[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589419-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589419-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","integrating-interdisciplinary-research-based-experiences-in-biotechnology-laboratories-winter-2012","Integrating Interdisciplinary Research-based Experiences in Biotechnology Laboratories - Winter 2012","","The paper addresses the growing interdisciplinarity of scientific research and its impact on undergraduate education. The University of Houston’s College of Technology created a new interdisciplinary, research-based biotechnology laboratory curriculum. Using the pesticide-degrading bacterium Brevundimonas diminuta as an anchor, the curriculum guides students through isolation and identification of soil microbes, gene cloning and expression, bioprocessing, and commercial applications. Guided inquiry protocols build skills and connect course materials to real-world biotech life cycles, enabling independently designed investigations and flexible integration across courses.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/integrating-interdisciplinary-research-based-experiences-in-biotechnology-laboratories-winter-2012/589419/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/integrating-interdisciplinary-research-based-experiences-in-biotechnology-laboratories-winter-2012/589419.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-11","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the paper address in undergraduate science education?","Question",{"text":63,"@type":64},"It addresses the need to update undergraduate education to match the increasingly interdisciplinary nature of today’s scientific research.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the curriculum structure learning in biotechnology laboratories?",{"text":68,"@type":64},"It follows a logical progression using Brevundimonas diminuta, moving from isolation/identification through gene cloning and expression, bioprocessing, and commercial applications.",{"name":70,"@type":61,"acceptedAnswer":71},"What teaching approach is used in the laboratory protocols?",{"text":72,"@type":64},"The protocols use a guided inquiry method to teach techniques and skills and help students connect course content to real-world applications.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589419,1792171940,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2012  \nIntegrating Interdisciplinary Research-based Experiences in Biotechnology Laboratories  \nRUPA S. IYER  \nDepartment of Engineering Technology University of Houston  \nHouston, TX and  \nMELINDA E. WALES  \nDepartment of Biochemistry and Biophysics and Texas A & M University  \nCollege Station, TX  \nABSTRACT  \nThe increasingly interdisciplinary nature of today’s scientific research is leading to the transformation of undergraduate education. In addressing these needs, the University of Houston’s College of Technology has developed a new interdisciplinary research–based biotechnology laboratory curriculum. Using the pesticide degrading bacterium, Brevundimonas diminuta, as an anchor organism, the curriculum follows a logical progression starting with isolation and identification of pesticide degrading soil microbes, gene cloning, gene expression, bioprocessing of the gene product and commercial applications, thus demonstrating the life cycle of a typical biotechnology product. These series of laboratory protocols use a guided inquiry method to teach appropriate techniques and skills and help students build a bridge between materials presented in courses and applications in real life. Students then apply these concepts and techniques in independently designed investigations. The modular nature of this curriculum makes it flexible for integration into a variety of courses and could serve as a model for interdisciplinary education.  \nKeywords: research-based experiences, interdisciplinary, biotechnology  \nINTRODUCTION  \nHands-on undergraduate laboratories that connect content to techniques are an integral part of science and engineering curriculum. While these laboratories demonstrate the relationship between  \nWINTER 2012 1  \nADVANCES IN ENGINEERING EDUCATION  \nIntegrating Interdisciplinary Research-based Experiences in Biotechnology Laboratories  \nprinciples and techniques, they are often limited to providing hands-on experiences with the techniques themselves. Demonstration of the relevance of these techniques and methods to research and real world applications is rare. This issue is complicated by the fact that research is becoming increasingly interdisciplinary with concepts and techniques from science, engineering and technology combining to answer fundamental and applied problems. In addressing this challenge, several reports have recommended incorporating these changes into undergraduate curricula to produce the next generation of researchers that will be prepared and suited to working in an interdisciplinary environment (1–6) .  \nAs the research environment becomes increasingly cross-disciplinary, a natural evolution of undergraduate education will include the adoption of interdisciplinary instruction in both the classroom and the laboratory. Integration of interdisciplinary elements into undergraduate education will help students appreciate the interconnectivity between disciplines, and its significance in scientific discovery and application. Many of the recent reports focused on transforming undergraduate education emphasize the importance of research experiences during undergraduate years (7–13) .  \nEducators today are faced with the challenge of (1) providing students with the skills and knowledge required for cross-discipline success and (2) engaging students in research experiences that will motivate and retain them in STEM-related fields. Undergraduate research experiences (REU) help to address both these objectives. It has been demonstrated that REU can play a role in increased student retention, graduation rates, entrance into graduate schools and motivation to pursue advance degrees and careers in science (7–13) . Providing research experiences during the undergraduate years exposes students to different facets of science not available in a regular curriculum. Over the past d","cbCaidiwL9ikMlEc","https://ap.wps.com/l/cbCaidiwL9ikMlEc","pdf",3668739,35,"English","# Abstract\n# Introduction\n# Interdisciplinary Research–Based Biotechnology Curriculum\n## Curriculum objectives","[{\"question\":\"What problem does the paper address in undergraduate science education?\",\"answer\":\"It addresses the need to update undergraduate education to match the increasingly interdisciplinary nature of today’s scientific research.\"},{\"question\":\"How does the curriculum structure learning in biotechnology laboratories?\",\"answer\":\"It follows a logical progression using Brevundimonas diminuta, moving from isolation/identification through gene cloning and expression, bioprocessing, and commercial applications.\"},{\"question\":\"What teaching approach is used in the laboratory protocols?\",\"answer\":\"The protocols use a guided inquiry method to teach techniques and skills and help students connect course content to real-world applications.\"}]","Integrating Interdisciplinary Research-based Experiences in Biotechnology Laboratories - Winter 2012 | PDF",1792067220,88]