D-Term 2020 was supposed to look like past D-Terms in Destin Heilmans Experimental Biochemistry labstudents were going to learn how to isolate proteins in e.coli, and experience the flow and feel of a lab on campus.

Kathleen Donovan 21

Then the COVID-19 pandemic hit, and all of WPIs classes were moved online, including Heilmans.

So, in typical WPI fashion, the teaching professor of chemistry & biochemistry pivoted, and transformed his in-person lab into a digital oneone that charged students to examine the coronavirus from stem-to-stern.

I thought, Why not study the very thing that has us locked in our houses? says Heilman, whose background is in virology (he even has a 3-D printed model of a virus protein on his desk).

With the term now over, he and his students reflected on the challenges and opportunities they had in virtually dissecting the coronavirus, with a particular focus on the viruss proteins, and which ones make it wreak havoc in humans. During the class, he gave his seven students documents on those proteins to read, including the work done on coronavirus by Dmitry Korkin, and challenged them to pick which one they wanted to study.

Heilman maintained his usual hands-on approach to experiments, even via remote learning. After all, some of the most important lessons students learn in the lab isnt content, he says. Its the nuances of the lab itself, being able to feel things in your hands, making mistakes. As a result, instead of physically working with students in the lab, he talked them through scenarios of mistakesmaterial spills, equipment mishapsthat could happen during their experiments, and asked them to figure out how to make the appropriate fixes.

Joe Dainis 20

The students really sank their teeth into it, he says.

Students werent champing at the bit to do a digital lab at first, and werent sure about online lab work.

I was nervous, Ive never taken online classes before, says Kathleen Donovan 21, a biochemistry major.

But, as D-Term progressed and students got their sea legs in Heilmans digital lab, their excitement blossomed.

Some students say Heilmans digital lab gave them valuable real-world experience. Being able to look at a lab and experiment from an entirely different perspective has a lot of beneficial uses, particularly in the research field, where you are developing your own protocols, says Joe Dainis 20, who is double majoring in biology & biotechnology and biochemistry.

My favorite part of the class was learning some of the techniques researchers use to study enzymes that are therapeutic targets, such as the SARS-CoV2 replicase,says Olivia Hunker 20, a biochemistry major. Im planning to pursue a PhD after I graduate and it gave me a better understanding of how to approach problems like this.

Olivia Hunker 20

Students say learning about the pandemic in the lab enables them and Heilman to learn from each other, too. Every meeting, there was an instance where we discussed COVID-19 and a student brought up a detail that Professor Heilman did not know regarding this virus, and vice versa, Dainis says. It was a unique experience to be in a professor-student relationship where you are both improving your knowledge regarding a topic that no one is an expert in.

Its nice to understand on a molecular level how the virus is working, says Donovan. Its nice to look at the research thats already been done on coronavirus. It puts into perspective how important research is, and that there is still so much to learn.

One of the most important things that Heilman learned from flipping his lab is that the process was easier than he thought it would be, and its helping to ready students for the world post-WPI.

The transition from a lab-based class to online was easy because WPI does projects, he says. Students can easily adapt, and theyll be able to digest information about coronavirus and other viruses for the greater community.

-By Jessica Messier

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Pivoting the Lab | News - WPI News