Dustin Edwards

Publications

Peer-reviewed work on retroviruses, bacteriophage genomics, and how undergraduate research is taught. Full text is hosted here where I have the publisher version, with links out to the record of version otherwise.

9 papers2021 to 20266 venues

9 of 33 shown ClearExport all BibTeX RIS CSL JSON

2026

open access

Science communication tools: rubrics for generating posters and manuscripts that are authentic to the practice of science

Tamarah Lynne Adair, Swati Agrawal, ... Dustin Cole Edwards and 96 more

Tamarah Lynne Adair, Swati Agrawal, Yesmi P. Ahumada-Santos, Regina Alvarez, Kirk R. Anders, Mauricio Antunes, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick N. Baliraine, Mitchell F. Balish, Christa Tobey Bancroft, Michèle Barmoy, Tonya C. Bates, Andrea Beyer, Suparna Bhalla, Dave Bollivar, Lisa M. Bono, Rebecca Bortz, Tejas Bouklas, Kristen Butela, Christine A. Byrum, Megan Carroll, Steven Michael Caruso, Nancy Castro, Kari Clase, Kristen Clermont, Sean T. Coleman, Pamela L. Connerly, Amaya M. Garcia Costas, Steven Gaines Cresawn, Tom D'Elia, Aimee Danley, Megan K. Dennis, Arturo Diaz, Erin L. Doyle, Iain Duffy, Dustin Cole Edwards, Elvira Eivazova, Eric Engstrom, Christy Fillman, Christine L. Fleischacker, Victoria J. Frost, Julie Torruellas Garcia, Bryan P. Gibb, Alyssa Mae Gleichsner, Sharon Gusky, Rebekah F. Hare, Danielle Heller, Lee E. Hughes, Jacob D. Kagey, Bridgette Kirkpatrick, Karen K. Klyczek, Kathryn P. Kohl, Hari Kotturi, Julia Y. Lee-Soety, Heather Lindberg, Bhaswati Manish, Sergei A. Markov, Matthew David Mastropaolo, James T. Melton, Jon Mitchell, Sally Dixon Molloy, Denise L. Monti, Tiara Perez Morales, María Alejandra Mussi, Holly Nance, Fernando Nieto, Imade Yolanda Nsa, Shallee T. Page, Ricardo Parra-Unda, Vipaporn Phuntumart, Brett E. Pickett, Richard Scott Pollenz, Sarah N. Reardon, Jessica Rocheleau, Ombeline Rossier, Naomi Smith Rowland, Adam D. Rudner, Elizabeth E. Rueschhoff, Viknesh Sivanathan, Martha Smith Caldas, C. Nicole Sunnen, Sarah J. Swerdlow, Kissaou Tchedre, Kara Thoemke, Deborah Tobiason, Sara S. Tolsma, Tara Turley-Stoulig, Quinn Vega, Patricia Waikel, Catherine Ward, Vassie C. Ware, Jackie M. Washington, Daniel Eric Westholm, Beth Wilkes, Daniel Williams, Elizabeth Williams, Ellen M. Wisner

Journal of Microbiology & Biology Education, 2026, 27

PDFDOIPMCBibTeXRIS

Abstract

Traditional undergraduate science courses often prioritize content mastery over authentic engagement with the scientific process. Course-based research, also referred to as course-based undergraduate research experiences (CUREs), addresses this limitation by immersing students in authentic scientific practice. In course-based research, assessment practices can also mirror the authentic scientific practice, where extensive formative feedback supports refinement of skills and understanding. Here, we present two rubrics designed to support the teaching and assessment of science communication in a way that reflects how scientists prepare to disseminate their research findings. One rubric is for creating scientific posters and another for writing short-format manuscripts. Developed by approximately 100 faculty members who collaboratively implement CUREs through the Howard Hughes Medical Institute (HHMI) Science Education Alliance (SEA) program, these rubrics outline the authentic steps scientists take when preparing to communicate their research and provide performance levels that clarify expectations for both students and instructors. Together, these tools aim to further align undergraduate science education and authentic scientific practice.

2025

Acceptance, perceptions, and compliance for COVID-19 vaccines among students attending a rural university: An interventional study using brief video messages

Amber L. Harris Bozer, Subi Gandhi, Dustin C. Edwards

Journal of American College Health, 2025, 73, 4056-4070

PDFDOIBibTeXRIS

Abstract

Objective: The purpose of this study was to examine the factors associated with vaccine compliance and the effectiveness of short-term video interventions on COVID-19 vaccine perceptions among students attending a state university located in rural Texas. Participants: A total of 298 students participated in an online survey. Methods: Students completed the COVID-19 Vaccine Acceptance Scale (COVID-VAC) and Perceptions of Vaccines Scale before and after watching one of three videos (neutral, educational, or disease effects). Results: Differences in vaccination status were observed for ethnicity and political leanings ( p p > 0.05). Conclusions: Short-term video interventions were ineffective in altering vaccine perceptions and improving acceptance of the COVID-19 vaccine in our study population. Impact of the type and duration of educational videos should be explored by future studies to combat vaccine hesitancy in future population-based studies.

open access

Exploration of Providers’ Perceptions and Attitudes Toward Phage Therapy and Intentions for Future Adoption as an Alternative to Traditional Antibiotics in the US—A Cross-Sectional Study

Subi Gandhi, Dustin Edwards, Keith Emmert and 1 more

Subi Gandhi, Dustin Edwards, Keith Emmert, Bonnie Large

International Journal of Environmental Research and Public Health, 2025, 22, 1139

PDFDOIPMCBibTeXRISCited by 4

Abstract

Antibiotic resistance presents a global threat, making the swift development of alternative treatments essential. Phage therapy, which employs bacterial viruses that specifically target bacteria, shows promise. Although this method has been utilized for over a century, primarily in Eastern Europe, its use in the US remains limited. This study aimed to assess the awareness and willingness of US healthcare providers to adopt phage therapy in response to the growing issue of antibiotic resistance. A survey of 196 healthcare providers, primarily MDs and DOs, found that while 99% were aware of antimicrobial resistance, only 49% were knowledgeable about phage therapy as a treatment for resistant bacterial infections. Nonetheless, 56% were open to considering phage therapy, and this willingness was associated with prior knowledge, concerns about antibiotic resistance, previous training, and confidence in recommending it (p < 0.05). Our study of U.S. healthcare providers revealed key findings about their views on phage therapy as a potential alternative for treating bacterial infections. Credible information is essential to promoting phage therapy use among U.S. providers via educational initiatives, clinical guidance, and research dissemination to promote phage therapy use among U.S. providers. Evidence-based education and clinical guidance help providers make sound decisions on the appropriate and safe use of phage therapy.

2024

open access

An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform

Denise L. Monti, Julia C. Gill, ... Dustin Edwards and 113 more

Denise L. Monti, Julia C. Gill, Tamarah L. Adair, Sandra D. Adams, Yesmi Patricia Ahumada-Santos, Isabel Amaya, Kirk Anders, Justin R. Anderson, Mauricio S. Antunes, Mary Ayuk, Frederick Baliraine, Tonya C. Bates, Andrea R. Beyer, Suparna Bhalla, Tejas Bouklas, Sharon K. Bullock, Kristen A. Butela, Christine Byrum, Steven M. Caruso, Rebecca Chong, Hui-Min Chung, Stephanie B. Conant, Brett Condon, Katie E. Crump, Tom D'Elia, Megan K. Dennis, Linda C. DeVeaux, Lautaro Diacovich, Arturo Diaz, Iain Duffy, Dustin Edwards, Patricia C. Fallest-Strobl, Ann Findley, Matthew R. Fisher, Marie P. Fogarty, Victoria Jane Frost, Maria D. Gainey, Courtney S. Galle, Bryan Gibb, Urszula Golebiewska, Hugo Gramajo, Anna S. Grinath, Jennifer Guerrero, Nancy Guild, Kathryn E. Gunn, Susan Gurney, Lee E. Hughes, Pradeepa Jayachandran, Kristen Johnson, Allison Johnson, Alison E. Kanak, Michelle L. Kanther, Rodney A. King, Kathryn Kohl, Julia Lee-Soety, Lynn O. Lewis, Heather Lindberg, Jaclyn A. Madden, Breonna J. Martin, Matthew D. Mastropaolo, Sean McClory, Evan C. Merkhofer, Julie A. Merkle, Jon Mitchell, María Alejandra Mussi, Fernando Nieto, Jillian Nissen, Imade Yolanda Nsa, Mary G. O'Donnell, R. Deborah Overath, Shallee T. Page, Andrea Panagakis, Jesús Ricardo Parra Unda, Michelle B. Pass, Tiara Perez Morales, Nick T. Peters, Ruth Plymale, Richard Pollenz, Nathan S. Reyna, Claire A. Rinehart, Jessica Rocheleau, John S. Rombold, Ombeline Rossier, Adam D. Rudner, Elizabeth E. Rueschhoff, Christopher D. Shaffer, Mary Ann V. Smith, Amy B. Sprenkle, C. Nicole Sunnen, Michael A. Thomas, Michelle M. Tigges, Deborah Tobiason, Sara Sybesma Tolsma, Julie Torruellas Garcia, Peter Uetz, Edwin Vazquez, Catherine M. Ward, Vassie C. Ware, Jacqueline M. Washington, Matthew J. Waterman, Daniel E. Westholm, Keith A. Wheaton, Simon J. White, Elizabeth C. Williams, Daniel C. Williams, Ellen M. Wisner, William H. Biederman, Steven G. Cresawn, Danielle M. Heller, Deborah Jacobs-Sera, Daniel A. Russell, Graham F. Hatfull, David J. Asai, David I. Hanauer, Mark J. Graham, Viknesh Sivanathan

Frontiers in Education, 2024, 9

PDFDOIPMCBibTeXRISCited by 1

Abstract

Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we used pathway modeling to develop a qualitative description that explicates the HHMI Science Education Alliance (SEA) iREC as a model for facilitating the successful adoption and continued advancement of new curricular content and pedagogy. In particular, outcomes that faculty realize through their participation in the SEA iREC were identified, organized by time, and functionally linked. The resulting pathway model was then revised and refined based on several rounds of feedback from over 100 faculty members in the SEA iREC who participated in the study. Our results show that in an iREC, STEM faculty organized as a long-standing community of practice leverage one another, outside expertise, and data to adopt, implement, and iteratively advance their pedagogy. The opportunity to collaborate in this manner and, additionally, to be recognized for pedagogical contributions sustainably engages STEM faculty in the advancement of their pedagogy. Here, we present a detailed pathway model of SEA that, together with underpinning features of an iREC identified in this study, offers a framework to facilitate transformations in undergraduate science education.

open access

The professional identity of STEM faculty as instructors of course-based research experiences

David Hanauer, Richard Alvey, ... Dustin Edwards and 86 more

David Hanauer, Richard Alvey, Ping An, Christa Bancroft, Kristen Butela, Sean Coleman, Kari L. Clase, Parks Collins, Stephanie Conant, Pamela Connerly, Bernadette Connors, Megan K. Dennis, Erin L. Doyle, Dustin Edwards, Christy Fillman, Ann Findley, Victoria J. Frost, Maria Gainey, Urszula Golebiewska, Nancy Guild, Sharon B. Gusky, Allison Johnson, Kristen Johnson, Karen K. Klyczek, Julia Lee-Soety, Heather Lindberg, Matthew D. Mastropaolo, Julie A. Merkle, Jon Mitchell, Sally Molloy, Fernando Nieto, Jillian Nissen, Tiara Perez Morales, Nick T. Peters, Susanne P. Pfeifer, Richard Pollenz, Mary L. Preuss, Germán Rosas-Acosta, Margaret S. Saha, Amy Sprenkle, C. Nicole Sunnen, Deborah Tobiason, Sara S. Tolsma, Vassie Ware, Yesmi Patricia Ahumada-Santos, Regina V. Alvarez, Justin Anderson, Mary Ayuk, María Elena Báez-Flores, Dondra Bailey, Frederick Baliraine, Elizabeth Behr, Andrea R. Beyer, Suparna Bhalla, Lisa M. Bono, Donald P. Breakwell, Christine Byrum, Iain Duffy, Alyssa Gleichsner, Melinda Harrison, Renee Ho, Lee E. Hughes, Jacob D. Kagey, Kathryn Kohl, Sean McClory, Alison Moyer, Maria A. Mussi, Holly Nance, Imade Y. Nsa, Shallee T. Page, Jesús Ricardo Parra Unda, Jessica Rocheleau, Sarah Swerdlow, Kara Thoemke, Megan S. Valentine, Quinn C. Vega, Catherine Ward, Daniel C. Williams, Ellen Wisner, William H. Biederman, Steven G. Cresawn, Mark J. Graham, Graham Hatfull, Danielle Heller, Deborah Jacobs-Sera, Denise Monti, Pushpa Ramakrishna, Daniel Russell, Viknesh Sivanathan

Frontiers in Education, 2024, 9

PDFDOIPMCBibTeXRISCited by 11

Abstract

The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs. 97 CRE instructors from the Science Education Alliance (SEA) iREC participated in a 2-year, multi-stage, qualitative research project that involved weekly reflective journaling, autoethnographic description, small group evaluation and writing, and large-scale community checking. The resulting description of professional identity consisted of shared values (inclusivity, student success, community membership, ownership/agency, science, overcoming failure, and persistence), specified roles (mentor, advocate, scientist, educator, motivator, collaborator, community builder, learner, evaluator and project manager) and a stated sense of self (dedicated, resilient, pride in students, multiskilled, valued, community member, responsible and overworked). Analysis of individual reflective diary entries revealed how a professional identity underpinned and facilitated the ways in which faculty addressed challenges that arose and worked toward the success of every student. It is the self-concept of the professional identity of the instructor in the context of the CRE classroom that directed the extended commitment and effort that these instructors evidently put into their work with students, which facilitated student engagement, student persistence, and their collective scientific output. The study concludes that a professional identity of STEM faculty in the context of a CRE and iREC combines being a researcher and educator, and that this integrated identity is central for current initiatives aimed at transforming undergraduate STEM education.

teaching-resource

Writing Microbiology Resource Announcements (MRA)

Arturo Diaz, Julia Lee-Soety, ... Dustin Edwards and 105 more

Arturo Diaz, Julia Lee-Soety, Shima Chaudhary, Denise Monti, Viknesh Sivanathan, Richard Pollenz, Alison Kanak, Amy Sprenkle, Andrea Beyer, Bridgette Kirkpatrick, Carole Twichell, Christine Byrum, Deborah Tobiason, Dustin Edwards, Elizabeth Godin, Emily Savage, Heather Lindberg, Holly Nance, Jessica Rocheleau, Julie Garcia, Kathryn Dye, Kristen Butela, Lisa Bono, Matthew Mastropaolo, Megan Dennis, Naomi Rowland, Quinn Vega, Regina Alvarez, Rocky Ng, Ruth Plymale, Sergei Markov, Steven Caruso, Tara Stoulig, Tiara Perez, Vassie Ware, Veronique Delesalle, Adam Rudner, Beth Wilkes, Christa Bancroft, Christine Fleischacker, Eric Engstrom, Frederick Baliraine, Hari Kotturi, Jacqueline Washington, James Shanks, Lee Hughes, Matthew Fisher, Pamela Connerly, Patricia Waikel, Sarah Reardon, Sean Coleman, Shallee Page, Swati Agrawal, Tamarah Adair, Thomas Ndolo, Alexandra Jerby, Amanda Freise, Amaya Costas, Christy Fillman, Dane Bowder, Daniel Westholm, Daniel Williams, Ellen Wisner, Jennifer Guerrero, Joseph Stukey, Karen Klyczek, Kari Clase, Maria Gainey, MARY AYUK, Mauricio Antunes, Rebecca Bortz, Steven Cresawn, Suparna Bhalla, Victoria Frost, C. Sunnen, Mitchell Balish, Brett Pickett, Claire Rinehart, Luis Actis, Megan Valentine, Alyssa Gleichsner, Melissa Harrison, Jennifer Broderick, Sally Molloy, Gerry Zegers, Jared Stees, Kara Thoemke, Rodney King, Liz Williams, Jon Mitchell, John Rombold, Kissaou Tchedre, Edwin Vazquez, Sharon Gusky, Elvira Eivazova, Dominique Dotson, Alejandra Mussi, Jacob Kagey, Randy DeJong, Catherine Ward, Rebekah Hare, Kathryn Kohl, Imade Nsa, Tejas Bouklas, Sarah Tolsma, Charlotte Berkes, Melody Neely, Aimee Danley

QUBES Educational Resources, 2024

DOIResourceBibTeXRIS

Abstract

This resources provides a framework for students to write a Microbiology Resource Announcement, collaboratively.

2023

open access

Models of classroom assessment for course-based research experiences

David I. Hanauer, Tong Zhang, ... Dustin C. Edwards and 141 more

David I. Hanauer, Tong Zhang, Mark J. Graham, Sandra D. Adams, Yesmi Patricia Ahumada-Santos, Richard M. Alvey, Mauricio S. Antunes, Mary A. Ayuk, María Elena Báez-Flores, Christa T. Bancroft, Tonya C. Bates, Meghan J. Bechman, Elizabeth Behr, Andrea R. Beyer, Rebecca L. Bortz, Dane M. Bowder, Laura A. Briggs, Victoria Brown-Kennerly, Michael A. Buckholt, Sharon K. Bullock, Kristen A. Butela, Christine A. Byrum, Steven M. Caruso, Catherine P. Chia, Rebecca A. Chong, Hui-Min Chung, Kari L. Clase, Sean T. Coleman, D. Parks Collins, Stephanie B. Conant, Brett M. Condon, Pamela L. Connerly, Bernadette J. Connors, Jennifer E. Cook-Easterwood, Katie E. Crump, Tom D’Elia, Megan K. Dennis, Linda C. DeVeaux, Lautaro Diacovich, Iain Duffy, Nicholas P. Edgington, Dustin C. Edwards, Tenny O. G. Egwuatu, Elvira R. Eivazova, Patricia C. Fallest-Strobl, Christy L. Fillman, Ann M. Findley, Emily Fisher, Matthew R. Fisher, Marie P. Fogarty, Amanda C. Freise, Victoria J. Frost, Maria D. Gainey, Amaya M. Garcia Costas, Atenea A. Garza, Hannah E. Gavin, Raffaella Ghittoni, Bryan Gibb, Urszula P. Golebiewska, Anna S. Grinath, Susan M. R. Gurney, Rebekah F. Hare, Steven G. Heninger, John M. Hinz, Lee E. Hughes, Pradeepa Jayachandran, Kristen C. Johnson, Allison A. Johnson, Michelle Kanther, Margaret Kenna, Bridgette L. Kirkpatrick, Karen K. Klyczek, Kathryn P. Kohl, Michael Kuchka, Amber J. LaPeruta, Julia Y. Lee-Soety, Lynn O. Lewis, Heather M. Lindberg, Jaclyn A. Madden, Sergei A. Markov, Matthew D. Mastropaolo, Vinayak Mathur, Sean P. McClory, Evan C. Merkhofer, Julie A. Merkle, Scott F. Michael, Jon C. Mitchell, Sally D. Molloy, Denise L. Monti, María Alejandra Mussi, Holly Nance, Fernando E. Nieto-Fernandez, Jillian C. Nissen, Imade Y. Nsa, Mary G. O’Donnell, Shallee T. Page, Andrea Panagakis, Jesús Ricardo Parra-Unda, Tara A. Pelletier, Tiara G. Perez Morales, Nick T. Peters, Vipaporn Phuntumart, Richard S. Pollenz, Mary L. Preuss, David P. Puthoff, Muideen K. Raifu, Nathan S. Reyna, Claire A. Rinehart, Jessica M. Rocheleau, Ombeline Rossier, Adam D. Rudner, Elizabeth E. Rueschhoff, Amy Ryan, Sanghamitra Saha, Christopher D. Shaffer, Mary Ann V. Smith, Amy B. Sprenkle, Christy L. Strong, C. Nicole Sunnen, Brian P. Tarbox, Louise Temple, Kara R. Thoemke, Michael A. Thomas, Deborah M. Tobiason, Sara S. Tolsma, Julie Torruellas Garcia, Megan S. Valentine, Edwin Vazquez, Robert E. Ward, Catherine M. Ward, Vassie C. Ware, Marcie H. Warner, Jacqueline M. Washington, Daniel E. Westholm, Keith A. Wheaton, Beth M. Wilkes, Elizabeth C. Williams, William H. Biederman, Steven G. Cresawn, Danielle M. Heller, Deborah Jacobs-Sera, Graham F. Hatfull, David J. Asai, Viknesh Sivanathan

Frontiers in Education, 2023, 8

PDFDOIPMCBibTeXRISCited by 6

Abstract

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education.

2022

open access

Instructional Models for Course-Based Research Experience (CRE) Teaching

David I. Hanauer, Mark J. Graham, ... Dustin C. Edwards and 78 more

David I. Hanauer, Mark J. Graham, Rachel J. Arnold, Mary A. Ayuk, Mitchell F. Balish, Andrea R. Beyer, Kristen A. Butela, Christine A. Byrum, Catherine P. Chia, Hui-Min Chung, Kari L. Clase, Stephanie Conant, Roy J. Coomans, Tom D’Elia, Jason Diaz, Arturo Diaz, Jean A. Doty, Nicholas P. Edgington, Dustin C. Edwards, Elvira Eivazova, Christine B. Emmons, Kayla M. Fast, Emily J. Fisher, Christine L. Fleischacker, Gregory D. Frederick, Amanda C. Freise, Maria D. Gainey, Chris R. Gissendanner, Urszula P. Golebiewska, Nancy A. Guild, Heather L. Hendrickson, Christopher D. Herren, Margaret S. Hopson-Fernandes, Lee E. Hughes, Deborah Jacobs-Sera, Allison A. Johnson, Bridgette L. Kirkpatrick, Karen K. Klyczek, Ann P. Koga, Hari Kotturi, Janine LeBlanc-Straceski, Julia Y. Lee-Soety, Justin E. Leonard, Matthew D. Mastropaolo, Evan C. Merkhofer, Scott F. Michael, Jon C. Mitchell, Swarna Mohan, Denise L. Monti, Christos Noutsos, Imade Y. Nsa, Nick T. Peters, Ruth Plymale, Richard S. Pollenz, Megan L. Porter, Claire A. Rinehart, German Rosas-Acosta, Joseph F. Ross, Michael R. Rubin, Anne E. Scherer, Stephanie C. Schroeder, Christopher D. Shaffer, Amy B. Sprenkle, C. Nicole Sunnen, Sarah J. Swerdlow, Deborah Tobiason, Sara S. Tolsma, Philippos K. Tsourkas, Robert E. Ward, Vassie C. Ware, Marcie H. Warner, Jacqueline M. Washington, Kristi M. Westover, Simon J. White, JoAnn L. Whitefleet-Smith, Daniel C. Williams, Michael J. Wolyniak, Jill H. Zeilstra-Ryalls, David J. Asai, Graham F. Hatfull, Viknesh Sivanathan

CBE—Life Sciences Education, 2022, 21

PDFDOIPMCBibTeXRISCited by 25

Abstract

A report on research that explicates three models of pedagogical practice that underpin and characterize inquiry instruction in a course-based research experience.

2021

teaching-resource

Understanding Restriction Enzyme Digests

Swati Agrawal, Sara Anderson, Dustin Edwards and 2 more

Swati Agrawal, Sara Anderson, Dustin Edwards, Bryan Gibb, Matthew Mastropaolo

QUBES Educational Resources, 2021

DOIResourceBibTeXRIS

Abstract

Prior to submitting genomic DNA for sequencing, SEA students perform a restriction endonuclease digest with several enzymes, which provides a fast and cost-effective way of quickly screening isolated phages. The pattern of bands on the gel should be unique except for very closely related or identical phages, which is useful when trying to identify novel bacteriophages to send for sequencing and ultimately for annotation. Students often struggle with understanding what restriction enzymes are, how they work, and why this is an important step in phage characterization. The ‘Restriction Enzyme Digests’ set of teaching resources provides four active learning exercises that introduce students to restriction enzymes, demonstrate how they work, and why they are a useful tool in the lab and for bacteriophage identification.