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    Bacillus subtilis EA-CB0575 genome reveals clues for plant growth promotion and potential for sustainable agriculture
    (Springer, 2020-01-01) Franco-Sierra, N.D.; Posada, L.F.; Santa-María, G.; Romero-Tabarez, M.; Villegas-Escobar, V.; Álvarez, J.C.; Universidad EAFIT. Departamento de Ciencias; Biodiversidad, Evolución y Conservación
    Bacillus subtilis is a remarkably diverse bacterial species that displays many ecological functions. Given its genomic diversity, the strain Bacillus subtilis EA-CB0575, isolated from the rhizosphere of a banana plant, was sequenced and assembled to determine the genomic potential associated with its plant growth promotion potential. The genome was sequenced by Illumina technology and assembled using Velvet 1.2.10, resulting in a whole genome of 4.09 Mb with 4332 genes. Genes involved in the production of indoles, siderophores, lipopeptides, volatile compounds, phytase, bacilibactin, and nitrogenase were predicted by gene annotation or by metabolic pathway prediction by RAST. These potential traits were determined using in vitro biochemical tests, finding that B. subtilis EA-CB0575 produces two families of lipopeptides (surfactin and fengycin), solubilizes phosphate, fixes nitrogen, and produces indole and siderophores compounds. Finally, strain EA-CB0575 increased 34.60% the total dry weight (TDW) of tomato plants with respect to non-inoculated plants at greenhouse level. These results suggest that the identification of strain-specific genes and predicted metabolic pathways might explain the strain potential to promote plant growth by several mechanisms of action, accelerating the development of plant biostimulants for sustainable agricultural. © 2020, Springer-Verlag GmbH Germany, part of Springer Nature.
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    A collaborative tool for synchronous distance education
    (2004-01-01) Agudelo, A.; Escobar, L.; Restrepo, J.; Quiroz, A.; Trefftz, H.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    In this paper we report results of the use of a telepresence application in a simulated distance education setting. The application combines video-conference with a networked virtual environment in which the instructor and the students can experiment with virtual object in a collaborative manner. The teaching for Understanding (TFU) framework is used as the pedagogical approach. Current preliminary results show that the combination of the telepresence application with TFU, can compensate for the lack of physical presence of the instructor in the classroom.
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    Construction of probe of the plant growth-promoting bacteria Bacillus subtilis useful for fluorescence in situ hybridization
    (Elsevier, 2016-09-01) Posada, L.F.; Alvarez, J.C.; Hu, C.-H.; de-Bashan, L.E.; Bashan, Y.; Universidad EAFIT. Departamento de Ciencias; Biodiversidad, Evolución y Conservación
    Strains of Bacillus subtilis are plant growth-promoting bacteria (PGPB) of many crops and are used as inoculants. PGPB colonization is an important trait for success of a PGPB on plants. A specific probe, based on the 16 s rRNA of Bacillus subtilis, was designed and evaluated to distinguishing, by fluorescence in situ hybridization (FISH), between this species and the closely related Bacillus amyloliquefaciens. The selected target for the probe was between nucleotides 465 and 483 of the gene, where three different nucleotides can be identified. The designed probe successfully hybridized with several strains of Bacillus subtilis, but failed to hybridize not only with B. amyloliquefaciens, but also with other strains such as Bacillus altitudinis, Bacillus cereus, Bacillus gibsonii, Bacillus megaterium, Bacillus pumilus; and with the external phylogenetic strains Azospirillum brasilense Cd, Micrococcus sp. and Paenibacillus sp. The results showed the specificity of this molecular probe for B. subtilis. (C) 2016 Elsevier B.V. All rights reserved.
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    Enhanced molecular visualization of root colonization and growth promotion by Bacillus subtilis EA-CB0575 in different growth systems
    (Elsevier GmbH, 2018-01-01) Posada, L.F.; Álvarez, J.C.; Romero-Tabarez, M.; de-Bashan, L.; Villegas-Escobar, V.; Universidad EAFIT. Departamento de Ciencias; Biodiversidad, Evolución y Conservación
    Bacillus subtilis EA-CB0575 is a plant growth-promoting bacterium (PGPB) associated with banana and tomato crops. Root colonization is an important trait for PGPB microorganisms and potentiates the bacterial effect related to the mechanisms of plant growth promotion. Therefore, detection of bacterial colonization of roots in different culture systems is important in the study of plant–microorganism interactions. In this study, fluorescent in situ hybridization (FISH) and catalyzed reporter deposition–FISH (CARD–FISH) were evaluated to determine the colonization ability of B. subtilis EA-CB0575 on banana and tomato roots planted on solid and liquid Murashige and Skoog medium (MS(S) and MS(L), respectively) and in soil for tomato plants. Results showed B. subtilis colonization 0–30 days post inoculation for banana and tomato plants in different culture systems with differential distribution of bacterial cells along tomato and banana roots. FISH and CARD–FISH methodologies were both successful in detecting B. subtilis colonies, but CARD–FISH proved to be superior due to its enhanced fluorescence signal. The presence of bacteria correlated with the promotion of plant growth in both plant species, providing clues to relate rhizospheric colonization with improvement in plant growth. FISH and CARD–FISH analysis results suggested the presence of native microbiota on the roots of in vitro banana plants, but not on those of tomato plants. © 2018 Elsevier GmbH
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    An Innovation Model in Curriculum Design for Teaching Engineering at Universidad EAFIT
    (IEEE, 2014-01-01) Zea, Claudia M.; Rodriguez, Alberto; Bueno, Natalia A.; Universidad EAFIT. Departamento de Ingeniería de Sistemas; I+D+I en Tecnologías de la Información y las Comunicaciones
    Constant changes in technology pose continuous challenges for higher education institutions that are training the engineers of the future. These changes are making it necessary to adapt the curriculum in order to develop the skills needed by the XXI century engineer. Moreover, instead of thinking in a large curriculum reform at a specific moment, it is necessary to define curriculum management processes that include change as a natural component of the process. In addition to these global trends, each institution has a particular context and thus, the analysis in each institution has unique characteristics, a common methodological approach, and a reference model that can be built as long as it is flexible enough to include that context. This paper describes a model developed for curriculum management inside the School of Engineering at Universidad EAFIT - Colombia. This model includes the institutional context and is based on a process approach defined by the Business Process Management (BPM) methodology. The model uses the Burlton Hexagon as a theoretical framework to identify organizational structure, strategies, policies, infrastructure, technology tools and human capital. It is also a mechanism for specifying curricular macro processes including the global and institutional context. The proposed model is based on three pillars: (a) scientific research in education, which promotes the use of the scientific method as a strategy to ensure an approach to problems based on evidence which allows the construction of educational innovation projects, (b) education engineering focused on engineering education, which transforms the learning by developing basic, professional, and transversal skills as well as those specific for an engineer of the XXI century, and (c) interactive educational communities, both face to face and virtual, as spaces for knowledge management that support collaborative working and experience-sharing, managed by its members working together promoting initiatives to develop educational innovation projects focused on specific topics, that answer questions related to teaching and learning needs. The formulation and development of educational innovation projects are the responses to different needs identified on specific courses that are transformed into research questions. These projects aim to renew the curriculum so that it dynamically evolves based on classroom experiences. Thus, the curriculum renewal is based on critical thinking about the problems found in engineering education. The use of the scientific method and the collaborative approach enables drawing solid conclusions based on the experimental results. The model proposes the formulation and development of innovative educational projects in which scientific research applied in education aims to transform teaching, academic and administrative practices. As consequence, curricular innovations that integrate learning objects and educational, methodological and assessment strategies, are developed by an interactive learning community composed by teachers. Finally, the results obtained by applying the model in some courses in the School of Engineering of Universidad EAFIT are presented. These results include reducing the drop-out rate of students, redefining admission and graduation profiles, and micro-curricular redesign based on competences using projects, among others.