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    1. Problem-Based Learning Laboratories on Chemicals from Biorenewables Bioseparations C. Glatz, S. Mallapragada, B. Narasimhan, P. Reilly and J. Shanks Department of Chemical Engineering M. Huba Educational Leadership and Policy Studies Iowa State University, Ames, IA 50011-2230 Z. Nikolov ProdiGene, Inc. and TAMU, College Station TX

    2. Vision We have developed four 1-credit open-ended, multidisciplinary laboratory courses involving “Chemicals from Biorenewables”. These problem-based learning laboratories have been integrated with existing and new bioengineering-related ChE classes Target audience: undergraduate (seniors) and graduate students in Chemical Engineering undergraduate and graduate students in Biochemistry and Biophysics, Biology and Food Science.

    3. Motivation: Topic ChE evolving from a petrochemical-based to a biorenewables-based discipline. Examples: Product Species used Company Indigo Microbial Genencor poly(lactic acid) Microbial Cargill/Dow Biopol Microbial/plants Monsanto 1,3 propanediol Microbial DuPont Current ChE curriculum does not reflect this trend Introduce new courses to cover this new technology

    4. Motivation: Educational Problem-based learning Open-ended problems Learning-based approach Students direct learning of the topic Problems provide motivation for learning Multidisciplinary Team-based approach ABET criteria Life-long learning

    5. Curriculum Structure Four new 1-credit laboratories - each associated with an existing or new ChE undergraduate/ graduate level biotechnology related theory course Each laboratory course has one open-ended design project topic and list of desired outcomes Students work in teams of three - each team has a student with a biology/biochemistry background Opportunity for problem-based, student-directed, multidisciplinary team-based learning Bioethics component

    6. General Lab Course Outline First two weeks: Common component for all the lab classes - Teach students statistics, bioethics, how to work in teams, literature searches, laboratory notebooks. Faculty member plays role of instructor with learning exercises in context of technical content of the course. Next three weeks: Literature review, coming up with plan for solving the problem, team roles, some laboratory training. Faculty member plays role of coach. Next nine weeks: Implementation of plan, experimental design. Faculty member plays role of coach Last two weeks: Wrapping up, written and oral presentations

    7. Description of Laboratory Courses Bioinformatics - (Spring 03: Reilly) - Development of bioinformatic and virtual reality techniques for investigating and predicting enzyme structure and function. Metabolic Engineering - (Spring 02: Shanks) - Combination of experimental methods with mathematical analysis of the metabolism of ethanol fermentation from yeast. Bioseparations - (Fall 02: Glatz) - Development of a process for recovering a recombinant protein expressed in corn germ. Tissue Engineering - (Fall 02: Mallapragada, Narasimhan) - Development of a bioreactor to cultivate bioartificial skin in vitro on suitable biodegradable polymer scaffolds

    8. Acknowledgments NSF Combined Research and Curriculum Development Grant EEC 0087696 Barry Lamphear and Susan??, Prodigene, Inc. for assistance with ELISA. Nicolas Deak, Erin Denefe and Tom Mathews for their presentation. Summer research crew of Danielle McConnell, Jim Kupferschmidt, Yandi Dharmadi, Zhengrong Gu, Maureen Griffin Tutors Todd Menkhaus and Kevin Saunders

    9. Brazzein Purification ChE 562 12/06/02

    10. Goal Objectives: Develop a separation process to recover Brazzein from transgenic corn Purity must be > 80% of total protein content Salt content in final product must be less than 0.01M Starting material: Defatted transgenic corn germ meal with some endosperm contamination. Initial brazzein concentration 250 ?g per gram of meal

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