A CURE Biochemistry Laboratory Module to Study Protein–Protein Interactions by NMR Spectroscopy

Abstract

The design of undergraduate laboratory courses that provide meaningful research-based experiences enhances undergraduate curricula and prepares future graduate students for research careers. In this article, a coursebased undergraduate research experience (CURE) laboratory module was designed for upper-division undergraduate biochemistry and chemistry students. The laboratory module enabled students to build upon recently published data in the literature to decipher atomistic insight for an essential protein−protein interaction in human biology through the use of biomolecular NMR spectroscopy. Students compared their results with published data with the goal of identifying specific regions of the protein− protein interaction responsible for triggering an allosteric conformational change. The laboratory module introduced students to basic and advanced laboratory techniques, including protein purification, NMR spectroscopy, and analysis of protein structure using molecular visualization software.

Stimulating Students’ Learning in Analytical Chemistry through an Environmental-Based CURE Project

“…Many of the students felt the analysis was personal because it affected their lives, and they felt a personal obligation to accurately determine the amount of Pb in their soil samples. The observed benefits to the students agree with other CURE laboratories in upper-level chemistry courses. − , Though publication of research is very important and boosts the self-confidence of the students involved, the benefits that students gain by engaging in research extend beyond articles published. The most important part of research for an undergraduate student is the transformation that takes place during the research process.…”

“…The observed benefits to the students agree with other CURE laboratories in upper-level chemistry courses. [19][20][21][22][23][24][25]31 Though publication of research is very important and boosts the selfconfidence of the students involved, the benefits that students gain by engaging in research extend beyond articles published. The most important part of research for an undergraduate student is the transformation that takes place during the research process.…”

“…The goals of implementing CURE projects in upper-level science courses are different from other CURE-based laboratories targeting introductory courses. ,− Students taking upper-level science courses have already demonstrated their interest and persistence in science. To this end, the objective was to engage a larger number of students with no prior research experience to help them to understand the research process and develop the ability to integrate theory to a real-life application.…”

Reflections on Course-Based Undergraduate Research in Organic and Biochemistry during COVID-19

“…Overall, the CUREs laboratories in organic and biochemistry were adapted during COVID-19 at UNE to provide valuable scientific training for students in organic chemistry and biochemistry. − Considering the sum of instructor experiences and the student feedback gleaned from instructor initiated surveys and student evaluations, we conclude that active engagement of students in all forms is esteemed and preferred over passive learning. − However, no virtual laboratory experience can supplant the value of experiential learning enabled by s-on undergraduate research in CUREs biochemistry and organic chemistry courses. ,,,− …”

Bringing Light to Science Undergraduate Students: A Successful Laboratory Experiment Illustrating the Principles and Applications of Bioluminescence

“…As opposed to this “cookbook” approach, there are other practical science teaching styles that may bring students closer to the scientific method, encouraging them to ask questions, discuss protocols, take and analyze results, thus enabling them to draw conclusions with the support of the specialized literature. , Course-based undergraduate research experiences (CUREs) − and PBL approaches − are methods successfully used to create a more enriching research experience for students. Extending from several weeks to a complete course, they are gradually becoming established in the practical teaching of chemistry and biochemistry undergraduate students, observing an increase in the students’ motivation. , …”