A New Approach to Undergraduate Biochemistry
Nitrile gloves, starch-white lab coats and foggy safety goggles define the sensory experience of a science classroom. The Department of Biochemistry at Purdue University is expanding this hands-on environment with a new course focused on molecular genetics. Assistant clinical professor Ben Carter created the curriculum to bridge the gap between classroom theory and the technical demands of biotech industries.
Students in this course engage with complex genetic mechanisms early in their academic careers. By targeting freshmen and sophomores, the department aims to provide foundational skills that apply directly to graduate research. Carter emphasized that student feedback drove the development of this specific program. He wanted a curriculum that aligned with their professional goals.
Practical Lab Modules and Real-World Failure
The laboratory portion of the course operates through three distinct modules. Students begin with classical genetics by breeding Arabidopsis, a model plant commonly used in research. They track physical traits across generations to observe inheritance patterns. This phase establishes a baseline for understanding how genetic material moves through a population.
Following this, students conduct CRISPR-based gene-editing experiments on yeast. They select a gene from a list and attempt to remove it from the organism's genome. The students grow the fungus to verify their results, documenting the function of specific genes. Carter expects these experiments to encounter hurdles. He intentionally provides backup reagents for each stage.
Science rarely proceeds without complications. Carter believes that portraying setbacks as a normal part of the process is a vital lesson for students. When scientists read published papers, they often assume the results were seamless. Carter wants his students to understand that rigorous documentation of failure is a hallmark of professional research.
Student-Led Development and Industry Preparation
The course curriculum is the result of collaboration between faculty and upperclassmen. Students Elise Denger, Elysia Uggen and Maren Eaton tested all lab protocols before the class launched. These undergraduates served as the inaugural team of teaching assistants. They worked to refine the experiments and prepare materials for the incoming cohort.
Elysia Uggen and her peers gained experience in experimental design that is rare for undergraduates. Maren Eaton noted that the process of testing and refining methods made her a more competitive candidate for graduate studies. The department views this model of peer-assisted instruction as a way to build confidence among younger majors.
Early reviews indicate the strategy is effective. One student noted the course rekindled their interest in the field. As biotechnology continues to advance, providing students with this level of practical training becomes a priority for universities. The department plans to monitor the long-term impact on student placement in graduate programs and industry roles.