National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Title of Unit Control of Eukaryotic Gene Transcription
Date and Approach
for Unit The concept for the unit was developed as part of the 2013 NANSI by the “Gene
Development Expression” team. The completed unit was presented to all the attendees on 11 Jul
2013. The feedback received following this presentation is included below.
Unit Developers &
Bridget Lear, University of Iowa; bridget-lear@uiowa.edu
Contact Information
David Kirkpatrick, University of Minnesota, dkirkpat@umn.edu
Michael Burns, University of Minnesota; burn0230@umn.edu
Rong He, Chicago State University, lucy.rhe@gmail.com
Tamar Resnick, University of Minnesota; resni030@umn.edu
Turk Rhen, University of North Dakota; turk.rhen@email.und.edu
This unit is expected to cover 1-2 class periods in an upper level undergraduate genetics
class, approximately 1/3 of the way into the semester. This unit would be occur at the
beginning of a two week series of units covering eukaryotic gene expression. Students
Context
in this course would have previously completed Introductory Biology for majors, which
would include essential background such as the central dogma. Macromolecular
structure would also be covered in the first 1/3 of this course.
Abstract Students taking this unit will investigate gene expression, using a series of manipulable
models of gene regulatory elements. Topics covered by the unit will include the
structure of a basic gene expression unit, how cis and trans regulation occurs, and how
perturbations to the basic unit can influence gene expression, leading to modifications
of phenotype. Student will generate hypotheses, analyze data, and draw conclusions
from these data based on their initial hypotheses. In addition to manipulable models,
clicker questions will be used as formative assessment tools, while summative
assessment will include brainstorming essays, problem analysis, and poster production.
Learning Goals & Goal(s): what students will know,
Desired Outcome(s)/Objectives(s): specific
Outcomes/Objectives understand, and be able to do; includes student behaviors or performances that will
content knowledge, attitudes, & skills
indicate they have successfully accomplished
(i.e. “understand natural selection;”
the goal(s)
“appreciate the role of biology in
society;” “think like a scientist”
 understand the regulation of
 explain cis and trans regulators,
eukaryotic gene transcription
distinguish between them, and explain
their interactions
 recognize and explain examples of gene
activation and inhibition

predict the effects on gene
expression resulting from regulatory
perturbations
 understand that differences in gene
expression can lead to different

provide, recognize, and explain
cellular and organismal outcomes
examples in which differences in gene
expression produce different outcomes
for the cell/ organism

understand how to interpret
and analyze data

draw logical conclusions from data
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Incorporation of Scientific Teaching Themes
Active Learning
How students will engage actively in
learning the concepts
Activities outside of class:
Students will use study guide to
structure their pre-class reading,
viewing of movies/animations
Activities in class:
Students work together on a learning
readiness activity, in which they
assemble the components of a
generic transcription unit.
Students will continue to use the
manipulable model as a tool to
answer increasingly complex
questions about gene regulation.
Students will work through the unit’s
activities, using clicker questions,
think-pair-share, brainstorming.
Students will engage in an
investigative case study, in which they
are presented with data and asked to
formulate hypotheses, analyze
results, and draw conclusions.
(activity for tidbit)
The activities are tied together by
constant manipulation of the original
generic model.
Assessment
How teachers will measure
learning; how students will selfevaluate learning
Pre-assessments: (Formative)
Students will work together to
organize/perturb/analyze a
transcription unit; they will get
feedback from peers about their
level of understanding.
Students will present their group’s
model to the whole class; they will
get feedback from class and
instructor, and instructor will
gauge students’ understanding.
Students will answer clicker
questions as individuals.
Post-tidbit assessments:
(Summative)
Students will take home an
extension question directly after
unit.
Students will be given exam
questions for a new application
(different case study or different
disruption of gene) in similar style.
Students will be asked to
apply these concepts in
papers or posters.
Diversity
How the unit is designed to
include all participants
Students will be provided with a
study guide that will describe
learning goals and outcomes,
assist students to organize and
prioritize material in reading
assignment, provide links to
videos and animations, and
include references for relevant
background resources from
previous units.
Learning activities will be designed
to encourage participation from all
students through the use of a
variety of small group, paired, and
individual activities.
Multiple forms of assessment will
be used.
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Sample Presentation Plan (detailed schedule with approximate timing for unit)
Session 1
Preclass Students will read
chapter, watch
animations, and review
study guide to familiarize
themselves with the
material.
Enter approx. 15 minutes
class time for  Review eukaryotic

learning activity
gene expression
preparatory
regulation
material  Define transcriptional
presentation
regulation


Enter approx. 35 minutes
class time for  Apply principles of
learning activity
transcriptional
#1
regulation



Enter 30 minutes
approximate time  Demonstrate that
for additional
differences in gene
learning activities
expression can lead
and associated
to different cellular
class
and organismal


Discussion: What are
cis and trans
regulators? How do
you distinguish
between them? How
do they regulate gene
expression?
Give examples of
transcriptional
activation and
inhibition
Give clicker questions
Construct generic
transcription unit
using a manipulable
model.
Discuss and evaluate
the model built by
students
Extension of model
with hypothetical
scenarios in which
regulatory
components are
altered.
Activity performed in small
groups.
Individuals will answer
clicker questions.
Mini-lecture and case
study that explore the
relationship between
gene regulation and


Small groups will discuss and
manipulate models.
Individuals will re-answer
clicker questions.
Small groups will evaluate the
real data and make
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Work/preparatory
materials
outcomes
Enter 5 minutes
approximate time
for post-activity
summing up or
transition
limb development.
Class discussion and
evaluation of
hypotheses.
Group discussion to
summarize the teaching
unit

predictions using the
manipulable model.
Add additional activities information as needed for the unit.
Resources for Teaching the Unit
(other files and information needed/helpful to teach the unit, including files for papers from which original data
for class activities is taken, supporting information for the instructor, handouts, in class activities materials,
assessments with answer keys, homework assignments, etc.)
1. Powerpoint describing the context in which these teaching/learning activities would be used. An actual
teachable tidbit is included in the powerpoint.
2. PDF of journal article by Cretekos et al. (2008), PMID 18198333.
3. PDF containing the manipulable components of a generic transcription unit that can be printed, cut-out,
and given to students.
4. Homework assignment (within Powerpoint file).
Summary of Origin of the Idea
(How did you come up with this idea? Where did you get the inspiration?)
Activity 1: The group initially decided to assess students’ basic understanding of the structure of a generic
transcription unit using a manipulable model.
Activity 2: We brainstormed and agreed that students would continue using the model to reinforce and extend
this knowledge. Students would do so by developing hypothetical scenarios in which regulatory components of
this gene are altered and predicting the effect on mRNA and protein levels.
Activity 3: The group decided that each of us would search the primary literature for cases of regulatory
variation and bring these examples for discussion the next morning. The goal was to find real life examples that
would illustrate key principles from Activity 1 & 2, interest students, and stimulate discussion. The group found
the Cretekos et al. (2008) paper a particularly intriguing example of cis regulatory variation. Moreover, we
thought this example could be the foundation for exploring many other causes of regulatory variation (i.e.,
trans-acting factors, co-activators, co-repressors, mRNA stability, miRNAs, etc…).
National Academies Northstar Institute for Undergraduate Education in Biology
Teachable Unit Framework
Finally, we concluded the entire teachable unit (Activities 1-3) could be used in other classes like evolution or
developmental biology.
Effectiveness of unit components (if you have used it or part of it in your own teaching)
This is an entirely new unit so none of us have used it in our teaching as of yet (12 Jul 2013).
Summary of Feedback
Reviewers provided several positive comments and suggestions. Overall, most liked the organization of the
presentation, the use of the manipulable model in multiple activities, and the opportunity for students to
generate hypotheses to explain the data presented. Several would have preferred more time for group
discussions and questions, which would likely be less of an issue in a real classroom setting. Some suggested
that the mini-lecture should provide more background on limb development, so that students will recognize that
multiple genes are involved in this process. A few thought we should have made more of an effort to emphasize
the relevance of this topic to students. While comments on the transcription unit model were generally positive,
some thought we should provide more team members with the opportunity to manipulate the model. Finally,
some commented that these activities would work best in a specialized classroom, rather than a large lecture
room.
Acknowledgements
Sue Wick, University of Minnesota; swick@umn.edu
Judy Ridgway, The Ohio State University; ridgway.14@osu.edu