Congress Abstracts - Society for Developmental Biology

Program/Abstract # 106
Developing a research-based molecular biology course for freshman students
Merzdorf, Christa (MSU - Bozeman, USA
This newly developed molecular biology course directly integrates the instructor’s research, allowing students to gain research
experience along with thorough instruction. The research is based on a microarray screen that was conducted in the instructor’s
laboratory. The screen identified direct target genes of Zic transcription factors in Xenopus laevis embryos. The students select from
among these genes for further study. The genes are subcloned to generate probes for in situ hybridization to determine expression
patterns; overexpression and knockdown experiments in Xenopus embryos will help determine the roles of these genes during
development; promoter regions will be cloned and reporter constructs will be generated and tested; successful reporter constructs will
be studied by deletion analysis. The course design allows successive courses to build on each other, thereby advancing the research
each semester. During spring semester 2013, the students cloned their genes. Probe generation and in situ hybridization is planned for
the next semester. This teaching lab is run like a research lab to maximize the research experience. The students make their own
buffers, design and plan everything they do. They learn to formulate hypotheses, trouble shoot, keep excellent records. At the same
time, they acquire deep theoretical knowledge, give presentations, learn to find and read literature, use web-based tools, and write
journal-style articles. After this experience, students join research laboratories early during college with a thorough tool kit. Students,
who desire to continue working on their selected genes can join my laboratory for undergraduate research projects. The course
received extremely favorable reviews.
Program/Abstract # 107
Evolution of vertebrate animal design, from the top down
Thorn, Judith M. (Knox College, USA)
Many introductory developmental biology courses examine how changes in Hox gene expression can explain differences in vertebrate
form. Many undergraduate students are not familiar with the axial skeletal anatomy of various vertebrates, and are not readily able to
visualize how changes in Hox gene expression results in different vertebral structure. This laboratory exercise asks students to work
backwards from the adult anatomy to deduce embryonic gene expression patterns. Students determine the number and axial identity of
each vertebra in several articulated skeletons (one example group: Canis lupus familiaris (dog), Crotalus sp. (rattlesnake), Rana
catesbeiana (American bullfrog). After analyzing their observations (e.g. are their equal numbers of lumbar vertebrae? do the lumbar
vertebrae from each organism look the same?), students generate hypotheses about anterior/posterior patterning for each skeleton. As
support for their model, students are asked to include a figure with relevant hypothetical in situ hybridizations of embryos. Initial
assessment indicates that this assignment promotes the integration of the understanding of the developing embryo, the adult animal
and the regulation of gene expression.
Program/Abstract # 108
Exploiting Nematode Diversity to Teach Advanced Techniques in Bioinformatics, Molecular Evolution and Fluorescence and
Electron Microscopy
Howell, Carina (Lock Haven University, USA)
Nematode worms account for the vast majority of the animals in the biosphere. They are colossally important to global public health
as parasites, and to agriculture both as pests and as beneficial inhabitants of healthy soil. Students at Lock Haven University, a
primarily undergraduate institution, are examining the internal and external morphology and anatomy of a variety of soil nematode
wild isolates collected locally and obtained from the Caenorhabditis Genetics Center (CGC). We are using DIC microscopy,
fluorescence microscopy (DiI staining of amphid and phasmid neurons) and scanning electron microscopy to gain an understanding
of nematode morphological diversity, and to teach undergraduates these sophisticated microscopy techniques. We are using both
classical systematics (e.g. diagnostic keys) and molecular markers (e.g. ribosomal RNA) to classify these wild isolates. Our aim is to
build a detailed anatomical database in order to dissect genetic pathways of development and function across phylogeny and ecology,
while providing students with uncommon technical training for graduate study and the workforce.
Program/Abstract # 109
The History of Biology and Medicine in Britain: A Study Abroad Course at Central Michigan University
Hertzler, Philip Lamar; Swanson, Bradley (Central Michigan Univ, USA)
Undergraduate study abroad courses are enlightening and memorable, providing important historical context for topical material and
perspective on another culture. Science courses are often underrepresented as study abroad options, reducing international experiences
for science students. To address the university’s goal of greater participation in study abroad experiences, we created a course on the
development of biological and medical concepts in the UK. Two versions of this course ran during the summers of 2009 and 2012.
Five students participated in the 10-day 2009 class, focused on the theory of evolution, during Darwin’s 200 th birthday year.
Visitations included museums in London, Darwin’s birthplace in Shrewsbury, the glacial landscape of Snowdonia, Wales, Cambridge
University, the Natural History Museum at Tring, and Darwin’s adult home at Downe. Active learning experiences included a boulder
distribution study in Snowdonia, an evaluation of character traits used to designate botanical taxa at Cambridge University Botanic
Gardens, and a coevolution of flower and pollinator study in Downe. Six students participated in the 14-day 2012 class, visiting
science and medical museums in London, the home of the Royal Navy at Portsmouth, Bath and Berkeley, the home of Edward Jenner,
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