Student Outcomes in a CURE Course Using Simple Model Organisms to Characterize Host-Pathogen Interactions

Abstract

Abstract Course-based undergraduate research experiences (CUREs) can increase the inclusivity of scientific research by breaking down both barriers associated with student awareness and confidence in seeking research experiences, as well as faculty biases in selection of student researchers. We developed a CURE using the social amoeba Dictyostelium discoideum and its bacterial prey Escherichia coli as a model for host-pathogen interactions. D. discoideum phagocytize bacteria and can be used as a simple model to characterize innate immune processes. Our CURE course focuses on characterization of genes potentially associated with resistance to phagocytic killing, which were identified in a screen for mutant E. coli strains with enhanced survival upon D. discoideum phagocytosis. These mutant E. coli strains were sequenced, and students in the course use bioinformatics tools to identify mutated genes. From there, students work with E. coli strains deficient for the mutated genes, performing assays to characterize both bacterial phenotypes as well as D. discoideum phagocytic and signaling responses to these mutant strains. Using various tools, including pre- and post-tests, interviews and the SURE survey to assess student outcomes, we found significant gains in student knowledge and skills, as well as student-reported gains in knowledge of the research process, confidence in working in a research team, and ability to interpret results. Our CURE course was used as a model for implementation of the TU-Research Enhancement Program (TU-REP), which is funded by the HHMI Inclusive Excellence initiative, and seeks to transform the scientific curriculum at TU by offering opportunities for students to engage early and often in authentic research.