1. Research Problem My students have problems understanding the flow of genetic information in the cell, which I believe stems from a poor understanding of the structure of DNA.

2. Why is This Important? 1. All of my courses cover the flow of genetic information in the cell. 3. If understand structure of DNA, then can apply it to the concept of gene expression, mutation and genetic disease. 2. Difficult concept for most students

3. Courses/Student Populations Medical Microbiology for Health Student majors (100+ freshmen students/year) General Microbiology for Science majors (20-30 sophomores-seniors students/year) Pathophysiology for Graduate Nursing students (100- 200 MSN & DNP students/year) 1. Campus = 50/year 2. Online = 150/year

4. Research Question(s) 1. What do students understand and misunderstand about the structure of DNA? 2. Do active learning modules based on group work and the use of 3-dimensional models of DNA enhance student's understanding of DNA structure and function? 3. If a gain in the understanding of the structure of DNA is seen, does that result in an increase in understanding of gene expression, mutation and genetic disease?

5. Alignment of Research Questions with Objective Learning Goals Students should: 1.Understand the structure of cellular DNA. a. What do students understand & misunderstand about the structure of DNA? (2 nd week of course) Two-tier questions &/or Minute paper(s ) b. Do active learning modules enhance student's understanding and confidence of DNA structure & function? (8 th week of course) Pre- and post-content test Attitude Survey 2. Apply an understanding of DNA structure to DNA replication, transcription and translation. a.Regular course exams b.Retrospective study