Grant Writing as a Teaching Tool in the Undergraduate Genetics Laboratory

1. Grant Writing as a Teaching Tool in the Undergraduate Genetics Laboratory David P. Aiello Department of Biology Mercer University

2. Introductory Biology basic lab technique process and presentation of science population, molecular, transmission genetics Genetics applications of genetics introduction to advanced lab exercises independent thought and critique incorporation of primary literature build presentation skills Molecular Genetics in-depth exploration of subdiscipline careful critiques of primary literature advanced laboratory exercises build presentation skills development of the undergraduate “scientist” Genetics lab education: a vertical approach

3. incorporate all of the above... fun! intellectually stimulating to both students AND faculty First, a phone call… Dr. Christi Magrath, Troy University lab proposals from her students Grant proposal! KO a yeast gene several “advanced” techniques PCR agarose gel electrophoresis DNA purification transformation phenotype analysis process of science independent thought data analysis and presentation The idea

4. Format of the lab experience • Week 1 • introduction to yeast • project introduction • Week 2 • grant workshop • Week 3 • grants due; peer reviews due prior to next lab mtg. • Weeks 4-9 • set-up; data collection! • Week 10 • oral presentations and/or formal write-up

5. Week 1: Introductions • Why yeast? • Nomenclature • Life cycle • Yeast lab technologies • knockouts

6. Grant Proposal • Abstract • brief outline of goals/significance of project • Introduction • introduce topic/review of literature/relevance • Experimental design • how will you do the experiments? what steps? • necessary reagents? • Timeline • what do you expect to accomplish each week? • Expected results

7. What should we do??? • nuclear encoded genes only • viable null mutant • assayable phenotype (examples…) • ion tolerance (Na, Ca, Cu) • pH stress • osmotic stress • metabolic defects • growth phenotypes • colony morphology • Resources: • http://www.yeastgenome.org/ • http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed

8. Week 3: Grants and peer review

9. Week 3: Grants and peer review

10. Week 4-9: Set-up and data collection • Winning proposals • mlf3∆: MCS of leflunomide sensitivity • immunosuppressant drug, inhibits G1 progression • mlf3∆ more sensitive; heat shock resistance following leflunomide treatment • sky1∆: S/T kinase; cation homeostasis • cisplatin resistance • followed Li+, Na+, Mn2+ phenotypes; extended to Mg2+ and Ca2+ • rad27∆: 5’-3’ exonuclease for long patch base excision repair; Okazaki fragment processing • slow growth and increased cell size phenotypes • UV sensitivity • increased recombination rates

11. Week 4-9: Set-up and data collection • Week 4: • primer for KO ordered prior to start of Wk 4 • PCR of fragment; run gel • Week 5: • LiOAc transformation • pick and streak for isolation • Week 6: • screen isolated colonies (colony PCR or DNA isolation from spheroplasts) • Weeks 7-9: • students run proposed experiments

12. Week 10: student assessment • oral presentations • formal lab write-ups? • weekly progress reports?

13. Program assessment • student feedback • overwhelmingly positive • some frustration (but that’s good!) • advantages and disadvantages • yeast centric/in-depth exposure to model system • traditional lab exercises lacking/incorporating many into an overall project • adaptable to wide range of disciplines • time involved • mission accomplished? • fun-yes! • intellectually stimulating-yes! • vertical genetics education? (mol genetics 08S)

14. Acknowledgments • Christi Magrath • Associate Professor, Department of Biological and Environmental Sciences, Troy University • Mercer University Department of Biology • Pam Hanson • Associate Professor of Biology, Birmingham-Southern College