CAREER: Interactions Between Error-Prone and Error-Free DNA Double-Strand Break Repair Pathways in Drosophila Melanogaster

Tufts University, Medford MA

Investigators

Abstract

Precise and controlled repair of DNA double-strand breaks is crucial for cell survival and genomic integrity. Double-strand breaks can be repaired by a number of both accurate and inaccurate mechanisms. Although accurate repair pathways have been extensively studied, error-prone double-strand break repair is not well characterized at the mechanistic level. This CAREER project will elucidate the genetic requirements for error-prone break repair and characterize the dynamic interactions between various double-strand break repair pathways in the multicellular eukaryote Drosophila melanogaster. To accomplish these objectives, teams of graduate and undergraduate students will utilize reporter systems that measure the relative use of repair pathways to study how developmental and tissue-specific cues affect repair pathway choice. They will employ web-based wikis to promote effective communication within the teams and to share ideas and protocols with the larger scientific community. In addition, the research will serve as the basis for a new seminar course that engages students in critical analysis of primary literature articles within the field. This project will further our understanding of a crucial question in molecular biology-how various DNA repair pathways are coordinated to ensure genomic stability in a constantly changing multicellular environment. In addition, it will provide insight into the mechanisms by which error-prone DNA repair pathways can promote genetic diversity. While conducting research, students will participate in mentoring workshops and outreach activities designed to develop skills required for successful research careers. These experiences will encourage them to take ownership of their research and career paths at an early stage in their training. The project should therefore have a broad impact on the retention of students in research-oriented scientific fields, particularly those students from traditionally underrepresented groups.