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Grant Writing as a Teaching Tool in the
Undergraduate Genetics Laboratory
David P. Aiello
Department of Biology
Mercer University
Genetics lab education: a vertical approach
• 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”
The idea
• 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
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PCR
agarose gel electrophoresis
DNA purification
transformation
phenotype analysis
– process of science
– independent thought
– data analysis and presentation
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
Week 1: Introductions
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Why yeast?
Nomenclature
Life cycle
Yeast lab technologies
– knockouts
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
What should we do???
• nuclear encoded genes only
• viable null mutant
• assayable phenotype (examples…)
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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=P
ubMed
Week 3: Grants and peer review
Week 3: Grants and peer review
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
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
Week 10: student assessment
• oral presentations
• formal lab write-ups?
• weekly progress reports?
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)
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