Case Study for Genetics or Molec Lab

Providing undergraduate life-science students with a course-based research experience that utilizes cutting-edge technology, is tractable for students, and is manageable as an instructor is a challenge. Here, I describe a multi-week lesson plan for a laboratory-based course with the goal of editing the genome of budding yeast, Saccharomyces cerevisiae. Students apply knowledge regarding advanced topics such as: CRISPR/Cas9 gene editing, DNA repair, genetics, and cloning. The lesson requires students to master skills such as bioinformatics analysis, restriction enzyme digestion, ligation, basic microbiology skills, polymerase chain reaction, and plasmid purification. Instructors are led through the technical aspects of the protocols, as well as the teaching philosophy involved throughout the laboratory experience. As it stands, the laboratory lesson is appropriate for 6-8 weeks of an upper-level undergraduate laboratory course, but may be adapted for shorter stints and students with less experience. Students complete the lesson with a more realistic idea of life science research and report significant learning gains. I anticipate this lesson to provide instructors and students in undergraduate programs with a hands-on, discovery-based learning experience that allows students to cultivate skills essential for success in the life sciences.

Reviewing and integrating key concepts and learning goals at the end of a biology course can be overwhelming to students and instructors alike. Often end-of-term review sessions in preparation for final exams are heavily based on memorization, and content coverage may be favored over students’ deeper understanding of fewer key ideas. We developed a final exam review for a virtual introductory evolution course using an “escape room” format, which consisted of unique activities—including puzzles, role-playing, and literature searches—aligned with course learning goals. Similar to a traditional escape room, students needed to collaboratively solve or complete each activity before moving on to the subsequent task. Our escape room activity was conducted virtually via Zoom and included both whole-class and smaller breakout room interactions. We recommend instructors utilize escape rooms as an engaging and effective way to review key concepts in their courses.

Primary image: Virtual Escape Room. In our activity, students virtually engage in activities related to evolutionary topics such as cichlid speciation, mRNA COVID-19 vaccines, and extinction, among others. All images used in this image are open source, and associated links for all images are listed here: https://unsplash.com/photos/smgTvepind4, https://unsplash.com/photos/4_hFxTsmaO4, https://unsplash.com/photos/_BJVJ4WcV1M, https://unsplash.com/photos/k0KRNtqcjfw, https://unsplash.com/photos/Pitb97HIn6Y

Molecular case studies (MCS) use an interesting story as a hook , followed by exploration of biochemistry of one or more molecules of interest.  They can be useful in teaching about macromolecule structure and function and also for improving biomolecular visualization and analysis in undergraduate and graduate level classes. Several unique collaborations have stemmed from discussions and workshops facilitated by the Molecular CaseNet group. The “Malaria and Maria” case was originally drafted by a group of students in Dr. Vardar-Ulu’s Biochemistry class in Fall 2020 at Boston University.  This student authored MCS replaced the in-person laboratory student projects during the COVID-19 remote instruction period in Fall 2020. The case examines the structure of the enzyme Lactate Dehydrogenase, a key player in anaerobic metabolism. Dr. Vardar-Ulu used this case to teach Biochemistry at Boston University. Since the case uses Malaria, a neglected tropical disease as a hook, it was also a good fit for the Molecular Parasitology class taught by Dr. Agrawal at University of Mary Washington. In Spring 2022 the case was piloted in both these universities.