Tag Archives: Mike Wiser

Another Birthday Haiku

As I said in my last post, I just celebrated my 60th birthday with lots of friends and family. Several folks produced new artistic works, including two lovely haikus that celebrate the E. coli long-term evolution experiment.

Here’s one from Mike Wiser, who did his doctoral research on the long-term lines. A highlight of his work was a paper showing that fitness trajectories in these populations tend to follow a power law, which has no upper bound, rather than an asymptotic rectangular, as I had previously assumed.

Living things adapt.
Evolution keeps going.
No peak yet in sight.

 

Power law prediction, 2013

[The power-law model (blue) predicts future fitness gains much more accurately than does the hyperbolic model (red).  Image modified from Wiser et al. (2013, Science 342: 1364-1367) and shown here under the doctrine of fair use.]

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Evolution Education in Action

This entry is a guest post by my MSU colleague Jim Smith. Jim is one of the PIs on an NSF-supported project to develop Avida-ED as a tool for learning about evolution in action and the nature and practice of science. (Besides Jim’s work with Avida-ED, many readers will be interested in Evo-Ed, a project where he and colleagues have developed teaching and learning materials organized around six case studies of evolution that integrate knowledge of the genetic, biochemical, physiological, and ecological processes at work.) Here is Jim’s report on the Avida-ED professional-development workshop that was recently held here at MSU.

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This past week, we had the pleasure of working together in a 2.5 day workshop with a group of biology faculty from across the country who are interested in evolution education.  As a part of our work in the NSF-funded Active LENS project, and as members of the BEACON NSF Science and Technology Center at Michigan State, our focus in this workshop was finding ways to incorporate the digital evolution software program, Avida-ED, into Biology course offerings.  Avida-ED allows students to understand evolution as an empirical science, where things can be studied and discovered via manipulative experiments, rather than solely as an historical science consisting mainly of observation and deep inference.

This Active-LENS Workshop brought together 20 biology teaching faculty over the course of 2.5 days to build lessons for their courses that incorporate Avida-ED.  On Day 1, we heard presentations from: Rob Pennock, who outlined what Avida-ED is, how it came to be, and why it is important; Rich Lenski, who introduced the group to his 28-year 65,000 generation long-term experimental evolution project and also described how the research platform, Avida, was used to evolve organisms with complex features; and Charles Ofria, who gave us a tour under the hood of Avida-ED, showing us how the program works on a computational level.

Avidian replicating

An Avidian and its offspring (with mutations) in Avida-ED.

In between these presentations, workshop participants were introduced to a new browser-based version of Avida-ED that is in its final stages of development.  Software developer Diane Blackwood is now “squashing bugs” in this beta version of Avida-ED (3.0), which will be released later this month.  Jim Smith then led the workshop participants through three hands-on exercises that allowed them to see first-hand how Avida-ED could be used in an educational setting to address specific misconceptions that students have about evolutionary processes.  For example, some students think that selection causes the mutations that are advantageous, so one exercise explores whether mutations that confer a beneficial trait arise sooner when selection favors the mutation than when it does not. We also introduced the participants to some independent research projects that our Introductory Cell and Molecular Biology students carried out using Avida-ED.

On Day 2, participants started on their journeys to develop their own Avida-ED lessons and spent most of the day doing so.  This was perhaps the most interesting and challenging part of the workshop, given that the participants came to us from a wide range of institutions and instructional settings.  Thus, each participant had his/her own set of opportunities and challenges to consider during the lesson planning sessions.

In conjunction with, and in between, bouts of lesson planning, Jim Smith introduced participants to and/or reminded them about how to use backward design to plan instruction.  In addition, Mike Wiser presented data showing how he has been using Avida to study fundamental research questions in evolutionary biology, and also presented results of research he has been doing as a member of our team to study impacts of the use of Avida-ED in educational settings.  Moshe Khurgel, who participated in last year’s Active-LENS workshop, described his Avida-ED implementation at Bridgewater College (VA) this past year, and provided the participants with a great set of tips and things to consider as they developed their own curricular pieces.  Louise Mead rounded out the set of presentations on Day 2 by providing participants with some basics on how to assess student learning, and how the work done by the participants would fit into the overall Discipline Based Education Research (DBER) goals of the Avida-ED team.

The big payoff came on Day 3, when each participant team presented their ideas for implementation of Avida-ED into their courses.  These were great! Projects that were presented ranged from the use of Avida-ED in a case-based framework utilizing oil spill remediation to explore how (and when) genetic variation arises in populations (Introductory Cell and Molecular Biology, Kristin Parent and Michaela TerAvest, Michigan State), to using Avida-ED to explore concepts in phylogenetics and compete organisms directly against each other in a March Madness framework (300-level Microbiology Lab, Greg Lang and Sean Buskirk, Lehigh University), to using Avida-ED to explore environmental effects on species diversity (300-level Ecology course, Kellie Kuhn and David Westmoreland, Air Force Academy). Many other creative and innovative ideas were presented by the other participants.

Events such as this 2.5 day workshop are true highlights of an academic life. Working with dedicated faculty who are motivated and energized by the prospect of creating excellent learning experiences for their students is a real pleasure.  It also gives one hope for the future of American science.

The best news is that we will be doing this 2.5 day workshop again next year. Sound like fun? If so, give one of us a shout (I’m at jimsmith@msu.edu), and we’ll see what we can do to have you join the group in the summer of 2017!

— Jim Smith

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A Day in the Life of …

Today was a great day – busy and wonderful. Pretty typical, I’m happy to say, though a bit busier than usual but all of it great.

Woke up to beautiful Spring day in East Lansing and walked 1.7 miles to work at MSU.

Did the usual email stuff.

Worked on getting ready for teaching for a class on evolutionary medicine taught by my colleague Jim Smith. Today’s focus will be the paper by Tami Lieberman et al. on the evolution of Burkholderia dolosa in cystic fibrosis patients during an outbreak in Boston. Last night I re-read the paper for the umpteenth time, and I still enjoyed it. Today I organized a series of questions for the students – a very interactive and smart group – around three parts.

Part I: Some background about CF, the inheritance of this disease, the frequency of the disease, how that frequency allows one to estimate the frequency of carriers, why the allele might be so common (not understood), side questions about sickle-cell anemia and why it’s so prevalent, and why, if it’s inherited, the paper we read is all about infections.

Part II: Preparing slides so we could work our way, figure by figure and panel by panel, through all of the main points in Lieberman et al.  (Reminder: Explain to students how scientific papers are often written around figures.  Once the figures and tables are there, then start on the results, etc.)

Part III: Follow up questions about the paper, the system, the interface of epidemiology and evolutionary biology, prospects for the future of this field and the students’ careers (most in this class are premed, many with a research bent), etc. And whatever questions they might want to ask of me.

Sometime in the middle of doing all that: Chatted with second-year grad student Jay Bundy, who is reading some of Mike Travisano’s terrific earlier papers on the LTEE. Specifically, why do we sometimes express fitness as a ratio of growth rates (measured in head-to-head competitions) and sometimes as a difference in growth rates?

Also in the middle of doing all that: Had phone conversation with former Ph.D. student Bob Woods, now also an M.D. specializing in infectious disease, about a faculty job offer he has (congrats, Bob!), some of the issues he needs to clarify or negotiate, and some of the amazing work he’s now doing on the population dynamics and evolution of nasty infections.

Email from grad student Mike Wiser that our paper, submitted to PLOS ONE, has been officially accepted. We had posted a pre-submission version at bioRxiv – now it’s gone through peer-review and revisions and is accepted for publication. Congrats, Mike!

Got a draft of the fourth and final chapter of Caroline Turner’s dissertation. The first three chapters are in great shape. Congrats, Caroline! With teaching looming, I had only time to review the figures, tables, and legends on this one, and made some small suggestions. On to the text tomorrow … It’s a beautiful body of work on two fascinating aspects of the interplay between ecology and evolution that have emerged in the LTEE and another evolution experiment that Caroline performed. Stay tuned for these papers!

Took a phone call from an MSU colleague who has friend with a child in high school who is interested in microbiology, who is visiting MSU, and who wanted to see the lab. Yikes, I gotta run teach! But postdoc Zack Blount kindly agreed to give a guided tour as I headed off to teach.  Thanks, Zack!

Beautiful day continues as I walk to teach in another building. Touch base with Jim Smith about what I plan to cover.

Two straight hours of teaching (one 5-minute break) in an overly hot room. Almost all of it interactive, with me asking questions and the students conferring in small groups and then responding. Very interactive, very bright students! The two hours were nearly up, with little time for my third, post-paper set of questions. But all of the students stayed (despite the beautiful weather, hot room, and the dinner hour at hand) an extra 15-20 minutes for a couple of my questions and some great ones from them about the LTEE and the future prospects for microbial evolution in relation to medicine.

It’s 6:20 pm: I’m mentally exhausted but equally invigorated. Beautiful Spring day continues as I walk home. I’m greeted by our lovely hound, Cleopatra. Exercise and feed her. Then an even more lovely creature, Madeleine, returns home and I greet her.

Check email before dinner. Find that paper with grad student Rohan Maddamsetti and former postdoc Jeff Barrick has been provisionally accepted, pending minor revisions, at Genetics. We posted a pre-submission version of that paper, too, at bioRxiv. Though we still need to do some revisions, I think it’s fair to offer congrats to Rohan and Jeff, too!

Time to crack open a bottle of wine and have some dinner. Fortunately, some of the pre-packaged dinners are pretty tasty and healthy, too, these days ;>)

Refill wine glass. Sit down and start to write a blog on a day in the life of …

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