2025 ASEE Annual Conference & Exposition

In this work-in-progress, we describe the design and implementation of the first four offerings of a novel, project-based molecular biology experimentation and design lab course. A key feature of the course is participatory design, which can be defined as the process of involving end-users in all steps of the engineering design process. We used participatory design in two ways: (1) the instructor co-created the course with two senior undergraduate students, and (2) students enrolled in the course were involved in decisions at every step of the project.

This project-based lab course lab course is the third in a series of three molecular biology lab courses required by our BME major, and most students take the labs in their second or third year. As this lab series is often the first exposure students have to BME courses in our department, it is especially important to make all students feel welcome and give them tools for future success.

We leveraged student involvement in the design and implementation of the course to make the course accessible and relevant to students. The course curriculum was co-designed with two undergraduate students in iGEM, who designed the lab project based on some of their iGEM work. In addition to providing much-appreciated expertise in the topic and valuable troubleshooting skills, the iGEM students added useful insights to the instructor and made the class more accessible and enjoyable for students.

The 10-week lab project involves a molecular biology process known as “clonetegration,” or the one-step cloning and integration of a plasmid carrying a cloning module and integration module. We use a plasmid carrying the fluorophore mcherry for the initial step of integration by a viral integrase enzyme at a known attachment site in the E. coli genome. After integrating the entire plasmid into the genome, we flip out the integration module (including the integrase enzyme and antibiotic resistance) using the pE-FLP plasmid, so that only the cloning module including our gene of interest remain integrated in the genome. We confirm successful integration and flip-out steps with colony PCR.

Recent studies have shown that project-based courses and participatory design experiences are particularly effective at engaging women and other students from underrepresented groups in engineering. In addition, a major benefit of participatory design is providing students with a real-world lab experience in a safe and supportive environment that will prepare students for success in capstone and other future BME research opportunities.

The following are examples of how we facilitate participatory design by students enrolled in the course:
(1) We provide resources and ask students to write their own protocol before lab, instead of providing a step-by-step protocol or “cookie cutter” instructions.
(2) Students execute the project with only minimal supplies provided. Students make bacterial growth media, buffers, and their own chemicompetent cells.
(3) In each lab, we discuss factors to consider when designing experiments and students decide how to proceed. Students make design decisions such as which E. coli strain to use with specific plasmids.
(4) Students design experimental controls and design PCR primers.
(5) Students complete lab quizzes collaboratively, and we review answers as a class. We provide students with guiding questions for troubleshooting experiments.

In conclusion, in this paper we describe the design and implementation of a project-based molecular lab course that is focused on participatory design by students. Course assessment includes instructor observations, informal feedback from students, and end-of-course student surveys. Access to all course materials will be provided.