1. Coupling teaching and research Incorporating a research project into a required course

2. Fall 2003Centenary College Fall: Sophomore Cell Biology (2 lectures, 3 labs) Spring: Junior Genetics (1 lecture, 2-3 labs) and junior/senior course (e.g., Advanced Cell Bio, Cancer Bio)

3. Summer: Return to UVa to do research

4. How can I keep my research going during the academic year?

5. Collaborate! Worked with Dr. Lucy Robinson to develop a course-based undergraduate research experience

6. Our goals For students Gain understanding of genetics concepts and molecular biology techniques through using them in the context of a multi-step research project Learn to use bioinformatics tools Increased ability to analyze and communicate results of a multi-step project For Lucy and me Integrate my research into my teaching Prepare students for summer and academic year independent research projects

7. The question: CK1 protein kinases are distinct from other kinase families. Why?

8. The approach: Students will identify amino acids that are conserved in CK1s but not in other kinases, locate them in a CK1 model, and form hypotheses about their function.

9. Students will design and generate mutations… Mutagenic primer pLR10 Site-directed mutagenesis on Yck2 CK1 Mutant DNA Digest wildtype DNA using Dpn 1 restriction enzyme pLR10 Transform into E. coli and grow selectively on ampicillin plates Grow colonies in liquid culture to amplify mutant plasmid via replication Purify GFP-mYck2 plasmid out of E. coli culture using a miniprep pLR10 Check plasmid DNA in two ways b. Sequencing a. Restriction digest pLR10 pRS315 Restriction digest to cleave out GFP-Yck2 Restriction digest for sticky ends Ligate GFP-mYck2 into pRS315 pRS315 Transform into E. coli and grow selectively on ampicillin plates Grow colonies in liquid culture to amplify plasmid via replication Purify mYck2-pRS315 construct out of E. coli culture pRS315 Transform into YckΔ and Yck ts yeast, patch colonies to test functionality - control + control mutant Permissive- all patches grow - control + control mutant Restrictive- patches only with functional YCK2 grow

10. …to test their hypotheses. 3 hour blocks Groups of two students Groups collaborate to answer question and to replicate

12. Our goals For students Gain understanding of genetics concepts and molecular biology techniques through using them in the context of a multi-step research project Learn to use bioinformatics tools Increased ability to analyze and communicate results of a multi-step project For Lucy and me Integrate my research into my teaching Prepare students for summer and academic year independent research projects Local grants DBER publication

13. What came next? Iterative improvement – Experimental implementation – Student assignments New collaboration – Molecular modeling

14. What were the lessons? Collaborate Iterate Permutate Replicate Communicate Delegate

15. What didn’t we do well? Assessment Joining a network But you can! CFT Teaching Guide: – Introducing research into your courses: summary, examples, references, resources – How-to guide