scholarly journals How CRISPR-Mediated Genome Editing is Affecting Undergraduate Biology Education

Fine Focus ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 23-34
Author(s):  
Ethan S. Pickerill ◽  
Caleb M. Embree ◽  
Ben A. Evans ◽  
Elena R. North ◽  
Gennifer M. Mager ◽  
...  
Keyword(s):  
Popular Culture ◽  
Molecular Biology ◽  
Genome Editing ◽  
Biology Education ◽  
Streptococcus Thermophilus ◽  
Scientific Field ◽  
Major Research ◽  
Undergraduate Biology ◽  
Necessary And Sufficient ◽  
Paradigm Shifting

In 2010, the CRISPR/Cas system of Streptococcus thermophilus was found necessary and sufficient to cleave bacteriophage DNA. Since this time, CRISPR went from a niche scientific field to the laboratories of major research institutions, undergraduate classrooms, and popular culture. In the future, CRISPR may stand along with PCR, DNA sequencing, and transformation as paradigm shifting discoveries in molecular biology. CRISPR genome editing is technically uncomplicated and relatively inexpensive. Thus, CRISPR-mediated genome editing has been adopted by and applied to undergraduate curricula in a wide variety of ways. In this review, we provide an overview of CRISPR-mediated genome editing and examine some of the ways this technology is being leveraged to train students in the classroom and laboratory.

Crossing Boundaries in Undergraduate Biology Education

2016 ◽  
Vol 045 (03) ◽  
Author(s):  
Dirk Vanderklein ◽  
Mika Munakata ◽  
Jason McManus
Keyword(s):  
Biology Education ◽  
Undergraduate Biology

scholarly journals Investigating Novice and Expert Conceptions of Genetically Modified Organisms

2017 ◽  
Vol 16 (3) ◽  
pp. ar52 ◽  
Author(s):  
Lisa M. Potter ◽  
Sarah A. Bissonnette ◽  
Jonathan D. Knight ◽  
Kimberly D. Tanner
Keyword(s):  
Genetic Modification ◽  
Real World ◽  
Genetically Modified Organisms ◽  
Assessment Tool ◽  
Genetically Modified ◽  
Biology Education ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Molecular Behavior ◽  
Biology Majors

The aspiration of biology education is to give students tools to apply knowledge learned in the classroom to everyday life. Genetic modification is a real-world biological concept that relies on an in-depth understanding of the molecular behavior of DNA and proteins. This study investigated undergraduate biology students’ conceptions of genetically modified organisms (GMOs) when probed with real-world, molecular and cellular, and essentialist cues, and how those conceptions compared across biology expertise. We developed a novel written assessment tool and administered it to 120 non–biology majors, 154 entering biology majors, 120 advanced biology majors (ABM), and nine biology faculty. Results indicated that undergraduate biology majors rarely included molecular and cellular rationales in their initial explanations of GMOs. Despite ABM demonstrating that they have much of the biology knowledge necessary to understand genetic modification, they did not appear to apply this knowledge to explaining GMOs. Further, this study showed that all undergraduate student populations exhibited evidence of essentialist thinking while explaining GMOs, regardless of their level of biology training. Finally, our results suggest an association between scientifically accurate ideas and the application of molecular and cellular rationales, as well as an association between misconceptions and essentialist rationales.

scholarly journals Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

2017 ◽  
Vol 16 (2) ◽  
pp. ar29 ◽  
Author(s):  
Anna Jo Auerbach ◽  
Elisabeth E. Schussler
Keyword(s):  
Active Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Curriculum Alignment ◽  
Final Report ◽  
Process Skills ◽  
Student Collaboration ◽  
Undergraduate Biology ◽  
Learning Techniques ◽  
Academic Year

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

A Redesigned Planet?

2020 ◽  
pp. 234-296
Author(s):  
John Parrington
Keyword(s):  
Stem Cell ◽  
Synthetic Biology ◽  
Molecular Biology ◽  
Medical Research ◽  
Genome Editing ◽  
New Technologies ◽  
Ethical Issues ◽  
Biological Weapons ◽  
New Development ◽  
Whole Number

Given the speed of change in the development of new technologies mentioned in this book such as genome editing, optogenetics, stem cell organoids, and synthetic biology, it is hard to predict exactly how radically these technologies are likely to transform our lives in coming decades. What is clear is that as exciting as the new biotechnologies are in terms of their impact on medical research, medicine, and agriculture, they also raise a whole number of socio-political and ethical issues. These include concerns about whether monkeys engineered to have genetic similarities to humans might lead to a ‘Planet of the Apes’ scenario, and fears about ‘designer babies’ being produced in the future to have greater beauty, intelligence or sporting skill. Although one potentially positive new development is the rise of a ‘biohacker’ movement which seeks to make molecular biology more accessible to ordinary people, there are also fears that in the wrong hands genome editing might be used to create new types of biological weapons for terrorist organisations. While such fears should not be dismissed as just an overreaction, to some extent they rest on an underestimation of the complexity of the Iink between the human genome and looks, intelligence, and sporting ability, or of the difficulties involved in creating a deadly virus that is worse than naturally occurring ones. Ultimately, the best way to ensure that new technologies are used for human benefit, not harm, is to take part in an informed debate and use public lobbying to argue for them to be developed safely, ethically, and responsibly.

scholarly journals Improving Precise CRISPR Genome Editing by Small Molecules: Is there a Magic Potion?

Cells ◽  
2020 ◽  
Vol 9 (5) ◽  
pp. 1318 ◽  
Author(s):  
Nadja Bischoff ◽  
Sandra Wimberger ◽  
Marcello Maresca ◽  
Cord Brakebusch
Keyword(s):  
Gene Therapy ◽  
Dna Repair ◽  
Animal Models ◽  
Molecular Biology ◽  
Small Molecules ◽  
Genome Editing ◽  
Drug Targets ◽  
Targeted Mutagenesis ◽  
Dna Repair Mechanisms ◽  
Repair Mechanisms

Clustered Regularly Interspaced Short Palindromic Repeats (CRISPR) genome editing has become a standard method in molecular biology, for the establishment of genetically modified cellular and animal models, for the identification and validation of drug targets in animals, and is heavily tested for use in gene therapy of humans. While the efficiency of CRISPR mediated gene targeting is much higher than of classical targeted mutagenesis, the efficiency of CRISPR genome editing to introduce defined changes into the genome is still low. Overcoming this problem will have a great impact on the use of CRISPR genome editing in academic and industrial research and the clinic. This review will present efforts to achieve this goal by small molecules, which modify the DNA repair mechanisms to facilitate the precise alteration of the genome.

scholarly journals GCAT-SEEKquence: Genome Consortium for Active Teaching of Undergraduates through Increased Faculty Access to Next-Generation Sequencing Data

2011 ◽  
Vol 10 (4) ◽  
pp. 342-345 ◽  
Author(s):  
Vincent P. Buonaccorsi ◽  
Michael D. Boyle ◽  
Deborah Grove ◽  
Craig Praul ◽  
Eric Sakk ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Biology Education ◽  
Next Generation Sequencing Data ◽  
Next Generation ◽  
Sequencing Data ◽  
Undergraduate Biology ◽  
Active Teaching ◽  
Nextgen Sequencing ◽  
A Genome ◽  
Genome Consortium

To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation–funded workshop held July 11–14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating with a genome-sequencing core facility located at Pennsylvania State University (University Park) to enable undergraduate students and faculty at small colleges to access state-of-the-art sequencing technology. We aim to create a database of references, protocols, and raw data related to NextGen sequencing, and to find innovative ways to reduce costs related to sequencing and bioinformatics analysis. It was agreed that our regional network for NextGen sequencing could operate more effectively if it were partnered with the Genome Consortium for Active Teaching (GCAT) as a new arm of that consortium, entitled GCAT-SEEK(quence). This step would also permit the approach to be replicated elsewhere.

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