Introducing Chemistry Students to Emerging Technologies in Gene Editing, Their Applications, and Ethical Considerations

Abstract

Genome editing has widespread influence in many fields, including medicine, biotechnology, and agriculture. Despite their origins in chemistry laboratories, these techniques are currently under utilized in chemistry curricula. Introducing future generations of chemists to these emerging technologies is essential in chemistry classrooms. The purpose of this tutorial review is to introduce chemistry audiences—particularly undergraduate chemistry students and educators—to the emerging field of genome editing. Indeed, as the applications of genome editing technologies continue to grow, it will be important for chemistry students to gain a working knowledge of their underlying principles as well as some of their limitations. Here, we aim to provide a general overview of genome editing technologies and highlight some practical ways in which these technologies can be integrated into the undergraduate chemistry curriculum. In the overview, we describe the key players in—and the modes of action of—the three major genome editing technologies, namely, (1) zinc finger nucleases (ZFNs), (2) transcription activator-like effector nucleases (TALENs) and (3) the clustered regularly interspaced short palindromic repeats/CRISPR-associated system (CRISPR/Cas) system. We then highlight several applications of genome editing technologies, particularly the CRISPR/Cas system, and their potential impact on various fields, including basic research, medicine, biotechnology, and the food industry. In this context, we present potential ethical issues associated with the application of genome editing technologies. Finally, by presenting a case study, we highlight the ways that genome editing technologies can be integrated into the undergraduate chemistry curriculum. This review can be added to biochemistry or organic chemistry courses as reading material.