Abstract:

The COVID pandemic has forced the rapid implementation of online pedagogical strategies into higher education. Due to the hands-on nature of STEM course laboratories, adapting to the online environment has been particularly challenging. Here we present a series of activities that allowed us to transform a genetics laboratory into a fully online course. We created a “COVID Workshop” that utilized bioinformatic tools and 3D printing to study the SARS-CoVID-19 viral genome and proteome. The workshop contained three different modules, with an optional fourth, that exposed students to bioinformatic tools such as CLUSTAL, SIMPLOT, and Transmission trees, among others. Videos showcasing different 3D printed viral proteins, most notably the spike protein, were used to introduce students to the viral life cycle. Participants were asked to compare viral genomes to hypothesize possible viral origins, track mutations expanding through communities to study propagation, and research, at the molecular level, how different antiviral medications and new-generation vaccines can stop the viral life cycle. Using pre- and post-quizzes in two laboratory sections we found that the workshop was successful increasing students’ comprehension of key genetic concepts, particularly on the role that recombination plays during evolution. Students also reported high levels of satisfaction with the modules and reported an increased interest in taking further STEM courses.

Keywords:

Online education, Genetics, Laboratory courses, Covid.