Non-Traditional Biochemistry: Disordered Proteins and Educational Pathways

Since understanding the nature of proteins, it has been a long held belief that protein sequence dictated structure which then determined function. As such, all proteins contained structure and those that did not must not serve a purpose. For the last 25 years, scientists have begun to understand that disordered proteins, lacking structure, did not lack function. Their unique ability to undergo liquid-liquid phase separation served a cellular purpose, most involving nucleic acids. As more is uncovered, these unique proteins are being used to build new systems. Phase separated disordered proteins were used to design a functional organelle using the enzyme horseradish peroxidase and its chromatic substrate ABTS. Upon doing so, it was discovered that disordered proteins are highly susceptible to chemical modification through radical reactions with tyrosine. The increased frequency of tyrosine in disordered proteins provides multiple sites of conjugation by the ABTS radical and other substrates. These modifications then alter the physical properties of the proteins. The phase separated system was also incorporated with shell proteins from bacterial microcompartments in an attempt to limit access to the droplets. Through expression with truncations of the disordered sequence, shell proteins were able to interact with the droplets. Despite the appearance of complete coatings, they were found to be permeable to their surroundings, though much more stable than uncoated droplets. Just as disordered proteins are considered outside the traditional structures, so too are many students entering higher education. Non-traditional students are becoming more prevalent in the undergraduate population, though they are woefully underrepresented in the natural sciences. The benefits these students bring to their programs is highlighted and the circumstances that drive them away from STEM is explored. Non-traditional students contribute to the diversity of the scientific population, though many pursue education in non-STEM fields. To support these students, focus is put on andragogy (the teaching of adults), rather than pedagogy (the teaching of children). Non-traditional students face isolation and discrimination that is not being addressed by higher education institutions, hindering their ability to succeed. Through infrastructure designed for adult learners, STEM fields can be diversified in non-traditional ways.