Structure

This STEAM module for higher education is a multi-disciplinary approach focused on the subject matter of art & science, knowledge, and hands-on experiences, to address connections between technological and biological realms. It aims to equip the students with the ability to understand new concepts in different STEAM subjects, think (and experiment) critically and creatively, and act to develop and apply innovative ideas. In that sense, it also aims to integrate STEAM content with practical activities that promote the development of several skills ranging from creative thinking, laboratory skills, and learning molecular biology techniques and scientific and artistic thinking skills. Other skills are involved such as student collaboration and reflection in a learning-through-design project as well as communication and peer persuasion. Unboxing CRISPR can be structured to be taught over 13 steps. Below we describe the structure of those 13 steps by briefly outlining the topics and teaching and learning activities that can take place in each step. 

1^st step – Students begin by exploring What’s CRISPR and how it can impact life, during a theoretical class. Afterward, in a practical class (2h), students will explore creative thinking techniques, using some creative prompts, to generate creative ideas on how to solve problems and change reality with CRISPR. The resulting ideas may then guide the group project to be developed during the course (step 6). 

2^nd and 3^rd steps – can be centered on scientific, theoretical, and practical knowledge. Thus, in the 2nd step, two hours of theoretical classes should be dedicated to Basic concepts of molecular biology: DNA, protein, genes, and RNA. The learning outcome is to understand the basic knowledge, especially around the foundations of genetics and CRISPR technology. This should be followed by, at least, two hours of practical laboratory work related to – Introduction to gene editing – hands-on and DNA / RNA degradation. 

3^rd step – should be dedicated to General precautions when handling RNA. Laboratory good practices to work with RNA need to be addressed so students learn about safety laboratory measures and how to avoid RNase contamination. Students should learn the fundamental skills of molecular biology techniques involving DNA, and RNA manipulation (4h), beginning with how to cut DNA and visualize DNA fragments using electrophoresis. 

4^th step – in this step the classes should focus on merging science and arts. A theoretical introduction to gene editing (theoretical class), should be followed by a session with an art expert to introduce artworks exploring gene editing. Students should discuss the topic of how artists use art to explore this genome-editing technology. These artworks serve as triggers for discussion and reflection on Art & Science & Technology, as well as inspiration for the group projects.  

5^th step – should be dedicated to understanding CRISPR both from a scientific point of view and its’ intersection with art and design. It consists of a theoretical exploration of CRISPR (2h of theoretical lecture), the presentation of design & artworks exploring CRISPR (2h), and debate and reflection. The idea is to inspire students to design a project for problem-solving with CRISPR (Design/Art project) (step 1). In that sense, a design thinking approach and problem-based learning can be adopted, for students to design, develop, and build their own projects.  

6^th step – should be focused on collaborative work where students from diverse backgrounds design a project addressing the question – What problem would you like to try to solve with CRISPR? The answer to this question requires creative thinking to explore the relationships between CRISPR-Cas9 and Art and Design (Design / Art project) (step 2). This problem-exploration phase involves autonomous research, multidisciplinary reflection, and discussion, as well as the engagement and discussion with experts in diverse areas. 

7^th step – should focus on Virtual Gene Editing, connecting theory with some practical examples, on theoretical-practical classes (2h) about In Silico CRISPR (sgRNA). This activity addresses the concepts behind genomes, mutations, and CRISPR/Cas edition. The session on sgRNA in silico design is an in silico lab work (2h) to design the guiding RNAs for the enzyme activity. Available online tools can be used to create single guide RNA and, therefore, target-specific genome regions with CRISPR, in distinct species.