Biotechnology is one of the fastest growing fields of science and industry and is proving to be very promising in the twenty-first century, going along with new advances in automated instrumentation and the emerging synergy among genomics, transcriptomics, proteomics, metabolomics, and bioinformatics. New products based on discoveries through research and development continue to transform the way we live. Because biotechnology makes use of living organisms or their products for the benefit of humans and the environment, it has several subdisciplines depending on the type of research organism or system being studied. Whatever the source organism or system, it remains an experimental science where most basic and applied researches are performed in the laboratory until they are translated into commercial or publishable products approved by regulatory agencies. It is therefore vital that students of future biotech scientists become familiar with the up-to-date experimental methods, experimental designs, and data analyses. Employers, both in industry and academia, have a preference for a qualified workforce with good hands-on laboratory experience and who can work together as part of a team with good critical thinking complemented by good communication skills. This course is designed to address such transferable knowledge, skills, and ability by adopting an inquiry-based self-directed active learning approach to the laboratory-intensive course.

This manual is based on a 15-week semester schedule with a four-hour laboratory session per week. However, it also can be used for a 10-week quarter schedule by selecting appropriate lab exercises at the discretion of instructors. The lab exercises were developed for the core graduate curriculum of the Biotechnology Program at the University of Houston Clear Lake. Students take three biotechnology core laboratory courses, named Methods in Biotechnology (MB) and Advanced Methods in Biotechnology (AMB) 1 and 2. The MB course is a prerequisite to two other AMB 1 and 2 courses. Each lab or more than one lab exercise can be finished within four hours. We offered this laboratory course in the afternoon or evening so that the instructor can begin incubation in the morning to prepare cultures and other laboratory materials. The course content can be tailored to suit the need of the individual instructor. Throughout the experiments, time-saving procedures were implemented in order to complete them within the time period, though students often need to observe results and collect data after overnight or several days of incubation to check their plates. Although we have successfully used protocols in laboratory exercises, we do not claim that they are flawless. They may need modifications in response to new technological innovations and some other changing needs.

Study assignments (pre-lab and post-lab questions) are listed in each lab protocol to help students prepare for each laboratory session and apply knowledge to solve its related problems. This self-directed study will encourage students to extend their knowledge from simply performing experiments to a higher level of critical thinking and troubleshooting. The purpose of each experiment is also intentionally not given to promote the student thinking. It is important that students prepare in advance so that they can clearly understand the protocols and concepts while they are doing the experiments. Lack of preparation will increase the time spent performing experiments as well as the chances of making careless mistakes. We have experienced the difference between prepared and unprepared student groups in terms of the time they spend completing the exercises successfully. Data tables are provided to aid in data collection and step-by-step procedures for data analysis are described in detail.

Throughout the lab exercises we have used the two most widely used model organisms, Escherichia coli and Saccharomyces cerevisiae, because not only are they much easier and safer to handle compared to other organisms but they are also applicable to diverse cellular and molecular biology experiments. The concept and principle underlying each experiment are explained in the introduction part, and sometimes additional background information on specific details is provided at the end of a protocol. In order to understand how an experiment works, it is important to know what materials and equipment are used. The reagents and microbiological strains required for each experiment are listed at the beginning of each experiment. We often mentioned specific brand names of reagents because we have had satisfactory experiences with those products; however, comparable products from competitor companies can also be used, allowing the users to work within their budget or personal preferences.

To facilitate preparedness and instruction of this course, we have provided detailed notes for instructors in Appendix 1 sections. We also have included laboratory schedules outlining the individual experiments we have performed in each lab session. This requires very labor-intensive teaching and supervision. It is a great advantage to both the prospective employers and students if the students learn as much as possible before entering the workforce. The schedules will be helpful, especially when instructors want to choose certain experiments tailored to their own needs at their discretion. In Appendix 2 sections, we have included a lab math practice problem set for the students to master laboratory mathematics skills because these skills are crucial for success in experiments conducted by technicians and bench scientists.