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This article presents three cases of community-engaged, or "public," scholarship across diverse disciplines (social science, natural science, and health science) in which the rigid boundaries of what has been conceived as traditional service-learning have been blurred. The innovations represented within these cases explicitly address discipline-specific knowledge and civic skills acquisition. Moreover, they do so in ways that encourage the integration of scholarship, service, teaching, and learning. We argue that civic learning can be authentically realized through the synthesis of disciplinary content and civic sensibilities; integration of teaching, learning, research, and service; and by organizing our efforts around community problems (rather than organizing around specific pedagogical or research methods).

CbpA, an Escherichia coli DnaJ homolog, can function as a cochaperone for the DnaK/Hsp70 chaperone system, and its in vitro activity can be modulated by CbpM. We discovered that CbpM specifically inhibits the in vivo activity of CbpA, preventing it from functioning in cell growth and division. Furthermore, we have shown that CbpM interacts with CbpA in vivo during stationary phase, suggesting that the inhibition of activity is a result of the interaction. These results reveal that the activity of the E. coli DnaK system can be regulated in vivo by a specific inhibitor. doi:10.1128/JB.01757-06

The authors have previously shown that overexpression of the Escherichia coli K-12 crcA, cspE and crcB genes protects the chromosome from decondensation by camphor. In this study they examine the phenotypic consequences of deleting or overexpressing crcA, cspE and crcB. Overexpressing crcA, cspE and crcB increases supercoiling levels of plasmids in wild-type cells and in temperature-sensitive (Ts) gyrase mutants, suppresses the sensitivity of gyrase and topoisomerase IV (topo IV) Ts mutants to nalidixic acid, makes gyrase and topo IV Ts mutants more resistant to camphor and corrects the nucleoid morphology defects in topo IV Ts mutants. Overexpression of crcA, cspE and crcB results in a slight (2-2-fold) activation of the rcsA gene. Deleting crcA, cspE and crcB is not lethal to cells but results in an increase in sensitivity to camphor. Deletion of crcA, cspE and crcB exacerbates the nucleoid morphology defects of the topo IV Ts mutants. When the individual crcA, cspE or crcB genes were tested for their effects on camphor resistance and regulation of rcsA, cspE alone conferred 1O-fold camphor resistance and 1.7-fold activation of rcsA. These activities were augmented when crcB was overexpressed with cspE (1 O0-fold camphor resistance and 2.1 -fold induction of rcsA).

Escherichia coli cells pretreated with inhibitors of the macromolecular synthesis processes was treated with camphor to determine the nature of nucleoid expansion in the presence of the compound. Inhibition of protein synthesis, DNA replication and transcription did not prevent the ability of camphor to induce the expansion of the nucleoids. Furthermore, the unfolding of the nucleoid by camphor was not dependent on DNA replication or cell division in Escherichia coli.

We isolated and characterized three genes, crcA, cspE and crcB, which when present in high copy confer camphor resistance on a cell and suppress mutations in the chromosomal partition gene mukB. Both phenotypes require the same genes. Unlike chromosomal camphor resistant mutants, high copy number crcA, cspE and crcB do not result in an increase in the ploidy of the cells. The cspE gene has been previously identified as a cold shock-like protein with homologues in all organisms tested. We also demonstrate that camphor causes the nucleoids to decondense in vivo and when the three genes are present in high copy, the chromosomes do not decondense. Our results implicate camphor and mukB mutations as interfering with chromosome condensation and high copy crcA, cspE and crcB as promoting or protecting chromosome folding.

The mbrA4 mutation confers camphor resistance, severe growth defects and up to a two-fold increase in the amount of chromosomal DNA per cell. The extra DNA is replicated from oriC in a synchronous fashion. Cells containing mbrA4 are more resistant to X-rays, indicating that the extra DNA represents complete or nearly complete chromosomes. I report here that mbrA4 is an unusual allele of the leading strand DNA helicase, Rep. Eight independently isolated alleles of rep(mbrA) contain the same three changes in the rep gene: a G to A at position −44 from the start of the mRNA (+1); an opal stop at codon 142; and a glycine to serine at codon 414 (G414S). My data indicate that rep(mbrA4) is not a null mutation and that the third mutation, G414S, is necessary for camphor resistance, the phenotype associated with increased DNA content per cell. I also show that increase in DNA content does not lead to independently segregating chromosomes. [Copyright &y& Elsevier]

To transform undergraduate biology education, faculty need to provide opportunities for students to engage in the process of science. The rise of research approaches using next-generation (NextGen) sequencing has been impressive, but incorporation of such approaches into the undergraduate curriculum remains a major challenge. In this paper, we report proceedings of a National Science Foundation-funded workshop held July 11-14, 2011, at Juniata College. The purpose of the workshop was to develop a regional research coordination network for undergraduate biology education (RCN/UBE). The network is collaborating with a genome-sequencing core facility located at Pennsylvania State University (University Park) to enable undergraduate students and faculty at small colleges to access state-of-the-art sequencing technology. We aim to create a database of references, protocols, and raw data related to NextGen sequencing, and to find innovative ways to reduce costs related to sequencing and bioinformatics analysis. It was agreed that our regional network for NextGen sequencing could operate more effectively if it were partnered with the Genome Consortium for Active Teaching (GCAT) as a new arm of that consortium, entitled GCAT-SEEK(quence). This step would also permit the approach to be replicated elsewhere.