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Development of a Cross-Disciplinary Investigative Model for the Introduction of Microarray Techniques at Non-R1 Undergraduate Institutions

David E. Walker^*, Gary P. Lutz, and Consuelo J. Alvarez

*College of Dental Medicine, Nova Southeastern University, Fort Lauderdale, FL 33328-2018; Prince Edward County High School, Farmville, VA 23901; and Department of Biological and Environmental Science at Longwood University, Farmville, VA 23909

Monitoring Editor: Mary Lee Ledbetter

Address correspondence to: Consuelo J. Alvarez (alvarezcj{at}longwood.edu)

Integrating advanced biological techniques into instruction at non-R1 institutions can prove to be a challenge. Here, we report the creation of a model for the introduction of gene expression microarray technology into a research laboratory. A student assessment tool was used to evaluate 1) technical skill development, 2) cross-disciplinary issues, 3) development of trouble-shooting skills, and 4) career evaluation. The exposure of Saccharomyces cerevisiae yeast cells to three plasticizers served as a template for the introduction of this technology. Cells were harvested at mid-log phase, and RNA was extracted. The mRNA was converted to cDNA by using reverse transcriptase primers containing a capture sequence that was later recognized by a fluorescent dendrimer by using cyanine (Cy)3 or Cy5 dyes. cDNA was hybridized onto yeast microarray chips provided by the Genome Consortium for Active Teaching. Exposure to phthalate plasticizers revealed genes with differential gene expression. Trouble-shooting approaches were used as learning opportunities for the evaluation of RNA extraction methods, and data analysis highlighted the use of mathematics in a molecular biology context. This article describes a promising model for the introduction of interdisciplinary, student-based projects involving microarray technology at non-R1 undergraduate institutions.