Integrating research into a molecular cloning course to address the evolving biotechnology landscape

Garcia, Christina B.; Chapman, Ian F.; Chen, Stefanie H.; Lazear, Eric; Lentz, Thomas B.; Williams, Christina L.; Dums, Jacob T.; Goller, Carlos C.; Robertson, Sabrina D.

doi:10.1002/bmb.21402

Cited by 5 publications

(4 citation statements)

References 27 publications

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“…The rapid development of biotechnological fields, however, presents a curricular challenge for educators trying to provide students with relevant coursework [35]. our study recommends that educators and curriculum developers create a frequently updated bridge between biotechnology education and practice.…”

Section: Recommendationsmentioning

confidence: 91%

Biotechnology: knowledge, perception and future in Saudi Arabia

Banjer

Shami

Horaib

et al. 2021

Biotechnology & Biotechnological Equipment

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The use of different biotechnological applications has grown immensely over the previous years to almost double the industry's size. There has been significant attention directed to the potential of the biotechnology industry and its imminent role in ensuring a country's development. The Kingdom of Saudi Arabia (KSA) is one of many countries planning to employ biotechnologies as a means of reaching a high-income economy. This study investigated the knowledge and perceptions of a cohort of 178 university students from around the KSA on biotechnology applications. The study showed that the majority, 50%, agreed that they had information about biotechnology and its application. Many respondents (43.8%) agreed with the biotechnology practices and activities. There was a significant positive correlation between the knowledge and perception of the students (χ 2 =34.54, ρ=0.0001). The majority of the respondents acknowledged that biotechnology was essential for enhancing the students' perception and improving biotechnology activities. The responses demonstrated the attitudes and beliefs (which have a great influence on the personal decisions of individuals) of current students, who eventually will be policy-makers, leaders and consumers, and will generally represent the future society of the country. Consequently, the study allowed to suggest creating awareness and increasing the influence of this topic to all stakeholders. There is a need for educators and curriculum developers to emphasize the significance of biotechnology. In addition to the importance of positioning the applications of this field in the public sphere, due to its supporting role in the country's scientific progress and economic growth.

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Section: Recommendationsmentioning

confidence: 91%

Biotechnology: knowledge, perception and future in Saudi Arabia

Banjer

Shami

Horaib

et al. 2021

Biotechnology & Biotechnological Equipment

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“…Lecture topics are directly related to the project-based laboratory sequence. For example, students learn about different types of screening methods and then perform three of those methods (i.e., restriction digestion, PCR screening, Sanger sequencing) ( Garcia et al, 2021 ).…”

Section: Integrating Bioinformatics In a Dual-level Undergraduate Graduate Course In Molecular Biotechnologymentioning

confidence: 99%

“…Reasons for additional rounds of Development include activities not working as intended, or assessments revealing that scaffolding of the material was insufficient to achieve the learning objectives. Through the 5D process, MBLEMs have been created and disseminated over the years ( Witherow and Carson, 2011 ; Srougi and Carson, 2013 ; Ott and Carson, 2014 ; Lentz et al, 2017 ; Chen and Goller, 2020 ; Goller and Ott, 2020 ; Samsa et al, 2020 ; Garcia et al, 2021 ), ranging in topics from protein-protein interactions, signal transduction to metagenomics. This model has proven effective as demonstrated by the successful achievement of student learning outcomes and technical skills acquisition in these courses as assessed from quantitative course data (i.e., lab reports, exams, lab notebooks, and projects) and through analysis of qualitative student survey data.…”

Section: Introductionmentioning

confidence: 99%

Integrating Bioinformatics Tools Into Inquiry-Based Molecular Biology Laboratory Education Modules

et al. 2021

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The accelerating expansion of online bioinformatics tools has profoundly impacted molecular biology, with such tools becoming integral to the modern life sciences. As a result, molecular biology laboratory education must train students to leverage bioinformatics in meaningful ways to be prepared for a spectrum of careers. Institutions of higher learning can benefit from a flexible and dynamic instructional paradigm that blends up-to-date bioinformatics training with best practices in molecular biology laboratory pedagogy. At North Carolina State University, the campus-wide interdisciplinary Biotechnology (BIT) Program has developed cutting-edge, flexible, inquiry-based Molecular Biology Laboratory Education Modules (MBLEMs). MBLEMs incorporate relevant online bioinformatics tools using evidenced-based pedagogical practices and in alignment with national learning frameworks. Students in MBLEMs engage in the most recent experimental developments in modern biology (e.g., CRISPR, metagenomics) through the strategic use of bioinformatics, in combination with wet-lab experiments, to address research questions. MBLEMs are flexible educational units that provide a menu of inquiry-based laboratory exercises that can be used as complete courses or as parts of existing courses. As such, MBLEMs are designed to serve as resources for institutions ranging from community colleges to research-intensive universities, involving a diverse range of learners. Herein, we describe this new paradigm for biology laboratory education that embraces bioinformatics as a critical component of inquiry-based learning for undergraduate and graduate students representing the life sciences, the physical sciences, and engineering.

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“…As a BIT course, it is designed to teach students cutting-edge technical skills that can be applied in academic research or in industry. The prerequisite for enrolling in lab modules is the completion of a semester-long lab-based molecular biology course ( Carson et al, 2019 ; Garcia et al, 2020 ). As technology changes, BIT courses are regularly redesigned and updated to reflect current research and molecular biotechnology tools.…”

Section: Course Descriptionmentioning

confidence: 99%

Using Metabolic Engineering to Connect Molecular Biology Techniques to Societal Challenges

Gordy

Goller

2020

Front. Microbiol.

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Genetically modified organisms (GMOs) are a topic of broad interest and are discussed in classes ranging from introductory biology to bioethics to more advanced methods-focused molecular biology courses. In most cases, GMOs are discussed in the context of introducing a single protein-coding gene to produce a single desired trait in a crop. For example, a commercially available kit allows students to test whether food products contain GMOs by detecting the Bacillus thuringiensis delta-endotoxin gene, which confers resistance to European corn borers. We have developed an 8-week laboratory module for upper-division undergraduates and graduate students that builds upon students’ basic understanding of GMOs to introduce them to the techniques used to sustainably produce commercially valuable products in yeast through metabolic engineering. In this course, students use recombination-based methods to assemble genes encoding entire metabolic pathways in Saccharomyces cerevisiae , perform genetic screens to identify yeast genes that impact metabolite yield, and use error-prone PCR to optimize metabolic pathway function. In parallel to these laboratory-based activities, students engage with the societal impact of these approaches through case studies of products made via yeast metabolic engineering, such as opioids, omega-3 fatty acids, and the Impossible Burger. In this report, we focus on these case studies as well as an individual sustainability project assignment created for this course. This assignment, which spans the 8-week module, asks students to find examples of yeast metabolic engineering that could be used to address current sustainability challenges in their communities. By the end of the course, students synthesize this information to create a case study that could be used to teach concepts related to metabolic engineering and sustainability to their peers. Student approaches to this project have varied from literature reviews, to news searches, to directly contacting and interviewing researchers using novel metabolic engineering approaches. These student-produced projects are used as case studies in future semesters, amplifying student voices and contributing to student ownership. While developed in the context of this course, the sustainability project and case studies are broadly applicable and could be adapted for use in biology or bioethics courses at the undergraduate or graduate level. Through this report, we hope to gain collaborators interested in implementing a version of the course at their institutions, allowing for robust assessment of the impact of the course on a larger group of students.

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Integrating research into a molecular cloning course to address the evolving biotechnology landscape

Cited by 5 publications

References 27 publications

Biotechnology: knowledge, perception and future in Saudi Arabia

Biotechnology: knowledge, perception and future in Saudi Arabia

Integrating Bioinformatics Tools Into Inquiry-Based Molecular Biology Laboratory Education Modules

Using Metabolic Engineering to Connect Molecular Biology Techniques to Societal Challenges

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