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Coupling teaching and research

Coupling teaching and research. Incorporating a research project into a required course. Fall 2003 Centenary College Fall: Sophomore Cell Biology (2 lectures, 3 labs) Spring: Junior Genetics (1 lecture, 2-3 labs) and junior/senior course (e.g., Advanced Cell Bio, Cancer Bio). Summer:

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Coupling teaching and research

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  1. Coupling teaching and research Incorporating a research project into a required course

  2. Fall 2003 Centenary College • Fall: Sophomore Cell Biology (2 lectures, 3 labs) • Spring: Junior Genetics (1 lecture, 2-3 labs) and junior/senior course (e.g., Advanced Cell Bio, Cancer Bio)

  3. Summer: Return to UVa to do research

  4. How can I keep my research going during the academic year?

  5. Collaborate! Worked with Dr. Lucy Robinson to develop a course-based undergraduate research experience

  6. Our goals For students • Gain understanding of genetics concepts and molecular biology techniques through using them in the context of a multi-step research project • Learn to use bioinformatics tools • Increased ability to analyze and communicate results of a multi-step project For Lucy and me • Integrate my research into my teaching • Prepare students for summer and academic year independent research projects

  7. The question: CK1 protein kinases are distinct from other kinase families. Why?

  8. The approach: Students will identify amino acids that are conserved in CK1s but not in other kinases, locate them in a CK1 model, and form hypotheses about their function.

  9. mYck2 mYck2 GFP GFP Amp r Amp r pRS315 pRS315 pRS315 Amp r Students will design and generate mutations… b. Sequencing - control + control mutant GFP - mYck2 Permissive- all patches grow Transform into YckΔ and Yckts yeast, patch colonies to test functionality Mutant DNA Mutagenic primer - control + control mutant Grow colonies in liquid culture to amplify mutant plasmid via replication Restrictive- patches only with functional YCK2 grow Purify GFP-mYck2 plasmid out of E. coli culture using a miniprep Check plasmid DNA in two ways Transform into E. coli and grow selectively on ampicillin plates Site-directed mutagenesis on Yck2 CK1 Digest wildtype DNA using Dpn 1 restriction enzyme Yck2 Yck2 Yck2 Yck2 Yck2 GFP GFP GFP GFP GFP pLR10 pLR10 pLR10 pLR10 pLR10 pRS315 Restriction digest to cleave out GFP-Yck2 Amp r Amp r Amp r Amp r Amp r Amp r Ligate GFP-mYck2 into pRS315 Purify mYck2-pRS315 construct out of E. coli culture Transform into E. coli and grow selectively on ampicillin plates Grow colonies in liquid culture to amplify plasmid via replication Restriction digest for sticky ends a. Restriction digest

  10. …to test their hypotheses. • 3 hour blocks • Groups of two students • Groups collaborate to answer question and to replicate

  11. Our goals For students • Gain understanding of genetics concepts and molecular biology techniques through using them in the context of a multi-step research project • Learn to use bioinformatics tools • Increased ability to analyze and communicate results of a multi-step project For Lucy and me • Integrate my research into my teaching • Prepare students for summer and academic year independent research projects • Local grants • DBER publication

  12. What came next? • Iterative improvement • Experimental implementation • Student assignments • New collaboration • Molecular modeling

  13. What were the lessons? • Collaborate • Iterate • Permutate • Replicate • Communicate • Delegate

  14. What didn’t we do well? • Assessment • Joining a network • But you can! • CFT Teaching Guide: • Introducing research into your courses: summary, examples, references, resources • How-to guide

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