Targeted Infusion Project: A Genetics Course Based Undergraduate Research experience at Xavier University of Louisiana: Characterizing Msh6 missense variants.

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP), through Targeted Infusion Projects, supports the development, implementation, and study of evidence-based, innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue science, technology, engineering, or mathematics (STEM) graduate programs and/or careers. The goal of this project is to improve the knowledge of students in STEM fields, particularly by refining the training of undergraduate students through Course-Based Undergraduate Research Experiences (CUREs) to integrate training in the Genetics laboratory at Xavier University. This project plans to expand access to meaningful research experiences for undergraduate biology students through an enhanced genetics laboratory course. Many students are interested in scientific careers but have limited opportunities to participate in research. This project will strengthen the existing Genetics Lab CURE course so that more students can work in smaller teams, ask research questions, test ideas through laboratory experiments, analyze results, and communicate findings through written reports and oral presentations. The project has the potential to contribute to undergraduate science education by demonstrating a scalable model for integrating authentic research into a required biology course. The project also has the potential to contribute new data on genetic variants associated with Lynch syndrome, support student presentations and publications, and provide a transferable model for institutions seeking to broaden participation in research-based science education and the biotechnology workforce. The project aims to accomplish this goal by 1) training students to examine how selected changes in a cancer-related repair gene affect protein function and genetic stability; 2) increasing the number of genetic variants students will investigate annually; and 3) enhancing laboratory approaches that allow students to test repair activity and protein interactions using yeast-based assays. Students will generate hypotheses, use computational prediction tools, verify genetic constructs, investigate yeast assays, test functional effects, analyze data, and present findings in oral and written formats. Implementing these activities will enable students to improve their critical thinking skills through early research exposure and supplemental instruction, including mentoring. The project has the potential to contribute to undergraduate science education by demonstrating a scalable model for integrating authentic research into a required biology course. The project also has the potential to contribute new data on genetic variants associated with Lynch syndrome, support student presentations and publications, and provide a transferable model for institutions seeking to advance training in genetics. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.