Coupling teaching and research

Incorporating a research project into a required course

Fall 2003 Centenary 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)

Summer: Return to UVa to do research

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

Collaborate!

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

Our goalsFor 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

The question: CK1 protein kinases are distinct from

other kinase families. Why?

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.

Students will design and generate

mutations…

…to test their hypotheses.

• 3 hour blocks• Groups of two

students• Groups collaborate to

answer question and to replicate

Our goalsFor 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

What came next?

• Iterative improvement – Experimental

implementation– Student assignments

• New collaboration– Molecular modeling

15 20 250

200

400

Distance from N and C-terminal anchors in

WT and S243D

WildtypeS243D

Distance (angstroms)Nu

mb

er

of

ste

ps

(of

75

00

) in

wh

ich

d

ista

nce o

ccu

rs

What were the lessons?

• Collaborate• Iterate• Permutate• Replicate• Communicate• Delegate

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