<strong></strong><strong><em>A Course-Based Undergraduate Research Experience for High-Throughput Reverse Genetic Studies in Arabidopsis Thaliana with CRISPR-Cas9 </em> </strong>

Abstract

Gene editing tools such as CRISPR-Cas9 have created unprecedented opportunities for genetic studies in plants and animals. We designed a course-based undergraduate research experience (CURE) to train introductory biology students in the concepts and implementation of gene editing technology as well as develop their soft skills in data management and scientific communication. We present two versions of the course that can be implemented with twice-weekly meetings over a five-week period. In the remote-learning version, students perform homology searches, design guide RNAs and primers, and learn the principles of molecular cloning. This version is appropriate when access to laboratory equipment or in-person instruction is limited, such as closures that have occurred in response to the Covid-19 pandemic. In the in-person version, students design guide RNAs, clone CRISPR-Cas9 constructs, and perform genetic transformation of the model plant Arabidopsis thaliana. The highly parallel nature of the CURE makes it possible to target dozens to hundreds of genes, depending on the number of course sections available. Applying this approach in a sensitized mutant background enables focused reverse genetic screens for genetic suppressors or enhancers. The course can be readily adapted to other organisms or projects that employ gene editing.

Engaging Undergraduates in Research Experiences at a Distance: Insights and Recommendations for Remote UREs

“…Of significance, studies are emerging demonstrating the importance of using a variety of communication platforms and strategies for instructional and collaborative purposes, such as Zoom, Slack, Microsoft Teams, etc. ( 26 ), as these platforms increase inclusivity for student participation in remote settings ( 28 ). Our research demonstrates that the platform Slack, for example, provided the means for students to ask faculty questions in a more informal manner while also serving as a medium for students to bond (unPAK faculty created informal Slack channels for students) and address each other’s questions.…”