A survey on faculty perspectives on the transition to a biochemistry course‐based undergraduate research experience laboratory. Issue 5 (16th April 2017)

• Record Type: Journal Article
• Authors: Craig, Paul A.
• Is Part Of: Biochemistry and molecular biology education. Volume 45:Issue 5(2017)
• Page Start: 426
• Page End: 436
• Publication Date: 2017-04-16
• Subjects: Computational biology -- curriculum development -- enzymes and catalysis -- genomics proteomics bioinformatics -- integration of research into undergraduate teaching -- laboratory exercises; Biochemistry -- Study and teaching -- Periodicals; Molecular biology -- Study and teaching -- Periodicals; 572.071
• DOI: 10.1002/bmb.21060
• Languages: English
• ISSNs: 1470-8175

Abstract

Abstract: It will always remain a goal of an undergraduate biochemistry laboratory course to engage students hands‐on in a wide range of biochemistry laboratory experiences. In 2006, our research group initiated a project for in silico prediction of enzyme function based only on the 3D coordinates of the more than 3800 proteins "of unknown function" in the Protein Data Bank, many of which resulted from the Protein Structure Initiative. Students have used the ProMOL plugin to the PyMOL molecular graphics environment along with BLAST, Pfam, and Dali to predict protein functions. As young scientists, these undergraduate research students wanted to see if their predictions were correct and so they developed an approach for in vitro testing of predicted enzyme function that included literature exploration, selection of a suitable assay and the search for commercially available substrates. Over the past two years, a team of faculty members from seven different campuses (California Polytechnic San Luis Obispo, Hope College, Oral Roberts University, Rochester Institute of Technology, St. Mary's University, Ursinus College, and Purdue University) have transferred this approach to the undergraduate biochemistry teaching laboratory as a Course‐based Undergraduate Research Experience. A series of ten course modules and eight instructional videos have been created (www.promol.org/home/basil-modules-1 ) and the group is now expanding these resources, creating assessments and evaluating how this approach helps student to grow as scientists. The focus of this manuscript will be the logistical implications of this transition on campuses that have different cultures, expectations, schedules, and student populations. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):426–436, 2017.