Development of a Nonmajors Biotechnology Course at the University of Richmond

1. A B C D Development of a Nonmajors Biotechnology Course at the University of Richmond Joseph Gindhart and Richard Thompson University of Richmond Biology Department Biotechnology is important Lecture: Biotechnology and society • Biotechnology impacts all aspects of our lives, but nonscientists can be unclear about what biotechnology is and what it is not. The general public has a vested interest in how modern agricultural practices affect the food we eat, the progress of efforts to develop new drugs, the ethics and benefits of cloning, forensic science, bioterrorism, and improving the environment. This proposal aims to develop a biotechnology course for non-science majors at the University of Richmond. Biotechnology is an excellent avenue for the enhancement of science literacy, as measured by increase in content knowledge and improved understanding of the scientific method. An informed public can understand the importance of basic science research and critically analyze science policy issues such as stem cells and global warming. The laboratory section of the course will include topics such as recombinant DNA technology, fermentation, protein engineering and purification, biosensors, and natural products. Finally, I plan to explore building connections between the course and the Richmond pharmaceutical and biotechnology industry, the University of Richmond’s Pew Initiative on Food and Biotechnology, and the UR Career Development Center. • A biotechnology course can be taught from a variety of perspectives. For non-science majors, I wish to show students how much they inadvertently know about biotechnology, draw out their misconceptions, and introduce new concepts. The text Understanding Biotechnology, by Borém, Santos, and Bowen (Prentice-Hall 2003) provides an appropriate framework for teaching biotechnology to non-science majors. The book provides historical perspective, an introduction to the scientific underpinnings of biotechnology, and chapters devoted to important topics such as cloning, bioremediation, bioterrorism, and forensics. Furthermore, the book provides students with insight into the ethical dilemmas faced by scientists and society in the pursuit of better food, drugs, and a cleaner environment. Laboratory: Old and new biotechnology • The Associated Colleges of the South provided resources to hire an undergraduate assistant during the summer of 2006. Richard Thompson (pictured at left) did library research to find prospective laboratory exercises, and then tested them in the lab. As expected, some of the labs were more successful than others. • Cheese: Ward’s Scientific (www.wardsci.com) has excellent resources for making cheese in a laboratory setting. Richard attempted to make queso blanco and mozzarella cheese. Although the yield was low, queso blanco cheese was easy to make and tasted good. In contrast, mozzarella cheese was more difficult to make, and no one in the lab was willing to taste it. • Kimchee: The BioQUEST Curriculum Consortium (www.bioquest.org) has a number of good biotechnology labs, including making fermented cabbage in a 2-liter soda bottle. This lab exercise was straightforward and provided dramatic results. • Water quality assessment: Richard adapted a laboratory by UR Biology Department Lab Director Emily Boone to detect E. coli in campus water fountains and Westhampton Lake. The Coliscan Easygel kit (www.micrologylabs.com) worked well, and is an easy way to measure waterborne and fecal coliforms. • Transgenic plants: In our most ambitious project, Richard grew normal and insect-resistant corn plants, infected the plants with European corn borer (ECB) larvae, and then examined whether the corn plants were eaten. We acquired Bt corn from Virginia Tech and ECB eggs from Iowa State University. Bt corn is a genetically modified organism that contains a bacterial gene encoding a protein that kills corn borer larvae. For more information, see www.biotech.iastate.edu/lab_protocols /bt_corn_activity.pdf • Genetic transformation: A plasmid encoding green fluorescent protein (pGREEN; www.carolina.com) was transformed into E. coli; transformants glow when illuminated with ultraviolet light. This lab can be used to study acquired drug resistance, gene expression, protein purification, and forensic biotechnology. Biotechnology can be used to enhance science literacy • Richard Thompson R‘06 Course development and delivery • Figure 1. Importance of biotechnology research. Biotechnology research affects the food we eat (A), laboratory research of dangerous organisms (B), the use of stem cell research to develop cures for human disease (C), and the development of chimeric animals for drug development and biological materials testing (D). • Credits: • Flavr Savr tomato: www.princeton.edu/~chm333/2002/spring/GMFoods/images/tomato_flavrsavr1.gif • Biohazardous materials sign: • www.ehrs.columbia.edu/Images/biohazard.gif • Stem cells: • pub.ucsf.edu/magazine/200305/images/stemcell.jpg • Jackalope: • alpha.dickinson.edu/departments/geol/images/jackalope.JPG • The course is still under development. There is no biotechnology course at the University of Richmond, so there is great incentive to teach the course. To further develop the connection between students and the biotechnology enterprise, I will develop contacts with the local biotechnology industry, the University of Richmond’s Pew Initiative on Food and Biotechnology, and the UR Career Development Center. Student performance will be assessed through exams, short lab reports, and a short presentation about a biotechnology or pharmaceutical company. Asking students to find information about biotechnology companies will help bridge the gap between their expertise in the social sciences, humanities, or business and the science literacy objectives of the course. The course will be taught every 2-3 years, beginning in fall 2008.