From Genetics to Biotechnology: Synthetic Biology as a Flexible Course-Embedded Research Experience

Autor/inn/en	Johnson, Kristen C.; Sabel, Jaime L.; Cole, Judith; Pruett, Christin L.; Plymale, Ruth; Reyna, Nathan S.
Titel	From Genetics to Biotechnology: Synthetic Biology as a Flexible Course-Embedded Research Experience
Quelle	In: Biochemistry and Molecular Biology Education, 50 (2022) 6, S.580-591 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Kristen C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21662
Schlagwörter	Undergraduate Students; College Science; Science Education; Science Instruction; Teaching Methods; Scientific Research; Student Research; Critical Thinking; Cytology; Advanced Courses; Genetics; Molecular Biology; Engineering; Educational Objectives; Problem Solving; Communication Skills; Sense of Community; Authentic Learning; Cooperative Learning + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenforschung; Kritisches Denken; Zytologie; Fortgeschrittenenunterricht; Humangenetik; Molekularbiologie; Maschinenbau; Educational objective; Bildungsziel; Erziehungsziel; Problemlösen; Kommunikationsstil; Kooperatives Lernen
Abstract	The need for changing how science is taught and the expansion of undergraduate research experiences is essential to foster critical thinking in the Natural Sciences. Most faculty research programs only involve a small number of upper-level undergraduate students each semester. The course-based undergraduate research experience (CURE) model enables more students to take ownership over an independent project and experience authentic research. Further, by creating projects that fit into a curriculum's learning goals and student-oriented outcomes, departments help strengthen critical thinking skills in the classroom. Here, we report on the incorporation of a synthetic biology CURE into a mid-level cellular biology course and two advanced level genetics/molecular biology courses. Synthetic biology involves systematic engineering of novel organisms, such as bacteria and plants, to work as functional devices to solve problems in medicine, agriculture, and manufacturing. The value of synthetic biology and its ultimate utility as a teaching tool relies on reusable, standard genetic parts that can be interchanged using common genetic engineering principles. This Synthetic biology CURE effectively achieves five essential goals: (1) a sense of project ownership; (2) self-efficacy: mastery of a manageable number of techniques; (3) increased tolerance for obstacles through challenging research; (4) increased communication skills; and (5) a sense of belonging in a larger scientific community. Based upon our student assessment data, we demonstrate that this course-based synthetic biology laboratory engages students directly in an authentic research experience and models important elements of collaboration, discovery, iteration, and critical thinking. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01