Australian Biochemist - The Magazine of the Australian Society for Biochemistry and Molecular Biology Inc - the Australian Society for ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Australian Biochemist The Magazine of the Australian Society for Biochemistry and Molecular Biology Inc. August 2020, Volume 51, Number 2 ISSN 1443-0193 VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 1
Table of Contents
3 Editorial Committee
4 From the President
6 ASBMB 2020 Meeting: Education Symposium and Research Symposium
9 Australian Biochemistry Lunchtime Seminar Series
10 Special Education Feature: Focus on Remote Teaching
Editorial: COVID-19 Hits Our Classes!
Student Perspectives
Apart, Yet Together: COVID-19 Chat Camaraderie
Enhancing Engagement by Building Relationships and a Sense of Community in an Online Biochemistry
Course
Re-establishing a Sense of Community Online: Lessons Learnt from the Sudden Migration Online During
COVID-19 Restrictions
Maintaining the Chemistry Foundations for Our Future Biochemists: Our COVID-19-driven Curriculum
Transformation
Engaging Biochemistry Students through Technology, Case Studies and Individualised Assignments
From Desk to Dining Room: My Transition to Lecturing in the Time of Pandemic
Engaging the Online Biochemistry Student in Asynchronous, Flexible Learning Activities
The Challenge of Asynchronous Problem-based Learning Online
The Fast and the Curious: Taking a Capstone Unit Online in Record Time
Effectively Teaching Biochemistry Practicals via Simulations in the Absence of Face-to-face Instruction
CoVideo-19: Moving a Biochemistry Laboratory Online
All You Need are Grades. Grades are All You Need…
32 Publications with Impact
Life in the Lysosome: Using and Abusing the Host
A Complex Consortium of Complex I Construction
The First Cut is the Deepest
Flow Directs Form: a Novel Role for the Cadherin FAT4 in Shaping the Lymphatic Vasculature
Failure of a DNA-protective Clamp is the Cause of Fanconi Anaemia
40 SDS Page
Remaining FOCUSed at Home
Making Peace with Uncertainty… and Getting Your PhD Done, Too
43 Competition: COVID-19
44 Off the Beaten Track
Programming, Pythons and Policy
47 Nominations for 2021 ASBMB Awards and Medals Front Cover
50 Great Expectations Documenting
Happiness in My DNA key techniques –
recording practical
54 Cell Architecture: an ASBMB Special Interest Group
processes for the
55 Intellectual Property online world.
What the Current Pandemic Teaches Us About
Image courtesy of
the Value of an Intellectual Property System Brett Drummond,
58 Honours for ASBMB Members MStranslate.
59 Election of 2021 ASBMB Council
59 Annual General Meeting of the ASBMB
60 New ASBMB Members The Australian Biochemist
Editor Tatiana Soares da Costa
62 Our Sustaining Members Editorial Officer Liana Friedman
68 ASBMB Council © 2020 Australian Society for Biochemistry
and Molecular Biology Inc. All rights reserved.
69 Directory
PAGE 2 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020
Australian Biochemist Editorial Committee
Editor Editorial Officer
Dr Tatiana Soares da Costa Liana Friedman
Department of Biochemistry and Email: liana.friedman@monash.edu
Genetics
La Trobe Institute for Molecular
Science
La Trobe University
Bundoora VIC 3086
Email: editor@asbmb.org.au
Phone: (03) 9479 2227
Dr Doug Fairlie Dr Sarah Hennebry
Olivia Newton-John Cancer FPA Patent Attorneys
Research Institute and La Trobe 101 Collins Street
University Melbourne VIC 3000
Heidelberg VIC 3084 Email: sarah.hennebry@
Email: doug.fairlie@onjcri.org.au fpapatents.com
Phone: (03) 9496 9369 Phone: (03) 9288 1213
Joe Kaczmarski Associate Professor Tracey Kuit
Research School of Chemistry School of Chemistry and Molecular
Australian National University Bioscience
Canberra ACT 0200 University of Wollongong
Email: joe.kaczmarski@ Wollongong NSW 2522
anu.edu.au Email: tracey_kuit@uow.edu.au
Phone: (02) 4221 4916
Dr Erinna Lee Dr Nirma Samarawickrema
La Trobe Institute for Molecular Department of Biochemistry and
Science and Olivia Newton-John Molecular Biology
Cancer Research Institute Monash University
Heidelberg VIC 3084 Clayton VIC 3800
Email: erinna.lee@latrobe.edu.au Email: nirma.samarawickrema@
Phone: (03) 9496 9369 monash.edu
Phone: (03) 9902 0295
Dr Gabrielle Watson
Monash Biomedicine Discovery
Institute
Monash University
Clayton VIC 3800
Email: gabrielle.watson@
monash.edu
Phone: (03) 9902 9227
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 3
From the President
Well, I am seeing fewer loaves of
sourdough on Twitter these days.
Which is a good thing because it
means I can feel less guilty about
buying the stuff from a bakery.
Sourdough aside, 2020 continues to be a big outlier in On the other hand, the Federal Government’s treatment
the lives of all of us. Amongst everything, one thing that of the higher education sector this year does not seem, to
I have found very interesting is the way that so many me at least, to reflect this apparent respect for the body
researchers at universities and institutes have turned of scientific data that is the direct result of the training of
at least part of their attention to addressing SARS- students in STEM disciplines. The recently announced
CoV-2 – either directly or indirectly. I saw a list at one (well, announced in a very small font between the lines)
major university of all the academics who were devoting reduction in support for STEM courses that will reduce
attention to this issue – it ran to at least 150 separate the cross-subsidisation of research from teaching is a
projects. And one of the most interesting observations major change that seems likely to have a significant
was that medical and biomedical research made up far impact on the way universities are able to operate. In
fewer than half of that total. There were studies centred this regard, we keenly await the outcome of current
in the humanities, business, architecture – just about discussions between university Vice-Chancellors and
every field of academic endeavour represented on the the Government on possible changes to the costing
campus. model for research funding.
Although the cynic could interpret that pivot as Our current system in Australia differs significantly
opportunism, to me it really epitomised the value of from places like the UK and New Zealand, in that those
universities as institutions of scholarship – that here countries fund the full cost of research when they award
is a reservoir of smart people who are trained to think competitive grants (to my knowledge). In contrast, as
innovatively and who, when an extraordinary situation colleague Mitchell Guss pointed out to me many years
like this arrives, are able to say, “You know, the skills ago (to my consternation at the time), every time an
we have honed in the field of X over recent years could university gets a research grant in Australia, it loses
potentially be valuable if we turn our attention to aspect money. While that slightly pessimistic view doesn’t
Y of the crisis.” My own lab has looked to contribute, and account for long-term gains (to ranking, reputation,
it really has made me feel quite proud that they have etc – which are very hard to account for quantitatively)
temporarily put aside their own projects to turn their that result from the research grant, it is unambiguously
talents to something of such pressing need. Whether or true in the short term and one of the reasons that
not a major breakthrough comes from our own work, I universities have looked to international student fees in
hope they will be able to look back and appreciate that recent years. We shall see what transpires from these
their abilities allowed them to get in and try to make a latest discussions.
difference at a time of urgency.
Conferences
Science, universities and the government Since April, we have been thinking hard about what
On that note, I wrote in the April 2020 issue that it would we can provide to the membership in 2020, now that
be interesting to see whether COVID-19 results in any ComBio2020 has been shifted to 2022. Here is what we
substantial shift in the attitude of the government and have come up with.
the public towards basic research. In general, it seems On 29 and 30 September this year, we are going to
that the Federal and State Governments in Australia hold two back-to-back half-day online meetings in
have paid fairly close attention to what their science/ Zoom. One will be an Education Symposium (Tuesday
medical advisors have told them, which is heartening. 29 September) – organised by the Education Special
That seems to have not so much been the case in some Interest Group – that will be focused on remote
other countries – I think we can be grateful that we teaching, with the intention of having academics share
aren’t facing the 74,000 new daily cases that we are their experiences of the great 2020 online teaching
seeing in the USA as I write this piece. experiment. What is working, what isn’t, what have we
PAGE 4 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020
From the President learned? Everyone is invited to submit an abstract by have even earned bubble status in the eyes of our trans- 17 August to talk about their experiences this year. I Tasman colleagues, and I imagine many people might think it will be a fascinating session and I hope people be keen for a bit of travel by then. Our other planned share the things that didn’t work as much as the things event for 2021 is the expanded East Coast Protein that did. Meeting – so we will be keeping a keen eye on domestic The second day (Wednesday 30 September) will be a travel arrangements in the coming months. Research Symposium – organised by Tatiana Soares da Costa and our steadfast State Representatives – In summary that will provide an opportunity for us to hear from a I’d like as usual to thank the ASBMB Executive, State couple of plenary speakers, with Professor Glenn King Representatives, Council members and the National (University of Queensland) already confirmed, and from Office for all their work in shaping and running ASBMB the winners of the 2020 ASBMB awards. – it truly is a team effort. Neither of the symposis will have a registration fee Please let me know if you have questions, comments and I strongly encourage you to attend virtually to get or suggestions for the Society. I am keen for us to play involved in the community and to hear some great talks. as strong a role as we can in supporting and promoting Regarding 2021, the planning for the November Biochemistry and Molecular Biology in Australia – and FAOBMB Congress in Christchurch ploughs on – with your input as members plays a valuable part in shaping the organisers trying to think flexibly about the meeting. that role. I’m not sure what the chances are that speakers from Finally, I’d like to remind you that nominations for the the USA, for example, will be able to enter New Zealand full range of ASBMB awards are open for 2021 – get even by then, so the meeting might well be a blend in and nominate someone – or twist someone’s arm to of online and face-to-face. That’s already old hat for nominate you! anyone involved in education now, so hopefully we will Joel Mackay still be able to have a strong meeting – Australia might President, ASBMB VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 5
ASBMB EDUCATION SYMPOSIUM
Teaching Remotely: Sharing Practice
Tuesday 29 September 2020
10:30 – 14:30 AEST Online
Photo: Chris Montgomery on Unsplash.
The COVID-19 crisis has challenged educators around the globe to continue
to support teaching and learning. It has been a time of significant learning
and innovation. Teaching Remotely: Sharing Practice provides a platform for
educators and students to share their insights and experiences to recognise good
practice and to transform the student learning experience as we move forward.
Participants will hear from students and educators through expert presentations,
panel discussion and interactive workshop sessions designed to allow educators
to reflect on their teaching and learning practice.
The themes of the symposium include innovative approaches to online
biochemistry practical teaching, online assessment strategies, synchronous active
learning tutorials or approaches to live lectures.
KEYNOTE SPEAKER
We are pleased to advise that the Opening Address, The new normal in science
teaching: blended learning for 21st century graduates, will be given by
Professor Elizabeth Johnson, Deputy Vice-Chancellor, Education, Deakin
University.
MORE INFORMATION
www.asbmb.org.au/education/education-symposium
PAGE 6 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020
ASBMB EDUCATION SYMPOSIUM Teaching Remotely: Sharing Practice Tuesday 29 September 2020 10:30 – 14:30 AEST Online CALL FOR SUBMISSIONS The Program Committee invites members of the ASBMB community to submit an abstract to present their practices. We invite submission for: 1. Short-form presentations (8 min) and Q&A (5 min) should address the following points: - Educational challenge(s) addressed - Actions taken to address the challenge(s) - Evidence of what you learnt - Next steps and future actions 2. Workshop sessions (25 min) and Q&A (5 min). The sessions should comprise an interactive format that encourages active participation and interaction with the workshop attendees. Ideally, the workshops will showcase ideas that other members, especially those who are currently transitioning to online teaching, could readily adapt and use in their own online delivery. KEY DATES Abstract Submission Deadline 24 August 2020 Notice of Acceptance 1 September 2020 Registration Deadline 25 September 2020 CONTACTS Chair Nirma Samarawickrema, Monash University nirma.samarawickrema@monash.edu Organising Committee Matthew Clemson, University of Sydney Amber Willems-Jones, University of Melbourne Maurizio Costabile, University of South Australia Tracey Kuit, University of Wollongong VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 7
ASBMB RESEARCH SYMPOSIUM Wednesday 30 September 2020 10:00 – 16:00 AEST Online Please join us to celebrate and hear presentations from our 2020 ASBMB award winners and invited plenary speakers. Registration is free for this special online event. CONFIRMED PLENARY SPEAKER Professor Glenn King, Institute of Molecular Bioscience, University of Queensland Deadly cures: a spider-venom peptide for treating ischemic injuries of the heart and brain MORE INFORMATION www.asbmb.org.au/meetings/asbmb-2020/research-symposium CONTACTS Chair Tatiana Soares da Costa, La Trobe University editor@asbmb.org.au Organising Committee Melissa Pitman, SA Pathology and University of South Australia Kate Brettingham-Moore, University of Tasmania Kate Quinlan, University of New South Wales Benjamin Schultz, University of Queensland Dominic Ng, University of Queensland Monika Murcha, University of Western Australia Erinna Lee, La Trobe University and Olivia Newton-John Cancer Research Institute PAGE 8 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020
Join Us From Your Office Australian Biochemistry Lunchtime Seminar Series Mondays 12 noon AEST Upcoming Speakers 3 August Sally‐Ann Poulsen, Griffith University 10 August Rhys Grinter, Monash University 17 August Norelle Daly, James Cook University 24 August Yu Heng Lau, University of Sydney 31 August Irina Vetter, University of Queensland 7 September Martin Scanlon, Monash University 14 September Claudia Vickers, University of Queensland 21 September Bostjan Kobe, University of Queensland 28 September Begona Heras, La Trobe University Zoom Meeting ID 939 0914 4171 https://anu.zoom.us/skype/93909144171 Contact Thomas Huber, Australian National University t.huber@anu.edu.au In the COVID-19 crisis, we learned quickly to more effectively use digital communication. Embracing the new normal and the enduringly supportive biochemistry community, we organised a lunchtime seminar series to foster the interactions of like-minded Australian biochemists. Importantly, the seminars also give our students and postdocs the opportunity to regularly hear high profile presentations from the many outstanding biochemists in Australia. We invite speakers from a wide range of areas including biological chemistry, chemical biology, structural biology and synthetic biology. We hope that you will join us and a large number of researchers from many institutions every Monday at lunchtime, and look forward to many interesting talks and lively discussions. VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 9
ASBMB Education Feature
FOCUS ON REMOTE TEACHING
COVID-19 Hits Our Classes!
Nirma Samarawickrema (Monash University)
and Tracey Kuit (University of Wollongong)
We are pleased to present this special ASBMB Education component of the student experience. Behind the scenes,
Feature, which highlights how biochemistry educators educators rose to the challenge and transformed curricula
across the country have responded to the COVID-19 and assessments to suit remote delivery, sometimes with
pandemic. For those in higher education, it was the limited technical and instructional support to help ease
thunderbolt from the blue that changed our teaching and that transition.
learning approaches overnight. Institutions across the Despite COVID-19’s disruptions and challenges, our
country were forced into widespread innovation as they students and educators have demonstrated amazing
paused to recalibrate their semester, transforming face- resilience and show promise of emerging from the
to-face classes to online, redesigning laboratory and pandemic with new skills. Through this special feature,
tutorial sessions and reimagining assessments. we showcase innovation of educators as they strive to
Closing institutions in response to pandemics is nothing provide the best learning experience for their students.
new in higher education. When the Black Plague struck in We share with you reflections from our students and
the 14th century, both staff and students fled Oxford and educators on how they adapted in response to the global
Cambridge Universities. As a consequence of the 1918 emergency – one inspiring the other; while our educators
Spanish influenza, the University of Montana conducted balanced asynchronous and synchronous online
classes in the open, while Elon College converted their approaches to promote collaboration and teamwork,
gymnasium to an infirmary and Stanford University built virtual communities to provide peer feedback,
isolated anyone affected by the flu, and made wearing simulated practicals and laboratory work and assessed
face masks mandatory. In more recent times, when presentations via Zoom to train the future biochemist.
epidemics such as SARS (2003) and Ebola (2014–2015) We are proud to share this work with you, which
struck, many universities developed alternative ways represents 13 different stories from ten institutions across
of facilitating learning. History shows that adapting to Australia. We hope you enjoy reading this compilation
pandemics or epidemics is not new to higher education. of how biochemistry educators across the country
They have weathered these upheavals, evolved and transformed their teaching. We also look forward to
emerged stronger. showcasing their dedication and talent through a special
Our sophisticated contemporary technologies enabled Online Education Symposium on Tuesday 29 September
the overnight switch, facilitating learning online to from 10:30am to 2:30pm, so save the date! See:
reach our students located across the world, although www.asbmb.org.au/education/education-symposium
this transformation was challenging to students and Our special thanks to our contributors for sharing their
educators alike. Students reported unprecedented stress, work and to our wonderful reviewers: Maurizio Costabile
loss of peer and teacher support networks and strain on (University of South Australia) and Daniel Czech (Monash
establishing social connections, which makes university University).
fun. The vibrancy of life on a university campus is a key Nirma Samarawickrema (left) and Tracey Kuit.
The ASBMB Education Feature is coordinated by Nirma Samarawickrema
(nirma.samarawickrema@monash.edu) and Tracey Kuit (tracey_kuit@uow.edu.au).
PAGE 10 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020ASBMB Education Feature
Student Perspectives
We share with you reflections from students enrolled classes and interacting with my peers, academics, and
in Monash University’s Bachelor of Biomedical Science teaching assistants. Whilst for some of my units, this
(BBiomedSc) course, a flagship course of the Faculty of became incredibly strenuous, the academic team of
Medicine, Nursing and Health Science. molecular biology ensured that students did not lose
these invaluable opportunities.
Settling into uni Our practicals became weekly workshops, where
I started off the semester with a we discussed case-based scenarios with peers and a
great degree of both excitement teaching assistant. I found this incredibly useful as it
and trepidation. Chemistry being enhanced my understanding of the clinical world and
my favourite area of study brought practicality of the lecture content. The teamwork activities
with it excitement, that extended to strengthened my skills and knowledge, as we leant on
biochemistry. However, I was also each other for support over the course of the semester.
quite anxious about various aspects Whilst the lack of face-to-face communication was
of the unit, namely the workload, difficult, convenience of online communication provided
and whether I would be able to efficiency. The lecturers were prompt in their responses
keep up with the highly competitive to questions from students and were enthusiastic about
biomedicine cohort. The onset of the supporting our learning.
pandemic and the accompanying Personally, a challenge that I struggled with was
confusion further added to my concerns, particularly ensuring I remained motivated. However, I was
regarding access to resources such as lecturers, consistently comforted by friendly videos posted
teaching assistants, etc. Contrary to my expectations, I each week reminding students of what needed to be
found that these concerns were misplaced, and indeed, completed for that week. These videos alleviated stress
the small online workshop classes meant that I was for students and boosted morale. After a rocky start, this
able to make greater use of my teaching assistant and semester has been exceptionally smooth in molecular
by slightly varying my study methods, maximise my biology, though like many of my peers, I’m excited to
learning. For example, collating and cross referencing all return to face-to-face learning.
the information I received, with the learning objectives, Bethany Hansen
and creating diagrammatic representations to which I Year 2 BMS2021 student, Monash University
could add each week allowed me to keep track of and
expand my learning. Keeping track of my learning and Collaboration and peer learning
motivating myself to take advantage of the available online
resources was also the biggest issue I faced. With Studying the Bachelor of Biomedical
regards to motivation, I found the use of a journal with Science at Monash for 2 years
daily targets worked best, providing me with a boost and attending in-person lectures,
with each target I ticked off. Overall, the online learning workshops and laboratories, made
environment, though challenging and requiring a high the thought of having to switch to
degree of flexibility, was in my case a fruitful experience fully online learning intimidating at
allowing greater opportunity for reflection and personal first. Nevertheless, the support of my
development. academics and their efforts to keep
Jeffrey Philip students engaged with interactive
Year 1 BMS1011 student, Monash University activities has helped me explore a
new domain of learning Biochemistry.
Labs in the online world As a visual learner, I’ve enjoyed meeting on-campus
Adapting to the online learning with friends to draw and annotate complex diagrams,
transition this semester was such as intracellular signalling pathways, using the
unpredictable and challenging. whiteboards in our physical study spaces. With the
Yet, my Human Molecular Cell guidance of our facilitators, we discovered that we could
Biology unit as a second year transfer our collaboration online to the same effect, using
Biomedical Science student at video conferencing screen-sharing. Additionally, our
Monash University was incredibly lecturers ignited a spark of interest for creating our own
accommodating during the transition, visual representations of content using online science
making it as enjoyable as possible. illustration tools, such as BioRender and others.
At the beginning of semester, I was As a kinaesthetic learner, not attending face-to-
most looking forward to my practical face workshops while exploring the complexities of
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 11ASBMB Education Feature
Biochemistry was a novelty to me. Nonetheless, being picking out the best responses fostered an environment
able to post our study group’s answers to the workshops of healthy competition.
on an online forum shared with other students kept us Overall, I feel empowered with my new digital
engaged and motivated. The forums were a great way to competencies in studying Biochemistry and I am grateful
incentivise participation, as we were only able to access for the opportunities provided by Monash educators.
our peers’ responses to the questions after posting our Alexandra Churchill
own. Furthermore, watching videos of my academics Year 3 BMS3031 student, Monash University
Apart, Yet Together: COVID-19 Chat Camaraderie
Saw Hoon Lim, Michael Griffin and David Stroud, Department of
Biochemistry and Molecular Biology, University of Melbourne
Who remembers covertly passing notes in class? How apprehensive about students using Zoom for the first
exciting it was to receive a crumpled message from a time, we made the meeting open to students 30 minutes
friend at the far corner, or even to be the messenger to prior to the scheduled start to give presenters an
partake in the excitement. Well, we were able to recreate opportunity to test their screen-share functionality and
this sense of camaraderie in COVID-19 times, with all sound. Of course, being digital natives, the students had
those elements, perhaps even with a knowing wink of few issues. We decided to allow comments to only be
the eye. visible to the co-host, a setting in Zoom, in order not to
This all took place in our subject entitled ‘Advanced distract the participants. A little introduction was made
Studies in Biochemistry’, offered to Honours students by David Stroud to garner enthusiasm from the ‘crowd’
undertaking Bachelors of Biomedicine and Science. The and off we went! Student after student presented and
subject comprises five modules, one of which includes everyone paid rapt attention. We know that because
the intended learning outcome of demonstrating before long, the chat was alive with comments! The note
skills in oral scientific communication. To assess skill passing had begun, and pleasingly, these were notes of
development, students must give a three-minute oral encouragement to each other:
presentation on a topic that encompasses a methodology ‘Everything you said made perfect sense and was
used in their research project. The presentation includes super clear!’
how the methodology is used, its history and major ‘Slow (in a good way) and articulate.’
breakthroughs, etc; while assessment is based on five ‘A bit fast, could relax a bit haha, but overall good
criteria: structure, logical flow, level of detail, quality and presentation.’
clarity of visuals and delivery. Presentations, which are ‘The only thing miiiiight be that using a mouse to point
the first of several in their Honours, would normally be out parts of the diagram could help. But brilliant!’
given in an auditorium to an audience of peers – a solo ‘It sounded like you were improvising as you spoke,
flight, a coming of age milestone in each student’s quest which I respect.’
to become a researcher. It was an honour indeed to be the note messenger, to
Students keenly awaited their opportunity to present, deliver the constructive comments to each presenter.
but March 20 came and went. All the students could Of the 13 presentations, each student received 10 to 12
see were postponement notices as the COVID-19 notes, which meant that virtually everyone had a voice
situation rapidly unfolded. Students waited patiently and gave an encouraging comment to their peers.
while academics scrambled for an alternative, a bigger Students reflected that presenting via Zoom was
venue? Any venue? In the end, ‘Stay Home. Stay Safe.’ fantastic because it mirrored their practice runs in front
became the new mantra and auditorium-based talks of their own computer. As an audience, students said
were postponed indefinitely. it was easier to pay attention to the speaker and they
So, armed with this new mantra and a new way of could always increase the volume if someone spoke
communicating, Zoom came to the rescue. Though this softly. Importantly, the camaraderie shown via peer
was a new experience for us all – for students to present feedback was much appreciated, and everyone ended
remotely and for academics to chair the sessions from on a high. The only change students recommended was
the comfort of their respective homes. We were fortunate to have the presenters’ face on video for eye contact
that our Honours students were not unduly stressed at throughout, which some but not all students managed to
the prospect of a new mode of delivery. A new date was achieve when setting up their workspaces; and for there
set, and we hoped for the best. Of course, we prepared to be applause at the end.
for any eventuality…. and by way of insurance, prayed There were two distinct benefits of our experience
to the internet gods to have mercy. with Zoom-based student presentations. Firstly, the
Presentation day arrived. As we were a little camaraderie and mutual support experienced by
PAGE 12 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020ASBMB Education Feature
the students in this process is evident, with students Department of Biochemistry and Molecular Biology,
cementing their friendships further since giving their University of Melbourne.
talks. Secondly, moving scientific presentations online is sawhoon.lim@unimelb.edu.au
indeed the way of the future, showing financial and time
benefits (1,2). The COVID-19 pandemic was the impetus Associate Professor Michael Griffin (centre) is a Principal
we needed to shake up our whole student presentation Research Fellow in the Department of Biochemistry and
approach. Molecular Biology, Bio21 Molecular Science and
It looks like we will not be hanging on to the “good old Biotechnology Institute, University of Melbourne.
days”, except maybe for the note passing! mgriffin@unimelb.edu.au
References Dr David Stroud (right) is a Senior Research
1. Achakulvisut T, Ruangrong T, Bilgin I, Van Den Fellow in the Department of Biochemistry and
Bossche S, Wyble B, Goodman DF, Kording KP Molecular Biology, Bio21 Molecular Science and
(2020) eLife 9:e57892. Biotechnology Institute, University of Melbourne.
2. Bonifati A, Guerrini G, Lutz C, Martens W, Mazilu david.stroud@unimelb.edu.au
L, Paton N, Salles MAV, Scholl MH, Zhou Y (2020)
arXiv:2004.07668.
Dr Saw Hoon Lim (left) is a Senior Lecturer in the
From left:
Saw Hoon Lim,
Michael Griffin
and
David Stroud.
Enhancing Engagement by Building Relationships and a
Sense of Community in an Online Biochemistry Course
Chris Love, School of Environment and Science, Griffith University
As the COVID-19 pandemic became a reality with some assessments. This has been the most effective
countries, cities and towns going into lockdown, strategy I have implemented to increase participation
universities were forced to close campuses and move and engagement. I was therefore concerned that
teaching online. The rapid transition to teaching engagement in the course, something I had worked
online required academics and students to quickly hard to develop, would be jeopardised by the transition
adapt to interacting in the online space. As I attended online, where there are limited opportunities for social
numerous professional development sessions to up- interaction and students might feel isolated. One way to
skill on technology, I constantly questioned how to counter this would be developing an online community
maintain the engagement in online classes, particularly for students to connect both academically and socially,
problem-based tutorials where body language to feel like they were part of the class.
and facial expressions can be crucial in gauging
student understanding. Face-to-face classes provide Protein Science community
opportunities to build connections and establish A Protein Science community was created within
relationships with students, and generally such the course, incorporating spaces for social interaction
relationships develop through informal conversation. (Microsoft® Teams) and a platform for discussing
Having never taught online classes, I wondered whether biochemistry (online Discussion Board). Social
students would engage and interact in the same way! or informal conversation are just as important to
A couple of years ago, I adopted a Students as relationships and learning, as engaging academically
Partners (SaP) approach to enhance engagement in my in the course content (3). Creating the Protein
Protein Science course (Advanced Biochemistry, 120– Science community provided students with alternative
140 students) (1,2). Student partners were involved in opportunities to interact and build relationships with
selecting topics for part of the course and co-creating each other and staff. Students could choose which
assessment, providing an opportunity for students to be community space was most comfortable for them to
involved in what they learn and negotiate the terms of engage, and there were no formal requirements to
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 13ASBMB Education Feature
access the community. course content and engaging in discussions regarding
I used Microsoft® Teams as an online space for social proteins) helped with still feeling connected despite
interaction for students in the course. Photographs of learning taking place online. Also, the opportunity for
my dog and of the sunset from my backyard were used the students to be involved in some way with choosing
to initiate informal conversations and make connections topics and the assessment plan helped very much with
with students. Students responded with pictures of their feeling connected to the course content.’
own pets and activities they were undertaking during Overall, the online Protein Science community was
isolation. Such informal conversations reduce barriers a successful way to develop relationships between
between students and staff, and the conversations staff and students, and maintain student participation
and relationships grew over the trimester, and have and engagement online. It should be noted that not all
continued beyond the final exam. students participated in the community, and there was
The online discussion board was focused on no requirement to participate. Students were provided
biochemistry for students that would prefer to discuss with opportunities to engage but at the same time,
topics relevant to the course content, over interacting many students may have been struggling in the online
socially. In addition, online discussion boards were environment, and despite the benefits, participating
beneficial in providing a voice for students, improving in the community increased their workload. Certainly,
their communication skills, and promoting knowledge some students will always prefer face-to-face to online
extension and metacognition. I started the discussion classes, however, this pandemic will change the future
board with a thread on coronavirus proteins after the of teaching in higher education.
first structures of the spike protein complexed with an
antibody were published. This topic was related to the References
real world and the need for a COVID-19 vaccine but also 1. Healey M, Flint A, Harrington K (2014) Engagement
directly related to course, which studies the structure through partnership: students as partners in learning
and functions of proteins. Although coronavirus proteins and teaching in higher education. Advance HE.
dominated the discussions, threads were also started on 2. Matthews KE (2017) Int J Students Partners 1(2):1–9.
topics covered in the lectures. 3. Beins A (2016) Transformations J Inclusive
Comments on the Protein Science community were Scholarship Pedagog 26(2):157–175.
provided in the student evaluations of the course and
all were positive. Below are representative examples
of students’ comments stating that they felt connected
despite being online:
‘I also enjoyed that the course introduced ‘community’
channels since the move online and promoted
Dr Chris Love is a Senior
engagement from students and faculty. I enjoyed the
Lecturer in the School of
discussion board element as well and found that this
Environment and Science
encouraged me to do wider reading around the topics
at Griffith University.
covered in the course.’
c.love@griffith.edu.au
‘The extra steps taken to ensure that the students
could still communicate with each other (about both
Re-establishing a Sense of Community Online:
Lessons Learnt from the Sudden Migration Online
During COVID-19 Restrictions
Rebecca LeBard, School of Biotechnology
and Biomolecular Sciences, UNSW Sydney
It was week five of a ten-week term at UNSW when testing ever became an option (the current laboratories
COVID-19 restrictions ended face-to-face teaching and have no computers).
classes moved online. Within a day of halting face-to-face teaching, my
Some changes were easy. I was familiar with recording course had forty virtual classrooms (channels) set up
lectures and uploading them. And transitioning a mid- in Microsoft® Teams. This represented a phenomenal
term test and final exam online required minimal set up – effort from technical staff as they manually added over
and saved me hours in photocopying – as I had already 650 users – a process that Microsoft® and Moodle have
created a large online question bank in case digital now collaborated to automate.
PAGE 14 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020ASBMB Education Feature
The challenge Make learning fun
I chose synchronous delivery for activities replacing All my students had met and spent a few weeks in face-
laboratory classes. The students in the biology course I to-face classes together and it was important tutors re-
convene are predominantly in the first term of their first established this same sense of community in the course.
year at university. Having just transitioned from a school Some tutors wore costumes, others shared their work
environment, I felt the move to self-directed online from home setup or introduced their pets. The term was
study would be too challenging. A number of students definitely a change from the formal laboratory attire and
requested synchronous classes for social interaction protocols usually present in the course, but appropriate
and motivation classes, and facilitating contact was also for the cohort and the time and situation we suddenly
important as the course includes group assignments. found ourselves in. When asked what was the best
A Teams automated email notified each student of aspect of studying at home, I did not expect to see so
their online classroom, and I posted an announcement many photos of students in their pyjamas!
on the course learning management system. But would Classes were as interactive as possible. Students
the students find their classes? And would the sense of surveyed members of their households when tallying
community developed transfer online? genetic traits (can you roll your tongue?).
Make engagement easy Measuring success
As the Monday of our first class approached, I became Feedback from student emails and my individual
increasingly concerned students would not ‘show up’ for student evaluations showed students overwhelmingly
classes. Tentatively, I wrote a message asking students appreciated the transition online. Unfortunately, the
to post an emoji in their virtual classroom to let me know course evaluation is frustratingly unavailable to me and I
if they had found it. It was so exciting as the smiley faces have been unable to get this rectified.
started to trickle in, increasing in number and type of However, attendance for each class was typically close
emoji, and escalating to animated GIFs. to 100% and many online activities classes extended to
the full three hours timetabled for the laboratory classes!
Set expectations For some activities, such as when students isolated DNA
Tutors were instructed to write a post in their channels using ingredients found at home, household members
the day prior letting students know how the class would joined. And the messages typed across channels from
run and how to prepare (see example below). Similarly, the final classes are filled with students expressing
at the end of the class, the tutor would write a summary gratitude to their tutors.
of what was done, and anything that needed to be I think these are excellent measures of success.
followed up. Short videos would work well here too.
Facilitate connections quickly
Each tutor was asked to ‘check-in’ at the start of each
class. I felt it important that every student contributed
within the first 10 minutes of the class. Dr Rebecca LeBard is an
Check-in activities varied. Many tutors directed students education focused academic
to an ‘Answer Garden’ activity as they arrived in the in the School of Biotechnology
virtual classroom. This prompted students to share their and Biomolecular Sciences at
best tips for staying motivated at home, or their biggest UNSW Sydney.
worry about online learning. This helped gauge how the r.lebard@unsw.edu.au
group was feeling and stimulated conversation.
Once all students were present, the tutors asked
each student a question to check their microphone and
camera function. This allowed students to communicate
any issues early, such as if they could only type in the
chat as they needed to be quiet (e.g. if someone in
their household was sitting an online exam). With the
commonality of isolation, questions about the pros and
cons of the ‘new normal’ worked well for this activity.
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 15PAGE 16 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020
ASBMB Education Feature
Maintaining the Chemistry Foundations
for Our Future Biochemists: Our
COVID-19-driven Curriculum Transformation
Joshua Wang, Branka Miljevic, Jasmine Jensen and Roland Agoston,
Queensland University of Technology
Chemistry for Health Sciences (CZB190) is a first (potentiometric acid–base titrations, aspirin synthesis
year prerequisite for all biochemistry subjects at and spectrophotometry) were filmed and edited by
QUT. In addition, CZB190 develops laboratory-based CZB190 sessional academics and placed online for the
experimental skills and reasoning. With a cohort of students to watch and prepare practical reports (worth
over 220 students, the shift to at-home learning due 30% of their final mark) based on the data produced
to COVID-19 was a mammoth task for CZB190 staff by the sessionals in the videos. Despite not being able
and students. We want to showcase how our effective to conduct those experiments by themselves, students
collaboration as lecturers, sessional academics and still had the opportunity to analyse experimental
centralised learning support staff resulted in a supportive data and relate theoretical concepts to practical
experience for CZB190 students as they adapted to the approaches. Every practical was also complemented
online chemistry classroom. by a Zoom Q&A session run by sessional academics
to allow students to clarify concepts and assessment
Lectures expectations. An extracurricular Kitchen Lab program
Given the size of the CZB190 cohort, synchronous was also embedded into CZB190. Kitchen Lab provided
lectures delivered online would be impractical due to students with an Articulate Rise module stepping them
potential bandwidth issues and the added degree of through how to perform chemical experiments at home
difficulty in engaging with students. Rather than risk such using common household items, giving our students an
a disillusioning experience for students, lectures were experiential opportunity to still develop the motor skills
instead pre-recorded and placed online for students to and techniques necessary for the biochemistry lab.
access. To ensure that clarity was maintained, some
particularly visual lectures (such as organic chemistry)
were supplemented with annotated lecture slides. We
also wanted to allow students to learn actively, therefore
each lecture had up to ten anonymous GoSoapBox
questions for students to self-check their understanding.
Workshops
Workshops for CZB190 operate on the basis of
differentiated instruction, providing students with a
worksheet of questions (in a biochemistry context)
with three levels of difficulty: Guided, Exam and
Extended. This is due to differences in the chemistry
experience students have before enrolling in
their degree. Traditionally, students would work
collaboratively on their chosen set of questions while
sessional academics assist them. With the change to
online teaching, sessional academics pre-recorded
themselves answering all of the questions and these Fig. 1. Transformation of learning opportunities offered to
were placed online one week after the question sheets CZB190 students.
were made available.
Community
Practicals Perhaps the most important thing missing in an online
CZB190 usually runs five laboratory practicals for format is the interpersonal connections made between
students; this semester, one practical was cut due to all of us. To ensure our students still had a chance
the shortening of the semester. The students had been to connect, we provided a persistent learning space
able to do one practical face-to-face prior to COVID-19 in the form of a discussion board. As a teaching tool,
restrictions occurring. The remaining three practicals the boards allowed us to answer questions along with
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 17ASBMB Education Feature
(Fig. 1), which resulted in comparable academic results
to previous years (Fig. 2). Together, we did our best to
meet our students where they are at, giving peers the
ability to seek help from one another and the teaching
staff as they work at their own pace, in their own way.
Joshua Wang is a
STEM Educator in
Chemistry at Queensland
University of Technology.
Fig. 2. Comparison of cohort results before and after Corresponding author:
curriculum transformation (practical 4 reports yet to be j3.reilly@qut.edu.au
marked).
videos or diagrams to supplement core unit knowledge.
The transparency of the content allows the entire cohort Dr Branka Miljevic is a
to benefit from answered questions, and we have Senior Lecturer in the School
seen a significant uptake (502 posts) in the use of this of Earth and Atmospheric
communal learning space by students this semester. Sciences at Queensland
Collaborative Zoom Chemistry Clinics were also run University of Technology.
on a just-in-time basis by an academic external to b.miljevic@qut.edu.au
CZB190. These sessions offered a relaxed, flexible and
social environment to collaboratively discuss concerns,
practice concepts and just chat. The sessions were
scheduled at 7–8pm on a Wednesday, based on
student preference polls, and were organised ad-
hoc to tackle emerging areas of concern for CZB190 Jasmine Jensen is a Sessional
students. Anonymous student evaluations conducted Academic at Queensland
via Mentimeter (n=8) indicated that the sessions were University of Technology.
accessible (4.75/5), helpful (4.875/5), relevant (4.875/5), j7.jensen@qut.edu.au
developed discipline-specific skills (4.625/5), developed
confidence (4.75/5) and promoted community:
‘I didn’t think I would need these meetings, but just
listening to others’ questions and general help, it
seriously improved my confidence and skills’.
For students in health degrees, learning a seemingly Roland Agoston is a Sessional
disparate discipline like chemistry can be a challenge, let Academic at Queensland
alone in an online format where stress and isolation are University of Technology.
compounded. Our cohesion as a teaching team allowed r.agoston@qut.edu.au
us to rapidly offer flexibility and options for our students
Engaging Biochemistry Students through Technology,
Case Studies and Individualised Assignments
Sarah Myer, School of Health and Wellbeing,
University of Southern Queensland
Biochemistry of Human Diseases is an advanced third online class management software Moodle is essential,
year biochemistry course in the Biomedical Science but it was even more so this semester, serving as a vital
program at the University of Southern Queensland, and hub of course communications and organising weekly
while it is routinely offered both on campus and online, notes, class recordings, discussion forums and links to
a number of adaptations occurred as it moved solely external sources.
online due to the recent pandemic. In any semester, the The course is designed around online lectures and
PAGE 18 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020ASBMB Education Feature
on campus tutorials. TechSmith, a screen recording assignment, each student investigated the biochemical
software, is used to pre-record lectures which are causes of a different disease through a primary literature
uploaded to the Moodle class page. While missing live review and then designing an experimental proposal for
lecture interactions, students balancing other demands an extension of the disease research. For the second
appreciate being able to review the lectures on their own assignment, the students explored the challenges of
schedules and pace, pausing for note taking as needed. science communication with the public, analysing the
Tutorials are normally offered on campus with live publicly available information on their disease topic, and
remote access through Zoom and class recordings are creating a work for the public that communicated the
uploaded to Moodle for those unavailable for real time basic disease biochemistry.
participation. With all classes moving online, the live For the final examination, the quiz feature of Moodle
tutorial was taught through Zoom, which allowed for allowed for online exam delivery within a timed format.
normal dynamic class interactions as participants could A pool of extended answer questions was used which
see each other and computer screens could be shared as required students to analyse and integrate course
needed. A surprising number of students were nervous to material from both the lectures and tutorials, and were
participate by Zoom, however the real time participation less likely to be answered through a basic internet
numbers were similar to what would have occurred on search. While the exam could have been completed as a
campus. Students who were nervous or concerned take home exam and submitted directly through Turnitin,
about privacy left their cameras off during class or used the timed feature of the quiz settings was deemed
a virtual background. First year students in a larger significant and exam answers could still be submitted
foundations course tended to leave their cameras off, manually through Turnitin if desired. For other classes
however the third year biochemistry students seemed that use multiple choice questions, Moodle can be set to
to enjoy the class interactions that the cameras allowed deliver the questions from a question pool with varying
and it encouraged the sense of community. Being able order of both the questions and the answers within the
to share computer screens allowed for normal inclusion question. The exam duration can also be adjusted to
of class materials and included a white board feature. accommodate individuals with special needs.
Medical biochemistry case studies that challenge While many of these adaptations will continue, lecture
students to apply their biochemistry knowledge are presentations in future semesters will be recorded with
a student favourite in tutorials. Having class online Panopto rather than TechSmith, as it has additional
with significant asynchronous participation made it features such as adjusting the playback speed, video
challenging to complete the case studies together and search features and incorporating in-video quizzing to
to ensure student engagement. To address this issue, increase engagement, feedback and comprehension.
students were assigned case study sections to complete Other tools such as formative quizzes, HTML5 activities,
in advance with their answers posted in a discussion and student polls through Moodle and Zoom will also
forum for participation points towards their final course be added to existing biochemistry course content. While
mark. Forum settings prevented students from seeing moving classes online can be challenging, there are
other posts with answers until they added their own post also many great opportunities for innovative teaching
and forum posting closed once class began to decrease methods and student engagement.
academic integrity issues. When this transition was
made mid-semester, engagement increased in both live
tutorials and the forums, and increased the interactions
between the traditional on campus students and online
students. This format will continue to be used in future
semesters and student case study groups may also be
Dr Sarah Myer is a Lecturer
set up using group features of Zoom or Moodle.
in Biomedical Science in
To address the academic integrity concerns in online
the School of Health and
education, a number of precautions in addition to the
Wellbeing at the University of
tutorial forum settings were implemented, including
Southern Queensland.
individualised assignments and submitting assignments
sarah.myer@usq.edu.au
through Turnitin to deter plagiarism. For the first
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 19SIMPLE, RAPID & EFFICIENT TISSUE CLEARING
X-Clarity System - Tissue Clearing for 3D Imaging
Standardise, simplify and accelerate each step of the tissue clearing process using the
X-Clarity system. Preserved tissues are embedded in a hydrogel matrix and lipids are
actively extracted through electrophoresis to create a stable and optically transparent
tissue-hydrogel hybrid that is chemically accessible for multiple rounds of antibody
labeling and imaging. Native cytoarchitecture remains intact and even endogenous
fluorescence proteins are preserved for robust fluorescence imaging downstream.
Ultrafast Clearing, Reliable Results For Whole Tissue Imaging
Clear a whole mouse brain in just 6 hours!
Compatible with multiple tissue types and sizes
Precise temperature control and uniform electric field
CONTACT US FOR MORE INFORMATION
ATA Scientific Pty Ltd | enquiries@atascientific.com.au | www.atascientific.com.au | +61 2 9541 3500
PAGE 20 AUSTRALIAN BIOCHEMIST VOL 51 NO 2 AUGUST 2020ASBMB Education Feature
From Desk to Dining Room: My Transition
to Lecturing in the Time of Pandemic
Nathan Croft, Department of Biochemistry
and Molecular Biology, Monash University
I can, just very occasionally, be organised. A task’s Throughout my lectures, I sprinkled crumbs of missing
impending peril can send my stress gauge flailing into knowledge or questions left unanswered, all in an attempt
action as though I’m being chased by a monster with to hold the attention of students – albeit asynchronously
nothing but a spoon to defend myself. Other times – – and pique their interest about side-topics clearly stated
perhaps the vast majority of times – that internal gauge as ‘not going to be assessed’. I then recorded a separate
offers up such sage advice as ‘don’t worry about it, you Q&A video specifically discussing these points.
can finish that up in a day’ and dares me into doing just So my weeks of teaching ran as follows:
that. It’s not a very good gauge. Heading into 2020, there 1. Record lectures one week in advance, rudimentary
was a very large monster, and I’d lost my spoon. editing via Panopto’s online interface and splitting
That monster wasn’t even COVID-19. Not yet. It was my each lecture into two or three approximately
transition to Senior Lecturer at Monash University. I had 20-minute segments to make it easier to digest (let’s
a chunk of second year Biochemistry to start teaching in face it, no-one wants to open an hour-long lecture,
Semester 1, a wedge of content to wrap my head around even with the temptation of the 2x speed button).
and plan new lectures for, and a cohort of 300+ students 2. Post lectures on a Monday morning, sending a note
to try and get on my side. I’m an immunologist and out to students via Monash’s learning management
biochemist in a biochemistry department, with ten years system, along with a brief description of the content
of postdoc strife life under my belt. What did I know about and a ‘key concepts’ bulletpoint outline to aid the
biochemistry? Less than a second-year undergrad, students in digesting the lectures.
surely. Imposter syndrome. It knows no bounds. 3. Post my Q&A video at the end of the week, allowing
With this fear hounding me, I started working on my students enough time to ponder the questions
lectures in January, chipping away at them daily, diligently before hearing my thoughts.
reading the associated textbook, eyes widening over 4. Hold an informal consultation drop-in hour on Friday
concepts or fundamentals I’d taken for granted, things afternoons via Zoom.
I’d never truly appreciated (read: understood) or flat-out Two additional steps helped. One was seeking early
forgotten. It was, in all honesty, invigorating. Academic anonymous feedback via the website Flux. The second
life in the slipstream of endless papers – pumped out was in watching the stats for student engagement via
day after day, often by your peers, often in journals you Panopto. Both of these informed me as to what the
feel you won’t ever ascend the ranks of – is daunting at students enjoyed. The ‘key concepts’ document was
the best of times. Being forced to take a student’s view a hit, interacting on-screen with a stylus is apparently
of a textbook was, well, a refreshing reset. a must, they appreciated the scattered questions, and
And I took that vigour with me. But not to the lecture science puns help break up the content. Plus, their
hall. That option was derailed, as we all know. Instead, attention span on a per-lecture basis let me see where I
I first introduced myself to the students in a short video, may have lingered too long or waffled on.
giving them a heads-up as to what I’d be teaching in I’ll close with a piece of advice received from a long-
the coming weeks and so that I was less of a stranger time colleague in the USA, following discussion of my
to them. Then, I set about recording my lectures from new position in late 2019. “Be contagious,” he told me.
home, using the video capture software Panopto and Perhaps not the best choice of words to offer now, but
annotating my PowerPoint slides on the fly using my it’s advice I’d gladly pass on. Speak to your students
laptop’s stylus, and recording my face via my webcam. with a passion about what you’re teaching. They’ll take
I won’t lie, giving lectures asynchronously was care of the rest.
something of a relief for this essentially first-time
lecturer. I could re-record any stumbles or places where
I may have said something stupid. It also helped that
my wife, a professional actor and voice-over artist,
coached me through exercises to improve my intonation
Dr Nathan Croft is a Senior
and enthusiasm of delivery. My initial reticence and self-
Lecturer in the Department of
consciousness to the process was likely typical of an
Biochemistry and Molecular
Englishman, but it was a process as enlightening as it
Biology at Monash University.
was rewarding and I’d argue that as academics we don’t
nathan.croft@monash.edu
get taught enough about effective delivery.
VOL 51 NO 2 AUGUST 2020 AUSTRALIAN BIOCHEMIST PAGE 21You can also read
