Research as a Tool for Undergraduate Education using Drosophila melanogaster

Abstract

Drosophila melanogaster have a myriad of applications in biological research. However, it is the ease of maintenance and availability of their fully sequenced genomes that make them a practical and constructive tool for undergraduate experiential learning. Using these organisms allows students to apply routine laboratory techniques to develop independent protocols, rather than following a pre‐derived approach. Students receive preliminary training in Drosophila husbandry as well as molecular and genetic lab techniques early in the semester in the form of short inquiry based labs and then apply learned techniques to independently developed questions. This setting recapitulates the environment of a research‐intensive lab and provides valuable experience for scientific careers. The abstraction of such an assignment forces independent thinking and practice with multiple techniques; thus, it directly engages students in the learning process by allowing them to take ownership of the project and incorporate individuality into their approaches. Further, students are immersed in a situation where they must apply themselves, think critically, and extrapolate from limited information in order to devise an appropriate course of action. Since there is no correct answer for this type of exercise, students are more willing to vary their approaches, take risks with techniques, and leave the lab with a better understanding for problem solving methods. Such skills are not specific to science, as all careers require critical thinking and troubleshooting. Early exposure to such conditions provides a basis for approaching challenging situations. Students that have successfully completed the course have been able to secure positions in competitive internships, co‐ops, and go on to research‐based careers.Support or Funding InformationThis work was supported by funds from the Department of Sciences at Wentworth Institute of Technology