(522.1) CRISPR-ethics in the Undergraduate Classroom using CCR5 Gene

Poster Board Number: A480

Maria Santisteban (University of North Carolina at Pembroke), Leanne Applewhite (University of North Carolina at Pembroke), Lydia Natvig (University of North Carolina at Pembroke), Anil Challa (University of Alabama at Birmingham)

Biology education has undergone revolutionary changes in the last two decades. Research on how students learn, personal experiences, and the ultimate recommendation of the Vision and Change report that “Students should have opportunities to participate in authentic research experiences” has moved instructors to adopt active learning strategies that emphasize concepts and skills over details, such as CUREs, where students learn science by doing science.  

Active learning should engage students to allow them to develop core competencies. However, even a well-designed CURE may not fully engage students if they don’t see the relevance. CRISPR-Cas9 makes an excellent tool to bring authentic research experience in the molecular biology laboratory because is contemporary, the concept is attractive to students, and provides a common set of technologies to teach molecular biology. Multiple iterations are possible by changing the research questions being addressed.

In 2018, after the inaugural CRISPR-Cas workshop offered in advance at the ABLE meeting, this framework was adopted to teach a summer Molecular Biology course at UNC Pembroke and the research question has been modified every year. This past summer students at UNC Pembroke and the University of Alabama at Birmingham worked on a project to produce various knockouts the human CCR5 gene in vitro, in an attempt to mirror the infamous experiment of the "Chinese twins" whose genomes were edited to be HIV resistant. The CRISPR-Cas9 context was effective at engaging students and provided opportunities for discussions around ethics. Students in the two institutions connected twice towards the end of the course, once to reflect on their gains and shared experiences, and another time to discuss ethical implications. As part of the assessment, regarding the ethics, students created two products: 1- a reflection on the potential broader social and ethical implications of CRISPR-editing, and their personal views on the subject before and after taking the course; 2- a letter to their congressperson where they explain the CRISPR-Cas9 technology and the bioethical dilemma associate with its use for genome editing and describe and support an action plan that they want the congressperson to take.

In addition to becoming familiar with the CRISPR-Cas9 technology and potential applications, the students learned about the central dogma and mastered many techniques of molecular biology (primer design, PCR, in vitro transcription, nuclease digestions, and polyacrylamide and agarose electrophoresis). They were introduced to several web platforms, databases, and computer programs, such as Ensembl, Benchling, CRISPRscan, SnapGene and used electronic notebooks.  

Beyond the practical and conceptual learning, the approach proved valuable in engaging students through the ethics discussions and by feeling part of a larger effort, which should nurture their science identity.

Support for this project was provided through a National Institutes of Health (NIH) R25 IPERT grant to Robert Kelly and Carlos Goller (Pis) North Carolina State University (NCSU), Dr. Santisteban co-PR. Award #1R25GM130528-01A1.