Uncovering protein–protein interactions through a team-based undergraduate biochemistry course

Abstract

How can we provide fertile ground for students to simultaneously explore a breadth of foundational knowledge, develop cross-disciplinary problem-solving skills, gain resiliency, and learn to work as a member of a team? One way is to integrate original research in the context of an undergraduate biochemistry course. In this Community Page, we discuss the development and execution of an interdisciplinary and cross-departmental undergraduate biochemistry laboratory course. We present a template for how a similar course can be replicated at other institutions and provide pedagogical and research results from a sample module in which we challenged our students to study the binding interface between 2 important biosynthetic proteins. Finally, we address the community and invite others to join us in making a larger impact on undergraduate education and the field of biochemistry by coordinating efforts to integrate research and teaching across campuses.

The effect of divalent cations on the thermostability of type II polyketide synthase acyl carrier proteins

“…Initial experiments were conducted in the context of a course-based undergraduate research experience (CURE) 23–25 by 16 junior undergraduate students enrolled in the 2016 Laboratory in Biochemical Research at Haverford College. Through “literature club”-style lectures, students gained an understanding of the basic role of ACPs in type II polyketide biosynthesis.…”

“…We integrated this research challenge into a course-based undergraduate research experience (CURE) 23–25 , thereby leveraging a “many hands make light work” approach to studying multiple ACPs in parallel, while concomitantly fulfilling the pedagogical goals of an upper-level biochemistry course. In doing so, a team of undergraduate students were exposed to original research challenges at the chemistry-biology interface, thereby expanding the impact of our work into training future scientists and scientifically literate citizens.…”

A Research‐inspired biochemistry laboratory module–combining expression, purification, crystallization, structure‐solving, and characterization of a flavodoxin‐like protein

“…Several nice CUREs‐based biochemistry courses have been published during recent years. One example is the course from Haverford College in Pennsylvania, including hypothesis generation, writing grant proposals, group meetings, team work, open laboratory and possibility for several interdisciplinary directions . These courses cover an important niche in the undergraduate education but are often quite faculty/TA resource demanding.…”

“…Therefore, the NrdI protein involved in the RNR system, which is an important and active research field, was choosen. This also allows students to benefit from original research, and the idea of contributing to an active research field . When designing the course, we aimed to create a balance between the degree of how discovery‐based versus how closely‐guided the course should be.…”

Peptoids advance multidisciplinary research and undergraduate education in parallel: Sequence effects on conformation and lipid interactions

“…Including research activities in courses (i.e., developing course‐based undergraduate research experiences, CUREs) engages a large number of students in meaningful projects while simultaneously advancing scientific research objectives . Recent publications highlight the contributions of many student researchers enrolled in CUREs to scientific discoveries . Here, we adapt previously reported curricular experiments that engage students in peptoid synthesis to include a CURE component—the preparation of novel peptoids for study of their structures and their interactions with model PMs by students enrolled in an introductory organic chemistry laboratory course.…”