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Design and Implementation of a Semester‐Long Course‐Based Research Experience in Biochemistry that is Suitable for Introductory and Upper Level Students
Author(s) -
Shelby Shameka
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.752.10
Subject(s) - capstone course , domain (mathematical analysis) , resource (disambiguation) , critical thinking , receptor tyrosine kinase , variety (cybernetics) , mathematics education , psychology , medical education , computer science , biology , biochemistry , kinase , pedagogy , curriculum , medicine , mathematics , artificial intelligence , mathematical analysis , computer network
Development of students' critical thinking skills and problem solving ability is paramount for many undergraduate science programs. As such, many programs attempt to provide students with individual research opportunities as a capstone experience. Previous studies have also shown that underclassmen greatly benefit from early exposure to research opportunities as seen by increased retention and student problem solving capacity. However, due to resource limitations, research opportunities for non‐senior students can be limited. To provide opportunities for a variety of students to gain exposure to research, a course‐based research experience was designed and conducted. Students utilized a bioinformatics approach to develop hypotheses concerning protein interactions with Mer Receptor Tyrosine Kinase, a protein that is necessary in maintaining the structural integrity of the retina. Students designed experiments to identify specific sites of interactions with SH2‐domain proteins. Techniques including site‐directed mutagenesis, PCR, affinity chromatography to purify recombinant protein, SDS‐PAGE, and in‐vitro pulldowns were utilized by students. The semester culminated in students testing their hypotheses and producing manuscripts. Evaluation of this course by students indicated increases in critical thinking skills, problem solving abilities, and expressed interest in pursuing further research opportunities. Underclassmen that participated in the course also benefitted from mentor‐mentee relationships developed with upperclassmen due to the collaborative nature of the course. The structure of the course also allows for further studies to be conducted based on novel findings and is highly adaptable to receptor tyrosine kinases found in other tissue types.