Semester.ly

Johns Hopkins University | AS.020.420

Build-A-Genome

4.0

credits

Average Course Rating

(4.83)

In this combination lecture/laboratory "Synthetic Biology" course students will learn how to make DNA building blocks used in an international project to build the world's first synthetic eukaryotic genome, Saccharomyces cerevisiae v. 2.0. Please study the wiki www.syntheticyeast.org for more details about the project. Following a biotechnology boot-camp, students will have 24/7 access to computational and wet-lab resources and will be expected to spend 15-20 hours per week on this course. Advanced students will be expected to contribute to the computational and biotech infrastructure. Co-listed with EN.580.420, AS.020.451 and EN.540.420. Successful completion of this course provides 3 credit hours toward the supervised research requirement for Molecular and Cellular Biology majors, or 2 credit hours toward the upper level elective requirement for Biology or Molecular and Cellular Biology majors. Must understand fundamentals of DNA structure, DNA electrophoresis, and analysis, Polymerase Chain Reaction (PCR), and must be either a) Experienced with molecular biology lab work or b) Adept at programming with a biological twist.

Fall 2012

(4.86)

Fall 2013

(4.8)

Spring 2013

(4.67)

Spring 2014

(5.0)

Fall 2012

Professor: Joel Bader, Jef Boeke, Marc Ostermeier, Karen Zeller

(4.86)

The best aspect of this course was the interaction between students who understood biology on different levels. Many students got to help one another while reinforcing their own knowledge of the biological concepts. The worst aspects of the course included the periodical y hectic mentoring sessions and lack of attendance in other sessions. The course would be improved if mentors were provided with outlines to help students and if there were better incentives for the students to come to the mentoring sessions. Prospective students should know that the course is a great tutoring experience. Those who want to help others should be not only committed to the course, but very familiar with the content. 33

Fall 2013

Professor: Joel Bader, Jef Boeke, Karen Zeller

(4.8)

Students praised this course as a great way to help people by mentoring general biology students. Complaints were few, although some found that not enough students took advantage of the mentoring sessions. Suggestions for improvement included exploring more ways to get students to the mentoring sessions. Prospective students should know that students found the course enjoyable and a great way to help fel ow students and build relationships with professors. 33

Spring 2013

Professor: Jef Boeke, Karen Zeller

(4.67)

Some of the best aspects of this course included the opportunity to mentor others and improve interpersonal skills while simultaneously reviewing fundamental biology concepts. Some mentors felt that not enough students took advantage of this service. Suggestions included finding a way to make this service more appealing to those who would benefit from the program. Also, one suggestion was to require that students check out the biome equipment. Prospective mentors should know that it’s important to keep up with the material students are learning and that taking this course is a beneficial opportunity to review and relearn fundamental biology concepts. 31

Spring 2014

Professor: Joel Bader, Karen Zel er

(5.0)

Many students liked the hands-on experience, open lab, and critical thinking aspects of this course most. The class gave students the opportunity to display what they have learned throughout the course in a lab setting. Students admitted that some of the lab tools were old and there was a lack of feedback for submitted work. Suggestions for improvement include: more lab freedom without TA’s and more guest lecturers. Prospective students must be wil ing to come into the lab outside of class time and have knowledge of microbiology techniques.