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Challenge <p>Undergraduate biomedical engineering programs increasingly seek to expose students to emerging biotechnologies such as CRISPR-based gene editing. However, many instructional laboratories emphasize predictable outcomes and highly scripted protocols, limiting opportunities for experimental reasoning, troubleshooting, and interpretation of uncertain results. In addition, ethical discussions surrounding gene-editing technologies are often separated from laboratory experiences, making it difficult for students to connect technical decisions with broader societal implications.</p> Novel Initiative <p>We developed a guided-inquiry laboratory module that introduces students to CRISPR adenine base editing through a gene-repair experiment linking genotype, phenotype, and DNA sequence validation. Students used phenotypic screening, mutation frequency calculations, PCR, gel electrophoresis, DNA sequencing, and computational sequence analysis to evaluate editing outcomes. The module also incorporated a structured ethical discussion on the societal implications of gene-editing technologies. Unlike many undergraduate CRISPR activities that focus on gene disruption, this module emphasizes precise sequence correction and sequencing-based validation, reflecting workflows used in contemporary biotechnology and biomedical research.</p> Reflection <p>Students successfully generated and analyzed gene-editing data while developing confidence in molecular biology techniques, experimental reasoning, and ethical analysis. Implementation highlighted the value of combining laboratory experimentation, computational sequence analysis, and ethical reflection within a single instructional experience. Key considerations for adoption include access to specialized equipment, sequencing resources, and instructional support. This Teaching Tip provides a practical model for integrating modern gene-editing technologies and ethical reasoning into undergraduate biomedical engineering curricula.</p>

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Integrating CRISPR into the Biomedical Engineering Curriculum: An Undergraduate Lab Experience with Ethical Dimensions

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年7月7日

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  • John J Toftegaard,
  • Shivaun D Archer

摘要

Challenge

Undergraduate biomedical engineering programs increasingly seek to expose students to emerging biotechnologies such as CRISPR-based gene editing. However, many instructional laboratories emphasize predictable outcomes and highly scripted protocols, limiting opportunities for experimental reasoning, troubleshooting, and interpretation of uncertain results. In addition, ethical discussions surrounding gene-editing technologies are often separated from laboratory experiences, making it difficult for students to connect technical decisions with broader societal implications.

Novel Initiative

We developed a guided-inquiry laboratory module that introduces students to CRISPR adenine base editing through a gene-repair experiment linking genotype, phenotype, and DNA sequence validation. Students used phenotypic screening, mutation frequency calculations, PCR, gel electrophoresis, DNA sequencing, and computational sequence analysis to evaluate editing outcomes. The module also incorporated a structured ethical discussion on the societal implications of gene-editing technologies. Unlike many undergraduate CRISPR activities that focus on gene disruption, this module emphasizes precise sequence correction and sequencing-based validation, reflecting workflows used in contemporary biotechnology and biomedical research.

Reflection

Students successfully generated and analyzed gene-editing data while developing confidence in molecular biology techniques, experimental reasoning, and ethical analysis. Implementation highlighted the value of combining laboratory experimentation, computational sequence analysis, and ethical reflection within a single instructional experience. Key considerations for adoption include access to specialized equipment, sequencing resources, and instructional support. This Teaching Tip provides a practical model for integrating modern gene-editing technologies and ethical reasoning into undergraduate biomedical engineering curricula.