Conference Talks
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Battle, C.H., Meyer S., Fisher, A.J. "Fluorescent proteins & fluorescent DNA sensors: A colorful semester of CURE" 2020 Biennial Conference on Chemical Education. Abstract accepted March 31, 2020. Because of the global COVID-19 pandemic, the 2020 Biennial Conference on Chemical Education was terminated on April 2, 2020, by the Executive Committee of the Division of Chemical Education, American Chemical Society; and, therefore, this presentation could not be given as intended.
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Battle, C.H. "DNA-based fluorescent sensors: Developing a course-embedded undergraduate research experience." Oral Presentation, 74th Annual Northwest Regional Meeting of the American Chemical Society, Portland, OR, June 17th 2019.
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Battle, C.H. “DNA-based sensors: A semester long research project as an upper-division biochemistry lab”. Oral Presentation, 255th National Meeting of the American Chemical Society, New Orleans, LA, March 21st, 2018.
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Battle, C.H., Vik, R. Schmidt, E. Jayawickramarajah, J. “Chemistry in the community: Developing community partners in New Orleans”. Oral Presentation, 255th National Meeting of the American Chemical Society, New Orleans, LA, March 21st, 2018.
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Battle, C.H., Chu, X.C., Jayawickramarajah, J. “Micro-RNA-21 responsive DNA nanostructures for sensing and therapeutics”. Oral Presentation, 67th Annual Southeastern/71st Annual Southwestern Joint Regional ACS Meeting, November 7th, 2015.
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Battle, C.H. "Oligonucleotides as Input Responsive Scaffolds for Smart Therapeutics & Biosensors". Invited Seminar, University of Louisiana at Lafayette, April 19th, 2013.
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Shaner, T.V., Battle, C.H., Jayawickramarajah, J., Mitchell, B., Fink, M. “Synthesis of DNA-silicon nanoparticle conjugates”. Paper Presentation, 245th American Chemical Society National Meeting, April 11th, 2013.
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Battle, Cooper H. “Supramolecular Approaches to the Inhibition of Protein-Protein Interactions”, Departmental Seminar, Tulane University, September 29th, 2010.
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Battle, Cooper H. “VT-NMR Analysis of Complex Organic Systems”, Paper Presentation, Louisiana Academy of Sciences 83rd Annual Meeting, February 27, 2009.
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Battle, Cooper H. “Stereospecificity in Cu Catalyzed Allylic Amination”, Paper Presentation, Louisiana Academy of Sciences 82nd Annual Meeting, March 2008.
Fluorescent Proteins & Fluorescent DNA Sensors: A Colorful Semester of CURE
In this talk we will discuss experiences with a modular, scaffolded biochemistry CURE, which involves two sequential in-depth projects. While both have been run independently in prior years, they have recently been paired to form a single semester-long lab experience where skills learned in one project transfer into the second. The two projects introduce students to experimental design and make use of highly visible fluorescence to demonstrate fundamental principles of biochemistry lab techniques. In an initial fluorescent protein laboratory sequence, students are introduced to important biochemical techniques such as polymerase chain reaction (PCR), recombinant protein overexpression in E.coli, and protein purification by affinity chromatography. A modular project design allows for simple modification to address a variety of specific student learning objectives. Different fluorescent proteins are used, which helps students engage with the material and allows connections to be made between protein structure and function (fluorescent properties). As the module progresses students are expected to develop greater levels of independence, building to the second project: a DNA sensor CURE.
In the subsequent fluorescent DNA sensors lab, students are challenged to use an existing sensor framework based on nucleic acid strand exchange to design a unique sensor that could be used to sense the presence of cancers based on a target micro-RNA. Students do initial work in the literature to select targets, design a sensor for a specific application, and then design and carry out a series of experiments showing the sensor function with regard to that application. Since the content is less familiar (regulatory RNA and nucleic acid folding), students learn how to work in a new area through applying skills they already know. We will present overviews of the two labs, and discuss challenges and adjustments made in response to student feedback, as well as qualitative data from student responses.
DNA-based fluorescent sensors: Developing a course-embedded undergraduate research experience
An important part of undergraduate training in chemistry is transitioning students from following protocols in the lab to doing independent research. Moreover, not all programs are equipped to provide individual research opportunities for all students in an independently mentored, sustainable fashion. While short portions of lab that involve student-driven inquiry can help, limited time often doesn’t provide opportunities for students to try, fail, and adjust for a more successful outcome. In this talk, I will present an approach involving an extended guided inquiry lab for upper level biochemistry students. This lab has been taught (with modifications) at two different schools (Grinnell College and Willamette University) and as both a stand-alone class with lab, and as part of an integrated lab. The central approach involves having students work with synthetic nucleic acids to design FRET-based biosensors for miRNA biomarkers that they then test for efficacy. Since the topic is largely unfamiliar to the students, it challenges them to apply what they’ve learned in past work to a new challenge. Along the way, students are required to write a proposal for their project, present progress as part of “lab meetings”, and finally write a manuscript that undergoes double-blind review within the class. By focusing on different aspects in the design of an applied challenge, students are able to do work that can genuinely contribute to the field, as well as gain an understanding of the complexities of designing experiments rather than working with protocols that have already been designed. I will present an overview of the lab design and flow, as well as qualitative data from student responses to the project in both iterations, and highlight changes made to the course in response to student feedback as well as lessons learned from the experience.
DNA-Based Sensors: Developing A Semester-Long Research Project as an Upper-Division Biochemistry Lab
A persistent challenge at both large and small PUIs is how to provide enough meaningful and involved research opportunities for all of the interested undergraduate students. While a great deal can be gained from the introduction of inquiry-based lab projects that allow students to experience research, the shorter time-frame and more limited scope have drawbacks. In this talk, I will present my approach to developing a lab for an upper-level biochemistry special topics course (Nucleic Acids in Chemistry and Biology) in which students undertook a single semester-long project developing a fluorescent, DNA-based sensor for miRNA from target selection to testing in tissue culture. The lab was divided in half with two main objectives: ex vivo characterization and in vitro testing. Students wrote a paper for each portion formatted as a manuscript targeted to a journal (Nucleic Acids Research), complete with cover letter addressing importance and fit. A blind review was organized so each student reviewed two papers, and students were then required to revise and re-submit their paper with appropriate responses to those reviews. Students also had the opportunity to present work from the first half of the semester at a regional conference, in addition to in class presentations at the end of the semester showcasing the project. I will present an overview of the lab design and experiments, qualitative data on student response to the project (during the semester, at the end of the semester, and a year after conclusion of the lab), and some of my “lessons learned” from the experience.