Identifying DNA mutations in Sepia, White, Yellow, and Vestigial genes in D. melanogaster - Integrating inquiry-based experiential learning into undergraduate Genetics Laboratory curriculum
- 1Department of Molecular Biosciences, University of South Florida, Tampa, Florida, United States of America
Abstract
Eye, body, and wing morphology in D. melanogaster are distinctly tied to genes that can easily be monitored to decipher the association between phenotype and genotype. Toward the goal of uncovering the DNA mutations responsible for these phenotypes, we share the development and implementation of a semester-long upper-level general Genetics laboratory course, in which an inquiry-based research component is integrated into the curriculum. The experimental design can be adaptable and covers essential molecular biology concepts as well as experimental procedures. Specifically, we obtained mutant and wild-type fly populations to uncover mutations that inhibit gene expression, protein production, and/or function of the sepia, white, yellow, and vestigial genes. We amplified regions of interest to identify novel and previously annotated DNA mutations that may be responsible for observed mutant phenotypes. Further analysis of these and other genes may advance our understanding of their function and regulation that mediate eye color, body pigment, and wing development. Program evaluation was performed by collecting student perspectives in an end-of-semester course survey, and responses were analyzed to identify that they valued learning hands-on protocols including amplifying and cloning DNA, learning scientific methods involving experimental design and data analysis, making connections to real-world applications, as well as sharing their reflection on career interests. In addition, flexible, sustainable, and creative extracurricular opportunities in research and curriculum development for undergraduate and graduate students are associated with the implementation of our General Genetics Laboratory course. Altogether, our curriculum development extends beyond the classroom and aims to support students in research experiences and future career advancements.
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BibTeX
@article{rentachintala2026identifying,
title = {{Identifying DNA mutations in Sepia, White, Yellow, and Vestigial genes in D. melanogaster - Integrating inquiry-based experiential learning into undergraduate Genetics Laboratory curriculum}},
author = {Krishna K. Rentachintala and Catherine A. K. Bricker and Parker R. Jain and Meera Nanjundan},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0356998},
url = {https://doi.org/10.1371/journal.pone.0356998},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Identifying DNA mutations in Sepia, White, Yellow, and Vestigial genes in D. melanogaster - Integrating inquiry-based experiential learning into undergraduate Genetics Laboratory curriculum
AU - Krishna K. Rentachintala
AU - Catherine A. K. Bricker
AU - Parker R. Jain
AU - Meera Nanjundan
PY - 2026
DA - 2026/09/01
JO - PLOS One
DO - 10.1371/journal.pone.0356998
UR - https://doi.org/10.1371/journal.pone.0356998
AB - Eye, body, and wing morphology in D. melanogaster are distinctly tied to genes that can easily be monitored to decipher the association between phenotype and genotype. Toward the goal of uncovering the DNA mutations responsible for these phenotypes, we share the development and implementation of a semester-long upper-level general Genetics laboratory course, in which an inquiry-based research component is integrated into the curriculum. The experimental design can be adaptable and covers essential molecular biology concepts as well as experimental procedures. Specifically, we obtained mutant and wild-type fly populations to uncover mutations that inhibit gene expression, protein production, and/or function of the sepia, white, yellow, and vestigial genes. We amplified regions of interest to identify novel and previously annotated DNA mutations that may be responsible for observed mutant phenotypes. Further analysis of these and other genes may advance our understanding of their function and regulation that mediate eye color, body pigment, and wing development. Program evaluation was performed by collecting student perspectives in an end-of-semester course survey, and responses were analyzed to identify that they valued learning hands-on protocols including amplifying and cloning DNA, learning scientific methods involving experimental design and data analysis, making connections to real-world applications, as well as sharing their reflection on career interests. In addition, flexible, sustainable, and creative extracurricular opportunities in research and curriculum development for undergraduate and graduate students are associated with the implementation of our General Genetics Laboratory course. Altogether, our curriculum development extends beyond the classroom and aims to support students in research experiences and future career advancements.
SN - 1932-6203
ER -