Integrating a Genetics laboratory into a complementary lecture course strengthens the understanding of genetic concepts and introduces the process of experimental investigation. Five iterations of a combined lecture and lab course have been offered at a small liberal arts college, with each enrolling twenty or fewer students. Weekly three-hour lab meetings are scheduled. Students must also work outside of class time to complete the long-term experiments. The lecture portion of the class covers classical and molecular genetics with a focus on problem solving and genetic analysis. The lab portion is divided into two experimental sequences: the first uses classical genetics, the second, molecular biology and/or reverse genetics. The classical sequence focuses on the concepts of dominance, chromosomal segregation, linkage, and recombination. Each pair of students are given a C. elegans uncoordinated (Unc) mutant whose identity is unknown. Students perform a dominance test, map their mutant to an approximate genetic map position, identify a candidate Unc using Wormbase and test their predication using a complementation test. This series of experiments builds microscopic manipulation and experimental planning skills, data analysis expertise, and provides familiarity with C. elegans biology and bioinformatic resources. The molecular biology and/or reverse genetics sequence advances student understanding of one of the concepts covered in the classical sequence, but does so through the active research program of a department member. In this latter portion, the lab emulates an active research lab, with each student engaging in open ended experiments. Thus this portion of lab varies each year. Several experiments have utilized single nucleotide polymorphism (SNP) mapping of single or double mutants. RNA interference screens using a feeding bacterial library have also been performed. Students generally enjoy the independence and engagement provided by these investigative lab experiments as well as the integration of lecture concepts in lab exercises. Pre- and post-test surveys suggest that students gain confidence in their ability to analyze data and to propose new experiments.

Affiliation:
- Biology Department, Oberlin College, Oberlin, OH.