Michael Klymkowsky - Professor

Germ layer specification, educational assessment & reform

The Sox Axis:  Embryogenesis is based upon the interplay between maternally established asymmetries and inductive interactions.   Our current work focuses on the role of Sox-type transcription factors in both processes.  The Soxs form are a large and evolutionarily conserved family, many of which antagonize β-catenin-mediated Wnt signaling.  In Xenopus, maternally suppliedSox3 acts to maintain ectodermal and suppress mesendodermal formation through negative regulation of Nodal expression and positive effects on genes whose products inhibit Nodal signaling.  Maternally supplied Sox7, and zygotically expressed Sox18 induce Nodal and are required for cardiovascular and hematopoetic differentiation.

Mesoderm specification: Mesoderm is formed through inductive interactions between endoderm and ectoderm, and leads to the generation of a migratory cell population. Later, the neural crest, another migratiory cell population (and recently referred to as the fourth germ layer of vertebrates) is formed through interactions between mesoderm and ectodermal cells.  In our studies, we have found that the zinc-finger transcriptin factor Slug and the bHLH transcription factor Twist are regulated for mesoderm formation.  Both Slug and Twist are regulators of epithelial mesenchymal transition, apoptosis, and metastasis in epithelial-derived cancers.

In a recent series of studies, we have found that Slug acts as part of a conserved regulatory network, together with NFkB, a widespread regulator of cellular response to inflammation.

Learning Assessment leading to course & curriculum reform:  The ability to objectively measure learning is key to designing courses and curricula, evaluating teaching methods, and recognizing and addressing student misconceptions and learning deficits.  Without objective assessment, teaching is often ineffective, fragile and superficial.

That education in the biological sciences is currently ineffective is suggested by the wide-spread support among high school teachers for the teaching of creationism and the popularity of ineffective "alternative therapies" among the general public.  Students are commonly taught to believe in evolutionary processes, rather than understand them.

We are building the Biology Concept Inventory (BCI), an instrument designed to measure student understanding of basic biological concepts.   We are also exploring a number of approaches to generate more interactive learning experiences.  These include variations on conventional testing strategies, as well as tutorials and virtual laboratories.

We are part of a vibrant science education community at UC Boulder that includes the Learning Assistant (LA) program, whose goal is to recruit the best students into K-12 teaching.