Author(s):
Undergraduate biology students learn that CRISPR gene editing is revolutionizing basic science and biomedicine. However, there is limited educational material for instructors to use to teach CRISPR in the classroom. We developed and implemented lab experiences for mid-level biology undergraduate laboratory to immerse students in the full process of design, implementation of a CRISPR gene editing strategy, and interpretation of results within a semester-long lab. The laboratory experiences were centered around the use and application of CRISPR gene editing technology in Escherichia coli bacterial cells and Vanessa cardui painted lady butterflies. In E. coli cells students implemented a strategy to deactivate Green Fluorescent Protein (GFP) expression. The students then carried out experiments to inactivate a gene in V. cardui butterflies. CRISPR butterfly mutants display altered butterfly wing colors of black wings instead of orange-brown wings, demonstrating to students the role of the gene in developing normal wing color. Student assessment revealed students gained higher emotional and cognitive ownership than the comparison lab. Pre-and post-evaluation showed students made progress in select areas of self-efficacy, science identity, and research values. In addition, we included bioethical discussion with a bioethicist at the end of the experiments. Pre-and post-ethics activities showed a high increase in students achieving mastery level in ethical reasoning. We conclude that these lab experiences are effective and accessible in engaging students in the scientific practices, knowledge and challenges centered around targeted CRISPR gene manipulation
