Intrinsically Disordered Proteins as an Instrument for Research-Integrating Teaching

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  • Signe A. Sjørup
  • Evanthia Balouka
  • Casper S. Christensen
  • Kathrine Carbel
  • Jens N. V. Decker
  • David N. Essenbæk
  • Justus F. Gräf
  • Camilla H. Jessen
  • Peter Kristensen
  • Christoffer Merrild
  • Tobias S. Mortensen
  • Isabella F. Nalepa
  • Bjørn W. Nordsteen
  • Sophie K. Svoren
  • Matthijs van Hall
  • Jan Weicher
  • Malene L. Wind
  • Danping Zhang
  • Helle Blæsild
  • Martin Stahlhut
  • Kim V. Andersen
Integrating research and teaching in a meaningful manner is a challenge. With the growing number of students in universities and the rapid advances and innovations across many fields and technologies, the one-on-one mentor relationship seems utopia. However, increasing demands for inquiry-competent problem-solvers and the expanding integrative nature of science require a rethinking of teaching styles. Using the intrinsically disordered proteins (IDPs) as an instrument for research-integrating teaching, we have developed a teaching platform, which provides research opportunities for both students and researchers. The unpredictable and dynamic, but technically manageable character of IDPs offers an opportunity for open- ended processes of inquiry that are key to both learning and research. Organizing a course around a dynamic scientific field allowed the students to take active part in exploring and developing knowledge about scientific problems of interest to academia and industries. These experiences of exploring IDPs offer concrete ideas on how to organize courses in ways that integrate research and teaching.
Original languageEnglish
JournalThe Biophysicist
Issue number 2
Pages (from-to)1-7
Number of pages7
Publication statusPublished - 2023

    Research areas

  • Faculty of Science - IDP, higher education teaching and learning, teaching-platform, inquiry-based teaching, mentoring, proteins, research-based teaching

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