1
|
Dillon M, Gerstman J, Scarcella A, Mantz M, Kleeschulte C, Light CJ. Let's talk posters: a novel role-playing activity to prepare undergraduate researchers for poster presentations. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0017823. [PMID: 38551312 PMCID: PMC11044625 DOI: 10.1128/jmbe.00178-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 02/26/2024] [Indexed: 04/28/2024]
Abstract
Calls to increase undergraduate involvement in research have led to a significant increase in student participation via course-based undergraduate research experiences (CUREs). These CUREs provide students an authentic research experience, which often involves dissemination of research by public speaking. For instance, the First-year Research Immersion (FRI) program at Binghamton University is a three-semester CURE sequence that prepares students for scientific research and effective communication of their findings. After one semester of research, students from the FRI program are tasked with presenting their research to hundreds of faculty members, staff, friends, and family at the annual FRI poster session. However, our students, and undergraduates in general, report high anxiety and fear around public speaking such as this. To better prepare our students for public speaking at a research poster session, we developed a workshop that includes a novel role-play activity to mimic a fast-paced poster session or conference in order to address students' fears and increase confidence levels. The role-play activity gives students iterative practice such that they are prepared for the realities of a poster session including variation of poster attendees. During the activity, students switch roles between presenter and audience member. In the role of an audience member, students are given Pokèmon-like role-playing cards that explain the traits and abilities of various types of poster-goers that students might come across (faculty in and out of discipline, staff, family, friends, etc.). Students improvise and enact their card-assigned role as they engage with their classmates who are practicing their poster presentations. To assess student outcomes, students were given three surveys: pre-activity, post-activity, and post-poster presentation. Immediately following the activity, 64% of students reported the highest level of confidence, and following the poster session, 93% of students reported extreme confidence in their poster presentation abilities. These data show that this role-play activity can help address student confidence and better prepare students to communicate their research.
Collapse
Affiliation(s)
- Meghan Dillon
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| | - Julia Gerstman
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| | - Alexandria Scarcella
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| | - Meghan Mantz
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| | - Courtney Kleeschulte
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| | - Caitlin J. Light
- Binghamton University, First-year Research Immersion Program, Binghamton, New York, USA
| |
Collapse
|
2
|
Yang MA, Korsnack K. Pairing a bioinformatics-focused course-based undergraduate research experience with specifications grading in an introductory biology classroom. Biol Methods Protoc 2024; 9:bpae013. [PMID: 38463936 PMCID: PMC10924719 DOI: 10.1093/biomethods/bpae013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 01/27/2024] [Accepted: 02/22/2024] [Indexed: 03/12/2024] Open
Abstract
Introducing bioinformatics-focused concepts and skills in a biology classroom is difficult, especially in introductory biology classrooms. Course-based Undergraduate Research Experiences (CUREs) facilitate this process, introducing genomics and bioinformatics through authentic research experiences, but the many learning objectives needed in scientific research and communication, foundational biology concepts, and bioinformatics-focused concepts and skills can make the process challenging. Here, the pairing of specifications grading with a bioinformatics-focused CURE developed by the Genomics Education Partnership is described. The study examines how the course structure with specifications grading facilitated scaffolding of writing assignments, group work, and metacognitive activities; and describes the synergies between CUREs and specifications grading. CUREs require mastery of related concepts and skills for working through the research process, utilize common research practices of revision and iteration, and encourage a growth mindset to learning-all of which are heavily incentivized in assessment practices focused on specifications grading.
Collapse
Affiliation(s)
- Melinda A Yang
- Department of Biology, University of Richmond, Richmond, VA 23173, United States
| | - Kylie Korsnack
- Teaching and Scholarship Hub, University of Richmond, Richmond, VA 23173, United States
| |
Collapse
|
3
|
Merkle JA, Devergne O, Kelly SM, Croonquist PA, Evans CJ, Hwalek MA, Straub VL, Hamill DR, Peister A, Puthoff DP, Saville KJ, Siders JL, Villanueva Gonzalez ZJ, Wittke-Thompson JK, Bieser KL, Stamm J, Vrailas-Mortimer AD, Kagey JD. Fly-CURE, a multi-institutional CURE using Drosophila, increases students' confidence, sense of belonging, and persistence in research. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00245-22. [PMID: 38107988 PMCID: PMC10720528 DOI: 10.1128/jmbe.00245-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 07/13/2023] [Indexed: 12/19/2023]
Abstract
The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen in Drosophila melanogaster. To date, more than 20 mutants have been studied across 20 institutions, and our scientific data have led to eleven publications with more than 500 students as authors. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students' perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data, collected over three academic years and involving 14 institutions and 480 students, show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents' educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students' efficacy with research methods, sense of belonging to the scientific research community, and interest in pursuing additional research experiences.
Collapse
Affiliation(s)
| | | | | | | | - Cory J. Evans
- Loyola Marymount University, Los Angeles, California, USA
| | | | | | | | | | | | | | | | | | | | | | - Joyce Stamm
- University of Evansville, Evansville, Indiana, USA
| | | | | |
Collapse
|
4
|
Gao L, Guo M. A course-based undergraduate research experience for bioinformatics education in undergraduate students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:189-199. [PMID: 36779350 DOI: 10.1002/bmb.21710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/02/2022] [Revised: 11/30/2022] [Accepted: 01/03/2023] [Indexed: 06/18/2023]
Abstract
With rapid development of sequencing technology and the continuous accumulation of biological big data, people who are capable of using bioinformatic skills to analyze omics data and work out biological problems are urgently needed in the workforce, which highlights the importance of developing bioinformatics skills early in the undergraduate curriculum. Meanwhile, course-based undergraduate research experience (CURE) courses have been proved to be an effective teaching format that have many advantages over traditional labs and lectures. Here we introduced an implementation of CURE course of bioinformatics data analysis and visualization for undergraduate students in major of bioinformatics and evaluated the learning outcomes. We were able to address 10 out of 15 core competencies identified by Network for Integrating Bioinformatics into Life Sciences Education. Besides, results evaluated by Laboratory Course Assessment Survey demonstrated the goals of collaboration, discovery and relevance, and iteration were accomplished in our course. Meanwhile, a significant increase in scores of final examinations and a long-term improvement on students' research ability on bioinformatics data analysis and visualization were also observed. In summary, this CURE course is useful for undergraduate students learning related knowledge and participate in authentic research in the field of bioinformatics.
Collapse
Affiliation(s)
- Lei Gao
- Department of Bioinformatics, School of Life Sciences, Shandong First Medical University & Shandong Academy of Medical Sciences, Tai'an, China
| | - Miao Guo
- Department of Biotechnology, School of Life Sciences, Shandong First Medical University & Shandong Academy of Medical Sciences, Tai'an, China
| |
Collapse
|
5
|
Norman L. Development and Implementation of a Bioinnovation Focused Course-Based Research Experience for Undergraduate Students. BIOMEDICAL ENGINEERING EDUCATION 2023; 3:225-233. [PMID: 37575215 PMCID: PMC10415467 DOI: 10.1007/s43683-022-00099-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2022] [Accepted: 12/11/2022] [Indexed: 08/15/2023]
Affiliation(s)
- Leann Norman
- Department of Biological Sciences, Towson University, Towson, MD 21252 USA
| |
Collapse
|
6
|
Merkle JA, Devergne O, Kelly SM, Croonquist PA, Evans CJ, Hwalek MA, Straub VL, Hamill DR, Puthoff DP, Saville KJ, Siders JL, Gonzalez ZJV, Wittke-Thompson JK, Bieser KL, Stamm J, Vrailas-Mortimer AD, Kagey JD. Fly-CURE, a Multi-institutional CURE using Drosophila, Increases Students' Confidence, Sense of Belonging, and Persistence in Research. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2023:2023.01.16.524319. [PMID: 36712137 PMCID: PMC9882189 DOI: 10.1101/2023.01.16.524319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
The Fly-CURE is a genetics-focused multi-institutional Course-Based Undergraduate Research Experience (CURE) that provides undergraduate students with hands-on research experiences within a course. Through the Fly-CURE, undergraduate students at diverse types of higher education institutions across the United States map and characterize novel mutants isolated from a genetic screen in Drosophila melanogaster. To evaluate the impact of the Fly-CURE experience on students, we developed and validated assessment tools to identify students' perceived research self-efficacy, sense of belonging in science, and intent to pursue additional research opportunities. Our data show gains in these metrics after completion of the Fly-CURE across all student subgroups analyzed, including comparisons of gender, academic status, racial and ethnic groups, and parents' educational background. Importantly, our data also show differential gains in the areas of self-efficacy and interest in seeking additional research opportunities between Fly-CURE students with and without prior research experience, illustrating the positive impact of research exposure (dosage) on student outcomes. Altogether, our data indicate that the Fly-CURE experience has a significant impact on students' efficacy with research methods, sense of belonging to the scientific community, and interest in pursuing additional research experiences.
Collapse
|
7
|
Juríková K, Sepšiová R, Ševčovičová A, Tomáška Ľ, Džugasová V. Implementing CRISPR-Cas9 Yeast Practicals into Biology Curricula. CRISPR J 2022; 5:181-186. [PMID: 35333620 DOI: 10.1089/crispr.2021.0125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
CRISPR-Cas9 is a genome-editing technique that has been widely adopted thanks to its simplicity, efficiency, and broad application potential. Due to its advantages and pervasive use, there have been attempts to include this method in the existing curricula for students majoring in various disciplines of biology. In this perspective, we summarize the existing CRISPR-Cas courses that harness a well-established model organism: baker's yeast, Saccharomyces cerevisiae. As an example, we present a detailed description of a fully hands-on, flexible, robust, and cost-efficient practical CRISPR-Cas9 course, where students participate in yeast genome editing at every stage-from the bioinformatic design of single-guide RNA, through molecular cloning and yeast transformation, to the final confirmation of the introduced mutation. Finally, we emphasize that in addition to providing experimental skills and theoretical knowledge, the practical courses on CRISPR-Cas represent ideal platforms for discussing the ethical implications of the democratization of biology.
Collapse
Affiliation(s)
- Katarína Juríková
- Department of Genetics, Faculty of Natural Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Computational and Integrative Biology, University of Trento, Trento, Italy
- CIBIO-Department of Cellular, Computational and Integrative Biology, University of Trento, Trento, Italy
| | - Regina Sepšiová
- Department of Genetics, Faculty of Natural Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Computational and Integrative Biology, University of Trento, Trento, Italy
| | - Andrea Ševčovičová
- Department of Genetics, Faculty of Natural Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Computational and Integrative Biology, University of Trento, Trento, Italy
| | - Ľubomír Tomáška
- Department of Genetics, Faculty of Natural Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Computational and Integrative Biology, University of Trento, Trento, Italy
| | - Vladimíra Džugasová
- Department of Genetics, Faculty of Natural Sciences, Comenius University in Bratislava, Bratislava, Slovakia; Computational and Integrative Biology, University of Trento, Trento, Italy
| |
Collapse
|
8
|
Turner AN, Challa AK, Cooper KM. Student Perceptions of Authoring a Publication Stemming from a Course-Based Undergraduate Research Experience (CURE). CBE LIFE SCIENCES EDUCATION 2021; 20:ar46. [PMID: 34415196 PMCID: PMC8715815 DOI: 10.1187/cbe.21-02-0051] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 07/01/2021] [Accepted: 07/08/2021] [Indexed: 05/23/2023]
Abstract
Course-based undergraduate research experiences (CUREs) engage students in authentic research experiences in a course format and can sometimes result in the publication of that research. However, little is known about student-author perceptions of CURE publications. In this study, we examined how students perceive they benefit from authoring a CURE publication and what they believe is required for authorship of a manuscript in a peer-reviewed journal. All 16 students who were enrolled in a molecular genetics CURE during their first year of college participated in semistructured interviews during their fourth year. At the time of the interviews, students had been authors of a CURE publication for a year and a half. Students reported that they benefited personally and professionally from the publication. Students had varying perceptions of what is required for authorship, but every student thought that writing the manuscript was needed, and only two mentioned needing to approve the final draft. Additionally, we identified incomplete conceptions that students had about CURE publications. This work establishes student-perceived benefits from CURE publications and highlights the need for authorship requirements to be explicitly addressed in CUREs.
Collapse
Affiliation(s)
- Ashley N. Turner
- Department of Biology, School of Science, Jacksonville State University, Jacksonville, AL 36265
| | - Anil K. Challa
- Department of Biology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL 35294
| | - Katelyn M. Cooper
- Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281
| |
Collapse
|
9
|
Adkins-Jablonsky SJ, Arnold E, Rock R, Gray R, Morris JJ. Agar Art: a CURE for the Microbiology Laboratory. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2021; 22:jmbe00121-21. [PMID: 34594457 PMCID: PMC8442024 DOI: 10.1128/jmbe.00121-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2020] [Accepted: 05/21/2021] [Indexed: 06/13/2023]
Abstract
We previously developed and assessed "The Art of Microbiology," a course-based undergraduate research experience (CURE) which uses agar art to spur student experimentation, where we found student outcomes related to science persistence. However, these outcomes were not correlated with specific activities and gains were not reported from more than one class. In this study, we explored which of the three major activities in this CURE-agar art, experimental design, or poster presentations-affected student engagement and outcomes associated with improved understanding of the nature of science (NOS). The Art of Microbiology was studied in three microbiology teaching laboratories: at a research university with either the CURE developer (18 students) or a CURE implementer (39 students) and at a community college with a CURE implementer (25 students). Our quasi-experimental mixed methods study used pre/post-NOS surveys and semi-structured class-wide interviews. Community college students had lower baseline NOS responses but had gains in NOS similar to research university students post-CURE. We surveyed research university students following each major activity using the Assessing Student Perspective of Engagement in Class Tool (ASPECT) survey but did not find a correlation between NOS and activity engagement. Of the three activities, we found the highest engagement with agar art, especially in the CURE developer class. Interviewed students in all classes described agar art as a fun, relevant, and low-stakes assignment. This work contributes to the evidence supporting agar art as a curricular tool, especially in ways that can add research to classrooms in and beyond the research university.
Collapse
Affiliation(s)
| | - Erin Arnold
- Biology Department, Jefferson State Community College, Birmingham, Alabama, USA
| | - Rachel Rock
- Department of Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
- School of Biological Sciences, University of Edinburgh, Edinburgh, United Kingdom
| | - Rosianna Gray
- Department of Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| | - J. Jeffrey Morris
- Department of Biology, University of Alabama at Birmingham, Birmingham, Alabama, USA
| |
Collapse
|
10
|
Lo SM, Le BD. Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes. Front Microbiol 2021; 12:589487. [PMID: 34385980 PMCID: PMC8353364 DOI: 10.3389/fmicb.2021.589487] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 07/07/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.
Collapse
Affiliation(s)
- Stanley M. Lo
- Section of Cell and Developmental Biology, University of California, San Diego, La Jolla, CA, United States
- Division of Biological Sciences, University of California, San Diego, La Jolla, CA, United States
- Program in Mathematics and Science Education, University of California, San Diego, La Jolla, CA, United States
| | - Bryan D. Le
- Division of Biological Sciences, University of California, San Diego, La Jolla, CA, United States
| |
Collapse
|
11
|
Whitley KV, Tueller JA, Weber KS. Genomics Education in the Era of Personal Genomics: Academic, Professional, and Public Considerations. Int J Mol Sci 2020; 21:ijms21030768. [PMID: 31991576 PMCID: PMC7037382 DOI: 10.3390/ijms21030768] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2019] [Revised: 01/18/2020] [Accepted: 01/22/2020] [Indexed: 12/23/2022] Open
Abstract
Since the completion of the Human Genome Project in 2003, genomic sequencing has become a prominent tool used by diverse disciplines in modern science. In the past 20 years, the cost of genomic sequencing has decreased exponentially, making it affordable and accessible. Bioinformatic and biological studies have produced significant scientific breakthroughs using the wealth of genomic information now available. Alongside the scientific benefit of genomics, companies offer direct-to-consumer genetic testing which provide health, trait, and ancestry information to the public. A key area that must be addressed is education about what conclusions can be made from this genomic information and integrating genomic education with foundational genetic principles already taught in academic settings. The promise of personal genomics providing disease treatment is exciting, but many challenges remain to validate genomic predictions and diagnostic correlations. Ethical and societal concerns must also be addressed regarding how personal genomic information is used. This genomics revolution provides a powerful opportunity to educate students, clinicians, and the public on scientific and ethical issues in a personal way to increase learning. In this review, we discuss the influence of personal genomics in society and focus on the importance and benefits of genomics education in the classroom, clinics, and the public and explore the potential consequences of personal genomic education.
Collapse
|
12
|
Hastie E, Sellers R, Valan B, Sherwood DR. A Scalable CURE Using a CRISPR/Cas9 Fluorescent Protein Knock-In Strategy in Caenorhabditis elegans. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-60. [PMID: 31890079 PMCID: PMC6914349 DOI: 10.1128/jmbe.v20i3.1847] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2019] [Accepted: 09/16/2019] [Indexed: 06/07/2023]
Abstract
Genome editing with CRISPR/Cas9 technology has advanced from the lab bench to clinical application with multiple trials underway. This article introduces a course-based undergraduate experience (CURE) combining CRISPR/Cas9 genome editing (using a modified two-plasmid system) and the animal model Caenorhabditis elegans. This CURE is designed to be a scalable, semester-long laboratory that will introduce the students to literature searches, molecular biology, experiment planning, microscopy, CRISPR bioethics discussion, and scientific writing. Here, students challenged themselves to endogenously tag the C. elegans gene zmp-4, a matrix metalloproteinase enzyme, with a fluorescent protein marker and successfully generated a new worm strain. The knock-in was confirmed with genotyping and imaging and will be available for use by the entire worm community.
Collapse
Affiliation(s)
- Eric Hastie
- Department of Biology, Duke University, Durham, NC 27708
| | - Ryan Sellers
- Department of Biology, Duke University, Durham, NC 27708
| | - Bruno Valan
- Department of Biology, Duke University, Durham, NC 27708
| | - David R. Sherwood
- Department of Biology, Duke University, Durham, NC 27708
- Regeneration Next, Duke University, Durham, NC 27708
| |
Collapse
|
13
|
Ruppel NJ, Estell LE, Jackson RI, Wolyniak MJ. An Undergraduate Research Project Utilizing CRISPR-Cas9 Gene Editing Technology to Study Gene Function in Arabidopsis thaliana. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-31. [PMID: 31316687 PMCID: PMC6608611 DOI: 10.1128/jmbe.v20i2.1666] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2018] [Accepted: 02/26/2019] [Indexed: 05/25/2023]
Abstract
The CRISPR-Cas9 system functions in microbial viral pathogen recognition pathways by identifying and targeting foreign DNA for degradation. Recently, biotechnological advances have allowed scientists to use CRISPR-Cas9-based elements as a molecular tool to selectively modify DNA in a wide variety of other living systems. Given the emerging need to bring engaging CRISPR-Cas9 laboratory experiences to an undergraduate audience, we incorporated a CRISPR-based research project into our Genetics class laboratories, emphasizing its use in plants. Our genetic manipulations were designed for Arabidopsis thaliana, which despite serving as a plant research model, has traditionally been difficult to use in a classroom setting. For this project, students transformed plasmid DNA containing the essential CRISPR-Cas9 gene editing elements into A. thaliana. Expression of these elements in the plant genome was expected to create a deletion at one of six targeted genes. The genes we chose had a known seedling and/or juvenile loss-of-function phenotype, which made genetic analysis by students with a limited background possible. It also allowed the project to reach completion in a typical undergraduate semester timeframe. Assessment efforts demonstrated several learning gains, including students' understanding of CRISPR-Cas9 content, their ability to apply CRISPR-Cas9 gene editing tools using bioinformatics and genetics, their ability to employ elements of experimental design, and improved science communication skills. They also felt a stronger connection to their scientific education and were more likely to continue on a STEM career path. Overall, this project can be used to introduce CRISPR-Cas9 technology to undergraduates using plants in a single-semester laboratory course.
Collapse
Affiliation(s)
| | - Lauren E Estell
- Department of Biology, Randolph-Macon College, Ashland, VA 23005
| | - Robert I Jackson
- Department of Biology, Hampden-Sydney College, Hampden-Sydney, VA 23943
| | | |
Collapse
|
14
|
Wolyniak MJ, Austin S, Bloodworth LF, Carter D, Harrison SH, Hoage T, Hollis-Brown L, Jefferson F, Krufka A, Safadi-Chamberlin F, Santisteban MS, Soneral P, VanWinkle B, Challa AK. Integrating CRISPR-Cas9 Technology into Undergraduate Courses: Perspectives from a National Science Foundation (NSF) Workshop for Undergraduate Faculty, June 2018. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2019; 20:jmbe-20-19. [PMID: 31160943 PMCID: PMC6508915 DOI: 10.1128/jmbe.v20i1.1702] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2018] [Accepted: 02/23/2019] [Indexed: 05/24/2023]
Abstract
As CRISPR (clustered regularly interspaced short palindromic repeats)-Cas9 technology becomes more mainstream in life science research, it becomes critical for undergraduate instructors to devise engaging ways to bring the technology into their classrooms. To help meet this challenge, the National Science Foundation sponsored a workshop for undergraduate instructors in June 2018 at The Ohio State University in conjunction with the annual Association of Biology Laboratory Educators meeting based on a workflow developed by the workshop's facilitators. Over the course of two and a half days, participants worked through a modular workflow for the use of CRISPR-Cas9 in a course-based (undergraduate) research experience (CURE) setting while discussing the barriers each of their institutions had to implementing such work, and how such barriers could be overcome. The result of the workshop was a team with newfound energy and confidence to implement CRISPR-Cas9 technology in their courses and the development of a community of undergraduate educators dedicated to supporting each other in the implementation of the workflow either in a CURE or modular format. In this article, we review the activities and discussions from the workshop that helped each participant devise their own tailored approaches of how best to bring this exciting new technology into their classes.
Collapse
Affiliation(s)
| | - Shane Austin
- Department of Biological and Chemical Sciences, The University of the West Indies at Cave Hill, Bridgetown, BB11000, Barbados
| | | | - Dawn Carter
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Scott H. Harrison
- Department of Biology, North Carolina A&T State University, Greensboro, NC 27411
| | - Tiffany Hoage
- Department of Biology, University of Wisconsin—Stout, Menomonie, WI 54751
| | - Lisa Hollis-Brown
- Department of Biology, Pikes Peak Community College, Colorado Springs, CO 80906
| | - Felicia Jefferson
- Department of Biology, Fort Valley State University, Fort Valley, GA 31030
| | - Alison Krufka
- Department of Biological Sciences, Rowan University, Glassboro, NJ 08028
| | - Farida Safadi-Chamberlin
- Department of Biochemistry and Molecular Biology, Colorado State University, Fort Collins, CO 80523
| | - Maria S. Santisteban
- Department of Biology, University of North Carolina at Pembroke, Pembroke, NC 28372
| | - Paula Soneral
- Department of Biological Sciences, Bethel University, St. Paul, MN 55112
| | - Beth VanWinkle
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Anil K. Challa
- Department of Biology, The University of Alabama Birmingham, Birmingham, AL 35294
| |
Collapse
|
15
|
Pieczynski JN, Deets A, McDuffee A, Lynn Kee H. An undergraduate laboratory experience using CRISPR-cas9 technology to deactivate green fluorescent protein expression in Escherichia coli. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:145-155. [PMID: 30664332 DOI: 10.1002/bmb.21206] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Revised: 12/03/2018] [Accepted: 12/21/2018] [Indexed: 06/09/2023]
Abstract
Undergraduates learn that gene editing in diverse organisms is now possible. How targeted manipulation of genes and genomes is utilized in basic science and biomedicine to address biological questions is challenging for undergraduates to conceptualize. Thus, we developed a lab experience that would allow students to be actively engaged in the full process of design, implementation of a gene editing strategy, and interpretation of results within an 8-week lab period of a Genetics course. The laboratory experience combines two transformative biotechnology tools; the utilization of green fluorescent protein (GFP) as a diagnostic marker of gene expression and the fundamentals and specificity of Clustered Regularly Interspaced Short Palindromic Repeats-cas9 (CRISPR-cas9) gene editing in bacterial cells. The students designed and constructed plasmids that express single guide RNA targeted to GFP, expressed the sgRNA and cas9 in bacteria cells, and successfully deactivated GFP gene expression in the bacterial cells with their designed CRISPR-cas9 tools. Student assessment revealed most students achieved student learning objectives. We conclude this lab experience is an effective and accessible method for engaging students in the scientific practices, knowledge and challenges revolving targeted CRISPR-cas9 gene manipulation. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 145-155, 2019.
Collapse
Affiliation(s)
| | - Amber Deets
- Department of Biology, Stetson University, DeLand, Florida
| | | | - H Lynn Kee
- Department of Biology, Stetson University, DeLand, Florida
| |
Collapse
|
16
|
Fromherz S, Whitaker-Fornek JR, Sharp AA. Classroom-Based Research Experiences to Support Underserved STEM Student Success: From Introductory Inquiry to Optogenetics in the Embryonic Chicken. JOURNAL OF UNDERGRADUATE NEUROSCIENCE EDUCATION : JUNE : A PUBLICATION OF FUN, FACULTY FOR UNDERGRADUATE NEUROSCIENCE 2018; 17:A97-A110. [PMID: 30618506 PMCID: PMC6312144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Revised: 10/16/2018] [Accepted: 10/24/2018] [Indexed: 06/09/2023]
Abstract
In order to help overcome barriers to success for undergraduate STEM students from disadvantaged backgrounds, we developed two classroom-based research experiences (REs), Connecting Life (CL) and the Summer Research Institute (SRI). These REs were implemented over a two-year period (2014-2015) for regional community college students as part of the Southern Illinois Bridges to the Baccalaureate (SI Bridges) program. CL and SRI, broadly centered in biomedical sciences research, are designed to be offered in tandem. CL utilizes a guided inquiry approach with microscopy work-stations in experimental cell biology to experientially introduce research while building skills and confidence. CL serves as the gateway experience for the SRI, an intensive summer RE in which scholars engage in authentic research using modern technologies including optogenetics. We piloted the REs in year 1 (9 scholars) and made refinements in year 2 (10 scholars). Participants ("Bridges scholars") were enrolled full-time at one of two regional, rural community colleges, and came on-site to Southern Illinois University at Carbondale (SIUC) for the paid REs. Here we report the development, design and implementation of CL and the SRI, and report improved STEM research-related attitudes and aptitudes as a result of these experiences. Our findings suggest that guided inquiry with increasingly technical authentic research projects in a classroom-based and supportive learning community-style setting is a positive model for the transformation of underserved community college students into confident, motivated scientists with research-ready skills, and is likely translatable to other research novices.
Collapse
Affiliation(s)
- Sylvia Fromherz
- Department of Biology, Saginaw Valley State University, University Center, MI 48710
- Department of Plant Biology, Southern Illinois University, Carbondale, IL 62901
| | | | - Andrew A. Sharp
- Department of Physiology, Southern Illinois University, Carbondale, IL 62901
- Department of Anatomy, Southern Illinois University, Carbondale, IL 62901
| |
Collapse
|