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      The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

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          Abstract

          Teaching the processes of transcription and translation is challenging due to the intangibility of these concepts and a lack of instructional, laboratory-based, active learning modules. Harnessing the genetic code in vitro with cell-free protein synthesis (CFPS) provides an open platform that allows for the direct manipulation of reaction conditions and biological machinery to enable inquiry-based learning. Here, we report our efforts to transform the research-based CFPS biotechnology into a hands-on module called the “Genetic Code Kit” for implementation into teaching laboratories. The Genetic Code Kit includes all reagents necessary for CFPS, as well as a laboratory manual, student worksheet, and augmented reality activity. This module allows students to actively explore transcription and translation while gaining exposure to an emerging research technology. In our testing of this module, undergraduate students who used the Genetic Code Kit in a teaching laboratory showed significant score increases on transcription and translation questions in a post-lab questionnaire compared with students who did not participate in the activity. Students also demonstrated an increase in self-reported confidence in laboratory methods and comfort with CFPS, indicating that this module helps prepare students for careers in laboratory research. Importantly, the Genetic Code Kit can accommodate a variety of learning objectives beyond transcription and translation and enables hypothesis-driven science. This opens the possibility of developing Course-Based Undergraduate Research Experiences (CUREs) based on the Genetic Code Kit, as well as supporting next-generation science standards in 8–12th grade science courses.

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          Most cited references52

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          Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

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            Increased structure and active learning reduce the achievement gap in introductory biology.

            Science, technology, engineering, and mathematics instructors have been charged with improving the performance and retention of students from diverse backgrounds. To date, programs that close the achievement gap between students from disadvantaged versus nondisadvantaged educational backgrounds have required extensive extramural funding. We show that a highly structured course design, based on daily and weekly practice with problem-solving, data analysis, and other higher-order cognitive skills, improved the performance of all students in a college-level introductory biology class and reduced the achievement gap between disadvantaged and nondisadvantaged students--without increased expenditures. These results support the Carnegie Hall hypothesis: Intensive practice, via active-learning exercises, has a disproportionate benefit for capable but poorly prepared students.
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              Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

              We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change.
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                Author and article information

                Contributors
                Journal
                Front Bioeng Biotechnol
                Front Bioeng Biotechnol
                Front. Bioeng. Biotechnol.
                Frontiers in Bioengineering and Biotechnology
                Frontiers Media S.A.
                2296-4185
                19 August 2020
                2020
                : 8
                : 941
                Affiliations
                [1] 1Department of Chemistry & Biochemistry, California Polytechnic State University , San Luis Obispo, CA, United States
                [2] 2Center for Applications in Biotechnology, California Polytechnic State University , San Luis Obispo, CA, United States
                [3] 3Department of Finance, Orfalea College of Business, California Polytechnic State University , San Luis Obispo, CA, United States
                Author notes

                Edited by: Yong-Chan Kwon, Louisiana State University, United States

                Reviewed by: Dong-Myung Kim, Chungnam National University, South Korea; Vijai Singh, Indrashil University, India

                *Correspondence: Katharine R. Watts, krwatts@ 123456calpoly.edu

                These authors have contributed equally to this work

                This article was submitted to Synthetic Biology, a section of the journal Frontiers in Bioengineering and Biotechnology

                Article
                10.3389/fbioe.2020.00941
                7466673
                32974303
                7528aeff-54a9-4226-9b15-7fba674db409
                Copyright © 2020 Williams, Gregorio, So, Kao, Kiste, Patel, Watts and Oza.

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                : 02 June 2020
                : 21 July 2020
                Page count
                Figures: 4, Tables: 2, Equations: 0, References: 57, Pages: 13, Words: 0
                Categories
                Bioengineering and Biotechnology
                Original Research

                biochemical education,learn by doing,cell-free protein synthesis (cfps),in vitro transcription and translation,synthetic biology (synbio),central dogma of molecular biology (cdmb),chemical education and teaching,augmented reality (ar)

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