Developing Research-based Laboratories in Cell Biology Using Green Fluorescent Protein as a Unifying Theme

生物科学（61）这个新的细胞生物学实验室课程是最近批准的细胞生物学和神经科学专业的一部分，由三个相互关联的模块组成。这些模块旨在培养细胞生物学的基本实验室技能，以及罗格斯大学学习目标和新课程中强调的更一般的技能，包括批判性思维和解决问题的能力。参与者获得细胞生物学的关键技能，包括细菌和哺乳动物细胞培养，细胞器分离，重组DNA方法和荧光显微镜。 绿色荧光蛋白（GFP），模块的基础研究材料，提供了一个统一的主题在整个过程中。在介绍了细胞生物学的前沿方法后，本科生进行了一个指导性的研究项目。 他们通过阅读作业，研究论文的讨论以及与客座教师的小组会议来为这一奋进做好准备，客座教师带来了他们专业领域的个人见解。从这个经验，学生设计，然后完成指导项目，利用GFP作为研究工具。最后报告以口头形式提交，书面形式如同待发表，修订版在互联网上发表。通过参与假设驱动和基于探究的实验室项目，与课程项目相关的沟通技巧，学生提高了逻辑思维，清晰写作和连贯说话的能力。 该项目适应和实施，是基于，一些研究表明，需要和有效地将研究纳入本科课程（布朗，1988年和肯尼，1998年）。 这些模块描述了适应和实施研究文章中概述的技术，引用了绿色荧光蛋白作为标记和研究工具的易用性（Misteli，1997和Conn，1999）。

Biological Science (61) This new laboratory course in cell biology, part of the recently approved major in Cell Biology and Neuroscience, consists of three inter-related modules. The modules are designed to develop essential laboratory skills in cell biology, as well as more general skills emphasized in both the Rutgers University learning goals and the new curriculum, including critical thinking and problem solving. Participants acquire key skills in cell biology, including bacterial and mammalian cell culture, organelle isolation, recombinant DNA methodology and fluorescence microscopy. Green fluorescent protein (GFP), the basic research material of the modules, provides a unifying theme throughout the course. After an introduction to cutting-edge methods in cell biology, undergraduate students undertake a guided research project. They are prepared for this endeavor by reading assignments, discussion of research papers, and group meetings with guest faculties, who bring individual insights in their areas of expertise. From this experience, the students design and then complete the guided project, utilizing GFP as a research tool. Final reports are delivered orally, written up as if for publication, and revised versions published on the Internet. By participating in hypothesis-driven and inquiry-based laboratory projects, with communication skills linked to the course projects, students increase their ability to think logically, write clearly, and speak coherently. The project adapts and implements, and is based on, a number of studies showing the need for and effective incorporation of research into undergraduate courses (Brown, 1988 and Kenny, 1998). The modules described adapt and implement techniques outlined in research articles citing the ease of use of Green Fluorescent Protein as a marker and research tool (Misteli, 1997 and Conn, 1999).