase young people’s interaction
with news media is to convey the expectation that they should be conversant
in current events. Journaling, which involves writing and reflection on events
and/or experiences, is a way to integrate student interest in toxicology with active
learning of current events in toxicology. Active learning is a pedagogical technique
which appends thinking and reflection to learning activities. As part of the requirements
for the course “Current Issues in Toxicology” in the B.S. program at St.
John’s University, students keep a journal of toxicology articles appearing in the
news. Guidance is given for selecting sources and format of citations. Rather than
being assigned readings by the instructor, students survey various news sources on
their own and select three items per week. For each article, they write both a summary
and an analysis to develop writing and critical thinking skills. At various times
during the semester students choose articles from their journals to discuss in class.
The journal represents 15% of the final grade and evaluation is based on presentation,
suitability of articles, and quality of summary and analyses. Additionally, students
are expected to use their journals as a source of examples for essay exams.
Benefits of the journals include self-directed exploration of news sources, promotion
of student knowledge of toxicology in the news, personal reflection on toxicological
issues, enhanced writing skills through weekly practice, and development of
critical thinking through analysis and discussion.
1875 TOXLEARN: AN NLM-SOT EDUCATIONAL
COLLABORATION.
P. Wexler 1 , M. Kamrin 2 , B. Eidemiller 3 and S. Ray 4 . 1 Toxicology and
Environmental Health Information Program, National Library of Medicine, Bethesda,
MD, 2 Center for Integrative Toxicology, Michigan State University, East Lansing, MI,
3 Society of Toxicology, Reston, VA and 4 Pharmaceutical Sciences, AMS College of
Pharmacology & Health Sciences, Long Island University, Brooklyn, NY.
ToxLearn is a multi-module online Flash-based presenting the fundamentals of toxicology.
It is a joint project of the Society of Toxicology (SOT) and the National
Library of Medicine’s (NLM) Toxicology and Environmental Health Information
Program, with software development and production support from the Patient
Education Institute. ToxLearn can be used as an undergraduate teaching tool to
supplement course work, to give NLM users better insight into the scientific content
of its databases and, more generally, to educate the public. It is a revision of
NLM’s ToxTutor, which will be phased out when all modules are complete.
ToxTutor’s 3 longer modules will be replaced by 8 or more shorter modules to retain
its full scope while updating and enlarging with new developments in toxicology.
It offers more graphics, interactivity, audio, a printable PDF version and a
process for issuing certificates of completion. ToxLearn incorporates the
International Union of Pure and Applied Chemistry’s Glossary of Terms in
Toxicology and makes frequent use of quizzes. A Steering Team of toxicologists and
representatives from SOT and NLM are responsible for creating the content.
Module I (Introduction to Toxicology and Dose Response) was extensively beta
tested and became publicly available in January 2010, and has been very well received
by users since then. Additional modules are in development.
1876 SO YOU WANT TO START A TOXICOLOGY GRADUATE
PROGRAM?
A. de Peyster. Graduate School of Public Health, San Diego State University, San
Diego, CA.
Lessons learned about creating a toxicology graduate program are offered for those
considering the challenge. Discussion addresses objectives, approaches, key findings,
and other implications Important keys to success in our case were people with
great interest and determination, appropriate expectations, and flexibility to address
changing student demographics and need for education and skills training in specific
areas. Because of some circumstances unique to the author’s institution, discussion
focuses on master’s level programs, but basic principles can also be applied
to doctoral studies. Benefits and challenges of affiliation with a school of public
health are also explained along with tips for success applicable to other academic
settings. Perceived need had already been identified before the author was recruited
to develop a full curriculum. Realities were a different matter, however, and determined
how the curriculum was oriented initially and evolved later. A critical mass
of human resources was also identified during the initial years. Participation by
other toxicologists in the region greatly enhances a program. As lab equipment was
collected and campus lab spaces were being renovated, including a small vivarium,
early students expected to gain proficiency in basic toxicology lab skills could be accommodated
in other locations. Students always benefit from exposure to research
in other campus or industry laboratories with different state-of-the art equipment.
Core classes, lab and thesis requirements may be standard, but every student’s needs
SOT 2011 ANNUAL MEETING 401