1Poster Competition
Education Overview
Through conversations with various stakeholders, we identified that a lack of familiarity surrounding tick bite prevention and proper care was a key issue in the fight against Lyme disease. Despite the continuous increase in Lyme cases, awareness remains low (Johns Hopkins Lyme Disease Research Center, 2019). Through our educational efforts, ranging from information sessions to interactive programs, we aimed to increase awareness about the prevention of tick bites and the importance of seeking timely medical attention.
Stakeholders Leading Us to Education
Mr. Nate Lynam
As a high school teacher, Mr. Nate Lynam suggested we hold educational workshops to engage high school students in synthetic biology and Lyme prevention.
Mrs. Catherine O’Haver
Mrs. Catherine O’Haver, an educator and nurse practitioner with clinical research experience at Johns Hopkins Hospital, emphasized the critical need for tick education and awareness, highlighting how cases could be prevented with proper tick checking.
Mrs. Zoe Demko
Mrs. Zoe Demko, a physician-in-training pursuing her MD in adult and pediatric infectious disease, stressed the importance of public awareness about Lyme disease as tick checks and symptom recognition could prevent many cases.
Ms. Kendall Lundberg
As someone who has lived with PTLD since early childhood, Ms. Lundberg emphasized the importance of raising awareness and educating others about Lyme disease to prevent cases like hers, noting that greater tick awareness would have helped her avoid developing lifelong PTLD.
Anonymous No. 1
This anonymous Lyme disease patient struggled with undiagnosed symptoms for over 15 years and shared that greater public awareness of Lyme and knowing its signs could have empowered them to advocate for themselves earlier and pursue proper testing.
Ms. Beth S
Ms. Beth S. contracted Lyme disease without the classic bullseye rash or a confirmed tick bite, and she emphasized how earlier recognition of subtle symptoms would have led to quicker diagnosis and treatment.
Dr. Nicole Baumgarth
Dr. Nicole Baumgarth, a professor at Johns Hopkins University leading the Lyme and Tick-borne Diseases Research Institute, emphasized the importance of tick education and advised that our initiatives focus on people with nonspecific symptoms after visiting tick-prevalent areas, since many may not realize they’ve been bitten.
Dr Mike McLaughlin
Dr. Mike McLaughlin, the retired Medical Director of the Animal Medical Center of Cumming, provided a veterinary perspective and explained that Lyme disease is diagnosed infrequently in Georgia and difficult to identify, emphasizing the importance of awareness of symptoms.
Anonymous No. 2
This anonymous contact, diagnosed with Lyme in 2023, emphasized the importance of tick awareness and early recognition, noting that understanding the signs can make diagnosis and treatment much more effective.
Ms. Allyson Read
Ms. Allyson Reed is is a Natural Resource Specialist at the Chattahoochee River National Recreation Area who stressed how early prevention and monitoring are crucial for reducing tick exposure, suggesting that daily tick-checks be incorporated into education.
Judging
- How well did their work promote mutual learning and/or dialogue? By analyzing our team’s interactions with stakeholders and the community through a 4-step feedback analysis process called T.I.C.K., we ensured that our work continuously evolved in response to the world around us (see T.I.C.K. Analysis). Each interaction was a two-way exchange—while we gained valuable insights into real-world Lyme disease challenges, we also empowered our partners and communities with accessible tick awareness initiatives. Through conversations with a diverse array of stakeholders, we found that tick awareness was a critical issue (see Fig. 1). We transformed these stakeholder conversations into opportunities for collaboration and shared understanding. Finally, to refine our educational initiatives to be as informative and engaging as possible, we reflected on our successes and challenges, learning from our experiences to help educate others more effectively (see Iterative Feedback).
- Is it documented in a way that others can build upon? One of our primary Human Practices goals this year was to contribute to the broader iGEM community’s learning ecosystem and ensure that our educational efforts extended well beyond our team. We achieved this in several ways. First, we thoroughly documented how we implemented our educational initiatives through detailed activity descriptions. Next, we reflected on what worked and why through feedback loops. This allowed others to learn from our experiences and improve upon them, providing transferable insights for future iGEM teams. Finally, we made educational resources such as lesson plans, checklists, and presentations publicly available so others could reuse them for their own purposes. Furthermore, beyond simply making our materials public, we focused on tailoring them for diverse audiences to ensure a diverse range of communities could build upon our initiatives. For example, our Neurodivergent Handbook was designed to be easily accessible for educators to use, while our Cell Free Handbook made our cell-free experimentation easily replicable (see Cell Free Handbook).
- Was it thoughtfully implemented? To ensure our education initiatives were thoughtfully implemented, we used several key strategies. Before we began any planning or implementation, we first consulted with educators and teachers to gain deeper insight into the most effective ways to teach others about Lyme Disease (see iHP). Through this, we learned how to structure lessons, present information clearly, and engage diverse audiences, ensuring that our materials would be both understandable and impactful. During our various activities, we documented our results and observations thoroughly, allowing us to later review and use the feedback or data we collected to guide our next initiatives and prepare for future projects or programs. As a final strategy, we considered the needs, backgrounds, and accessibility of our audiences when designing lessons and activities. For example, recognizing that girls in Afghanistan have limited English proficiency, we structured our weekly lessons to focus on activities rather than text-heavy presentations (see Flowers for the Future). Additionally, to make tick education more accessible globally, we translated our children’s book into multiple languages and included an audio version for the visually impaired.
- Did the team convince you that their activities would enable more people to shape, contribute to, and/or participate in synthetic biology? Through our diverse education programs and activities, we ensured that people could actively engage with synthetic biology—either through hands-on experiences or by deepening their knowledge of the field. For example, our workshops, bootcamps, and nature walks provided direct, hands-on participation, while our webinars, PSAs, and presentations offered opportunities to learn about synthetic biology in an accessible format. We further broadened participation by making our initiatives inclusive, reaching neurodivergent students, Afghan women, underprivileged communities, non-English speakers, and other diverse groups (see Inclusive Education). Finally, by inviting participants to provide feedback and share their own ideas, we allowed them not only to learn but also to actively shape and contribute to our synthetic biology efforts, making the process collaborative and participatory (see Iterative Feedback). Throughout LANCET, we aimed to bring together diverse perspectives to create educational initiatives that are inclusive and shaped by stakeholder input.
Iterative Feedback
We collaborated closely with stakeholders to design education programs that prompted mutual learning. By considering their feedback, we refined our approach to our education initiatives to ensure our efforts remained meaningful and effective. To accomplish this, we conducted pre- and post-surveys, consulted with educators, and engaged directly with community members to continually strengthen our programs. Additionally, to improve our efforts and guide our next steps, we documented all of our initiatives and reflected on our successes and challenges.
Education
At their core, all of our education initiatives focused on tick education, but we aimed to integrate synthetic biology as well. By inspiring the next generation of students to pursue careers in synthetic biology and healthcare, we sought to cultivate a future community that is both knowledgeable about Lyme disease and equipped to address it.
Education Initiatives
2Nature Walks
3Park Visits
4Panther Time
5Middle School Workshops
6Social Media
7Lyme Presentations
8Opentrons Education
9Public Service Announcement
10Biotechnology Bootcamp
11Mini Jamboree
12Little Lab-rary
13Webinars
14TickTickBOOM! Card Game
15Outreach Night
16Freshmen Night
17Synbio + Art
18Scavenger Hunt
19Children's Book
20Flowers for the Future
21Exceptional Science
22Cell-Free Systems
23Language Translations
Poster Competition
Figure 1. Sruti Lekkala from South Forsyth Middle School’s winning submission to the Ticked Off! poster competition.
Overview
To incentivize research into ticks and Lyme disease, we hosted Ticked Off!, an online poster competition for middle schoolers to address the issue. Participants explored topics such as tick biology, disease transmission, preventative approaches, and symptom recognition. The winning entry was displayed on our Instagram page and contributed to public education about preventing tick bites and recognizing the symptoms of Lyme disease (see Fig. 1).
Description
Aside from raising public awareness about the growing threat of Lyme, Ticked Off! also aimed to spark curiosity and independent research among younger students. TickedOff! facilitated early STEM education and community-driven science and improved scientific communication in a creative format. This initiative not only promoted engagement in biology from a young age but also supported our broader goal of outreach and health education.
Feedback Loop
By creating social media posts showcasing the winning entry of the TickedOff! competition, we extended the knowledge and insights participants gathered to our community (see Social Media). This early exposure to scientific ideas allowed participants and community members to engage with youth-created educational content about Lyme. The interactive nature of the competition and posts encouraged viewers to share and comment. TickedOff! also further enabled the spread of knowledge about ticks to create a feedback loop between young researchers and the broader public. Through this, we were able to amplify awareness about Lyme disease while promoting scientific research and communication in younger students.
Nature Walks
Figure 2. We demonstrated tick safety in an environment where ticks are more active to educate individuals at higher risk of tick bites.
Description
To emphasize preventative tick safety, we held nature walks and demonstrated how to check for ticks properly (see Fig. 2). Before each hike, we highlighted key safety measures like wearing bright clothing and tucking pants into socks. Then, we went into a step-by-step demonstration of how to check for and remove ticks. We also spoke about common symptoms of Lyme disease, so students would be able to recognize the disease if they came across it in the future.
After teaching students how to avoid tick bites, we had them play a game to demonstrate how easily ticks can go unnoticed, further highlighting the importance of attentive checking. Without the knowledge of other students, we chose one to play the role of the tick. We gave this person a set of stickers, which they discreetly stuck on the others. At the end of the hike, we had students count how many had been “bitten,” and compared this to how people can be bitten by real ticks. Students left the trail equipped with the skills and knowledge needed to prevent tick bites in the future.
Park Visits
Slide 0 of 0
Figure 3. We set up a table to promote tick awareness among people visiting tick-prevalent areas.
Description
We visited local parks and trails to educate community members about ticks in areas where they are most commonly found. We set up a table with brochures and tick checklists to hand out to people walking on the trails, and had them take pictures with our sign to promote our goal of increasing awareness (see Fig. 3).
Panther Time
Overview
We collaborated with Riverwatch Middle School to promote synthetic biology education and tick awareness. During Panther Time, class time allotted towards special interests, we led an interactive session with hands-on activities. Through this program, we aimed to teach students about synthetic biology and the importance of preventing tick-borne diseases.
Description
We started the lesson with a presentation on what iGEM is, to help more students understand the program and show them how they can get involved. We also introduced them to Lambert High School’s Biotechnology Pathway, giving them a glimpse into the courses and opportunities available to build their science skills (see Fig. 4).
Slide 0 of 0
Figure 4. We described how students could get involved with synthetic biology in the future during our presentation.
Next, we provided an engaging educational segment focused specifically on Lyme disease. We taught students about how ticks transmit diseases, common symptoms to watch for, and effective prevention strategies such as tick checks and protective clothing. We also connected this to synthetic biology by explaining how our project, LANCET, uses biologically engineered tools to improve early detection of tick-borne infections. This helped students see the real-world impact of synthetic biology in addressing public health challenges and inspired them to think about how science can create innovative solutions.
Slide 0 of 0
Figure 5. Students completed the cheek cell DNA extraction lab during the Panther Time workshop.
Students then explored the practical uses of synthetic biology through a cheek cell DNA extraction lab (see Fig. 5). This activity allowed them to interact with basic wetlab processes and reinforced key synthetic biology techniques such as pipetting. By extracting their own DNA, students gained a deeper understanding of genetic material in a way that felt both personal and unique.
Feedback Loop
By evaluating students’ initial understanding, we could better tailor our future outreach to meet their needs and spark their interest in synthetic biology. When asked how confident they were in lab skills at the start of the lesson, many students said they had little to no experience with these techniques. This gap between low confidence and high interest highlighted a clear enthusiasm to learn among students who hadn’t had the opportunity or resources to build their skills. As a result, we became increasingly committed to giving the students more opportunities to experience synthetic biology before they entered high school, which led to our series of Middle School Workshops (see Middle School Workshops).
Middle School Workshops
Slide 0 of 0
Figure 6. Students performed gel electrophoresis and other lab activities during our series of four workshops.
Overview
Due to the high demand for our original Panther Time workshop, we organized additional workshops at Riverwatch Middle School that focused on improving the understanding of synthetic biology concepts. These workshops, unlike the Panther Time program, spanned over four weeks and allotted a greater amount of time and resources towards students’ continued involvement in synthetic biology.
The workshops involved hands-on lessons in which students learned how to use tools like micropipettes and gel electrophoresis equipment, as well as an overview of foundational topics like DNA and genetic engineering (see Fig. 6). By the end of the program, students had developed an in-depth understanding of the real-world applications of synthetic biology and improved their technical and collaborative skills.
Description
Day 1
Our first after-school program focused on basic synthetic biology concepts and laboratory techniques. Centered around the question, “What is synthetic biology and what can it be used for?” The workshop served as an introduction to genetic engineering concepts and practices that would be expanded upon in future programs.
Day 2
The second program delved deeper into DNA and genes. By covering the concepts of central dogma and transcription/translation, we introduced students to the fundamentals of synthetic biology. We then held a central dogma lab to refine understanding and present a visual idea of the process (see Fig. 7).
Figure 7. Results from the central dogma lab shortly after the activity, showing expression of fluorescent proteins.
Day 3
The third workshop drew on concepts taught during the previous two to demonstrate how synthetic biology can affect the real world through a transformation lab using Agrobacterium tumefaciens. Unlike in the central dogma lab, where students visualized fluorescence from a cell-free system, they experimented with a plasmid in the bacteria to allow the plant to express recombinase genes. (see Fig. 8).
Slide 0 of 0
Figure 8. Students completed an Agrobacterium transformation lab.
Day 4
In the final lesson, students were introduced to plasmid DNA in bacteria and why it is useful to synthetic biology. They then saw examples of how genetic engineering with plasmids can impact living beings. We also covered recombinant DNA and how plasmids can be modified with desirable traits that can then be introduced into an organism.
To conclude the workshops, students ran a DNA gel electrophoresis lab (see Fig. 9). We emphasized the importance of positive and negative controls by having students run multiple lanes containing various materials. Before running the gel, students predicted how each of the experimental groups would be displayed. This gave them the opportunity to think critically about the differences between each group and understand exactly how gel electrophoresis works.
Slide 0 of 0
Figure 9. On the final day of middle school workshops, students ran gel electrophoresis.
Feedback Loop
After the programs, students expressed increased confidence in performing basic laboratory techniques, including pipetting and gel electrophoresis. However, they felt concepts such as the Central Dogma were still confusing. Considering this feedback, we designed subsequent programs to be more engaging and informative, emphasizing these challenging topics.
Very informational, I understand MUCH more now!
It was a nice experience and I learned many things.
The workshop was engaging, and it felt really good to finally understand how to inject the DNA into the plant correctly.
Social Media
Description - Instagram (@lambertigem)
To facilitate information flow among our community and keep the public informed about developments in our project, we regularly update our social media to document our initiatives. Using platforms such as Instagram, we made informative and engaging posts about a variety of topics ranging across synthetic biology, Lyme disease, tick awareness, and iGEM (see Fig. 10). Our social media is a reflection of our team’s progress throughout the year, and it serves as the center of our outreach and education campaigns.
Slide 0 of 0
Figure 10. We made Instagram posts of each of our education initiatives to update our community on how they could get involved in synthetic biology and the fight against Lyme.
Lyme Presentations
Figure 11. After the presentations, we played Lyme Jeopardy! with each of the healthcare classes at Lambert.
Description
We held several Lyme disease workshops in healthcare and biotechnology classes at Lambert (see Fig. 11). These workshops covered Lyme symptoms and prevention methods, and after the lesson, we had the classes play Jeopardy! to demonstrate their knowledge. The Lyme workshops were targeted towards future healthcare professionals to help them recognize Lyme disease if they come across it in their careers.
Opentrons Education
Figure 12. We demonstrated how, by performing the manual task of liquid handling, Opentrons can streamline workflows and maximize efficiency.
Description
This year, we were fortunate enough to be sponsored by Opentrons Labworks, a biotechnology company that manufactures liquid handling devices. We held a program to educate high school students about the importance of hardware in biotechnology, as not many of our previous programs focused on this aspect of synthetic biology (see Fig. 12). We demonstrated a simple reaction using Opentrons and had students propose their own synthetic biology-related hardware ideas.
PSA
Description
We submitted a public service announcement for NAB Spot Center’s broadcast to expand the range of people impacted by our education initiatives. This informative PSA about tick safety and LANCET was accessible through the radio to a wide range of individuals.
Biotechnology Bootcamp
Overview
Over the summer, we provided 58 middle school students with the opportunity to develop synthetic biology skills through our Biotechnology Bootcamp. During this week-long program, students learned about Lyme disease, including its risks and prevention methods. They also gained hands-on experience in laboratory work and key aspects of iGEM through interactive activities focused on each of our committees. Campers demonstrated what they learned throughout the week by filming educational videos on several synthetic biology topics.
Description
Camp Day 1 - Intro to Synthetic Biology
- DNA Candy Model Activity: This candy model activity taught campers about the concept and structure of DNA and why this matters to synthetic biology interactively and memorably.
- Strawberry DNA Extraction: Through this activity, campers used laboratory techniques like micropipetting to extract DNA from their strawberries and were able to keep the end product, a cloudy DNA liquid, to take home with them (see Fig. 13).
Figure 13. Students formed groups to extract strawberry DNA.
- Central Dogma Lab: This lab familiarized campers with transcription and translation, the processes of genetic information flowing from DNA to RNA to proteins. Because these concepts are so central to synthetic biology, the Central Dogma lab served as an introduction to the mechanics of gene expression.
Camp Day 2 - Wetlab/2025 iGEM Solution
- LANCET Overview: We briefly presented our 2025 iGEM solution to the campers at the start of the lesson.
- Chopped! Lab: After learning about the central dogma, campers learned what happens when this process is disrupted. They experimented with CRISPR/Cas9 technology both through a paper version of the lab to discover how guide RNAs work and through a physical lab activity.
- Gel Electrophoresis: By performing gel electrophoresis, students gained more hands-on experience pipetting and were able to visualize their results (see Fig. 14). They also explored how problem-solving is key in synthetic biology and discovered that experiments do not always yield expected results.
Figure 14. Student gel from the gel electrophoresis lab.
Camp Day 3 - Human Practices
- Lyme Education: On the third day of camp, we expanded on our lessons about LANCET to further explain how tick-borne diseases, including Lyme, are contracted, better preparing campers to practice tick safety.
- Scientific Communication: Proper communication is vital to any field of scientific research, so we held a short team tower-building activity to develop communication skills and problem-solving abilities.
- Blood Typing: Campers tested synthetic blood samples for coagulation to see a visual representation of how antibodies and antigens can be used in diagnostic tools.
- Debate: To get campers to consider the ethical implications of synthetic biology, we held a biotechnology debate about potentially controversial topics and ranked how compelling their arguments were.
Camp Day 4 - Software/Hardware
- Machine Learning: Machine learning plays a critical role in how we develop our software projects, so we gave campers an introduction to its applications in synthetic biology.
- Hardware Design: We had students divide up into teams and brainstorm hardware ideas that could bridge current gaps in synthetic biology. Campers were judged on the feasibility, creativity, and potential impact of their project, and counselors chose a winning team from the proposed ideas.
- Microfluidics: To simulate the design of microfluidics chips, which are often used to run multiple reactions in succession, campers each received a jello-like plate they carved designs into (see Fig. 15).
Figure 15. Campers carved their own designs into gels to simulate the flow of microfluidics.
- Videos: Campers showcased the educational videos they had filmed throughout the week on the final day of camp (see Video 1).
Feedback Loop:
When designing the curriculum for this summer’s Biotechnology Bootcamp, we made sure to consider input from last year’s students. We focused more of our labs this year on how CRISPR works and why it is so important to synthetic biology. We also marketed the program on social media and in workshops to double the participation from previous years (see Fig. 16).
Figure 16. 58 campers attended this year’s Biotechnology Bootcamp, compared to 30 last year and 26 the year before.
The overall feedback of this year’s camp was positive, and campers especially enjoyed performing labs, interacting with guest speakers, and producing their educational videos. One piece of advice we received from guest speakers and students was to have more individual labs or experiments along with the group activities we held. Additionally, campers were interested in seeing more content from Lambert iGEM alumni and other guest speakers. We will use this feedback when designing the curriculum for next summer’s Biotechnology Bootcamp.
To integrate our education initiatives with a real-world impact in our community, we took proceeds from our Biotechnology Bootcamp and put them back into our local park systems. We directed 25% of the funds we raised from the camp towards Forsyth County to fund our local parks and to assist with tick safety initiatives. These early connections with parks in the area also laid the groundwork for a collaborative partnership between Lambert iGEM and the Forsyth County Parks Department. This relationship ultimately allowed us to conduct our Park Visit initiatives later in the season (see Park Visits).
Mini Jamboree
Slide 0 of 0
Figure 17. We received the Best Project: High School award at the North American Mini Jamboree.
Overview
In late August, we attended the North American Mini Jamboree, where teams from across the continent came together to present their progress and gain valuable insight from guest speakers. This all-day event allowed us to present LANCET in front of iGEM judges and take their advice to improve before the Grand Jamboree (see Fig. 17).
Description
We saw Mini Jamboree as an opportunity to both improve our understanding of iGEM through workshops and network with other iGEM teams and judges. Through this event, we met numerous teams tackling a wide range of global issues, allowing us to exchange ideas and approaches.
We also had the chance to attend talks from former iGEMers and synthetic biology professionals, who shared valuable insights into project development, communication, and impact. Presenting LANCET to an audience of peers and judges gave us a fresh perspective on our work and highlighted areas we could improve upon before the Grand Jamboree. We maintained the connections we made from Mini Jamboree to receive feedback at future stages in our project.
Feedback Loop
After the event, we received feedback from each of our three judges on our project and presentation. They suggested we improve our visual representation of each of the aspects of our system. Originally, each step of LANCET was represented individually, and it was unclear how each part connected to the next. Because of this, we developed animations of our diagnostic system to visualize the complete process.
We were also advised to reach out to a greater variety of stakeholders, especially those who would interact directly with the assay. After Mini Jamboree, we spoke to Lyme disease patients like Ms. Kendall Lundberg, who further validated the need for LANCET.
Little Labrary
Description
As part of our goal to make science more accessible, we set up a “Little Lab-rary,” a small box containing simple and free science experiment kits for young children. We set up this box in a public location and chose a new experiment every two weeks for students to perform.
Webinars
Overview
Throughout the season, we hosted a series of webinars about Lyme disease and synthetic biology to educate a wide range of individuals about these topics. These webinars, featuring guest speakers Justin Radolf and Kasey Love, boasted attendees of various ages and broadened the extent of our impact to regional and national audiences (see Fig. 18).
Slide 0 of 0
Figure 18. Professor Justin Radolf (left) and Ms. Kasey Love (right).
Description
Our first webinar centered around Lyme disease and detailed the causes, risk factors, prevention methods, and symptoms of Lyme. By beginning with a description of Borrelia burgdorferi and Lyme detection methods, we highlighted the limitations of current diagnostics and the complications of potential misdiagnosis.
After our speaking portion concluded, Professor Radolf began his presentation on spirochetes and the transmission of Lyme (see Fig. 19). By explaining the factors that lead to human contraction of Lyme and detailing the current problems with Lyme diagnosis and patient care, Professor Radolf both improved our understanding of B. burgdorferi and validated the need for an early on-site diagnostic for Lyme disease.
Slide 0 of 0
Figure 19. Justin Radolf’s presentation about B. burgdorferi and Lyme disease emphasized spirochetes and their role in Lyme transmission, along with the problems with current Lyme diagnosis and treatment.
Our second webinar focused on synthetic biology, specifically the tools we employed when designing LANCET. We started with a broad overview of synthetic biology and our wetlab processes, then went deeper into each of the steps we took to make LANCET.
We then spoke with Kasey Love, a PhD student at Massachusetts Institute of Technology who specializes in Cas12a research. Ms. Love expanded on the applications of CRISPR-Cas12a technology in our project, validating its potential for detection in our system and emphasizing its high sensitivity and specificity in detection (see Fig. 20).
Figure 20. Kasey Love’s presentation centered on the uses and functionality of CRISPR-Cas12a technology.
Feedback Loop
After concluding our Lyme disease webinar, we received positive feedback from guest speaker Justin Radolf about the feasibility and implications of our project. His insight into spirochetes and Lyme transmission validated LANCET’s goal and our approach to our diagnostic test.
Each webinar ended with an interactive question and answer session that prompted discussion among attendees about the topics we covered. These sessions gave our audience the opportunity to connect with guest speakers and our team to learn more about the thought process behind LANCET and the iGEM program. Based on the high attendance of these webinars, we plan to continue this series with future talks on synthetic biology and other iGEM-related topics.
Card Game
Figure 21. We received feedback from players of TickTickBOOM! and updated the game accordingly.
Overview
To keep our younger audiences engaged while also subtly providing valuable information on tick safety, we designed TickTickBOOM!, a card game featuring helpful tips and interesting facts about ticks and tick-borne diseases. We used TickTickBOOM! in many of our subsequent workshops and made it accessible to a wide range of people (see Fig. 21). By blending entertainment and education, we made tick safety more approachable and memorable for our audiences.
Description
TickTickBOOM! is a three-to-eight-player game that emphasizes awareness about ticks. The goal of the game is to be the last healthy animal standing by avoiding and treating tick bites. TickTickBOOM! reinforces key concepts of Lyme disease detection, prevention, and treatment by modeling real-world tick safety practices and incorporating aspects of our project, LANCET, into the gameplay.
Players draw from a set of 72 unique cards featuring animals and ticks, along with synthetic biology-themed cards such as lateral flow assays and CRISPR-interference, features taken directly from LANCET. Each animal character has special abilities, and players must use a combination of tick cards and treatment/prevention cards to sabotage others while maintaining their characters’ health.
Informational “Tick Tip” and “Did you know?” cards provide concise strategies and pieces of knowledge, such as “Use tick spray or insect repellent before going outside,” and “Deer nymph ticks can be as small as poppy seeds,” teaching users prevention tactics they can apply in the future. To add excitement and variability to the game, the deck contains two Bursting Tick cards, which instantly eliminate a player and keep gameplay unpredictable.
Feedback Loop
As part of our commitment to applying user feedback in our Human Practices approach, we asked multiple age groups to play our game and incorporated their suggestions when designing newer editions. We received feedback from both elementary students and adults that TickTickBOOM! was slightly complicated to learn, and worked to simplify instructions to better suit a younger audience. Additionally, some users noted that the instructions were unclear in areas (see Fig. 22). Some points of confusion included what to do when the draw pile was depleted and how exactly prevention cards were to be used, so we updated the rules in the following versions (see Fig. 23).
Figure 22. User feedback on the original version of TickTickBOOM!
Slide 0 of 0
Figure 23. We updated the TickTickBOOM! instructions to address user concerns.
The newer versions prompted a significantly more favorable response, with users describing it as much easier to learn and play. After drafting the final version of TickTickBOOM!, we printed multiple sets of the cards to be used in other education initiatives, like our Biotechnology Bootcamp.
Outreach Night
Slide 0 of 0
Figure 24. We introduced Lambert iGEM to rising freshmen during Outreach Night.
Description
We hosted an Outreach Night to introduce rising ninth-grade students to our synthetic biology programs. We set up a Lambert iGEM table to explain how students could get involved with our biotechnology programs early in their high school journey (see Fig. 24). We also promoted future club events like our Biotechnology Bootcamp for those who wanted to expand their synthetic biology knowledge even before then.
Freshmen Night
Slide 0 of 0
Figure 25. We introduced Lambert iGEM to freshmen during Freshmen Night.
Description
At the start of each school year, Lambert High School hosts Freshmen Night, a major school-wide event where upperclassmen showcase the wide range of organizations and programs available on campus. Hundreds of freshmen attend to learn about different student-led initiatives and find groups that align with their interests. Our team participated by running a Lambert iGEM booth, introducing students to synthetic biology and sharing ways to get involved in our project. To maximize our impact, we partnered with other healthcare clubs to promote tick awareness, handing out stickers and flyers to help students learn about this important health issue (see Fig. 25).
Synbio Art
Slide 0 of 0
Figure 26. Students painted synthetic-biology themed ceiling tiles during the Synbio + Art program.
Description
We had students in the Biotechnology Pathway at Lambert paint ceiling tiles during a program that combined both art and science (see Fig. 26). Students were encouraged to incorporate aspects of their biotechnology experiences into their artwork, and the tiles were put up in Lambert High School’s biotechnology classroom to educate future students. This integration between different fields helped foster interest in synthetic biology among a greater audience.
Scavenger Hunt
Slide 0 of 0
Figure 27. We stuck tick cutouts around parks for people to scan and collect tick facts.
Description
To make tick education more engaging, we held tick scavenger hunts along local park trails. Unlike our traditional outreach efforts, which often relied on passive learning, this initiative had people interact directly with Lyme education in a fun and memorable way. Participants scanned QR codes on eight tick cutouts hidden along a walking trail, each linking to quick facts about tick safety and prevention (see Fig. 27). By offering LANCET stickers and popsicles as a reward to those who collected all eight facts, we appealed to community members who might not attend a presentation or read a brochure. This helped integrate tick awareness into an everyday outdoor experience.
Children’s Book
Overview
We wrote and illustrated The FantasTick Tale of Flora the Fox, a children’s book about the protagonist Flora’s experience with Lyme disease (see Fig. 28). Flora, who is bitten by a tick early in the story, takes action to learn about the potential complications of tick bites. With the help of her friend Benny and mentor Dr. Owl, she then travels throughout the forest, spreading awareness of proper prevention strategies and treatment methods to her peers. Flora’s journey both emphasizes the importance of familiarity with tick safety and encourages readers to educate the people around them about this issue.
Figure 28. The front cover of The FantasTick Tale of Flora the Fox.
Description
Flora’s story mirrors many shared experiences by people who contract Lyme disease or come into contact with ticks, making her a relatable central character to our target audience. In particular, we aim to reach young individuals who may have a higher risk of Lyme disease due to the greater amounts of time they spend outside.
By including a simplified description of Lyme symptoms and placing an emphasis on proper treatment, Flora’s story allows readers to easily grasp the essentials of Lyme safety. The FantasTick Tale of Flora the Fox teaches young readers to better recognize Lyme disease risk factors and, as a result, prepares them to prevent and care for tick bites.
Feedback Loop
After publication, we brought The FantasTick Tale of Flora the Fox to local elementary schools and libraries to introduce the concept of Lyme disease to our younger community. By partnering with Lambert High School’s student teachers, we received valuable guidance from experts on how our book would be received by our target audience. We learned that, while the book may have been slightly complicated at times, it would overall be well-received by readers. Their input, along with feedback from other readers, helped gauge the impact of our book and assess how Flora’s story increased understanding of tick safety. Comments were generally positive, and readers felt better informed about tick safety. The single criticism was that sentence structure and word choice might be a little complex for younger readers. We will keep this advice in mind when we write synthetic-biology-themed children’s books in the future.
Very well done, catchy, informative, and colorful
Will definitely be careful and watch out, and know what to look for in the future
Inclusive Education
Overview
Science and technology are often inaccessible to individuals from marginalized and under-resourced communities, a shortcoming that the Lambert iGEM team has continuously worked to address this year. We accomplished this through multiple initiatives, including our Exceptional Science program, the Neurodivergent Handbook, Flowers for the Future, our accessible cell-free system, and translations of our children’s book. Central to all of these initiatives was a strong emphasis on tick awareness and safety, reflecting the core objective of our 2025 project.
Exceptional Science
Through the Exceptional Science program, another one of our educational initiatives, we focused on increasing STEM and biotechnology participation within our local neurodivergent community. Neurodivergence is often incorrectly seen as a limiting factor to growth and academic success, decreasing educational opportunities. Thus, we aimed to provide more resources and opportunities to these students. By conducting 30+ weekly workshops in biology and biotechnology labs designed for neurodivergent students, we were able to help these students build both technical and interpersonal skills.
To help students build a strong foundation in synthetic biology, we began with hands-on labs that introduced key scientific concepts in fun and accessible ways. Activities like banana DNA extraction and cookie “cell” models helped students understand the basics of DNA and cell structure. We then expanded into broader scientific topics, with an emphasis on chemical reactions and properties. Additional labs on topics like animal classification and density encouraged students to think critically and make connections across fields. To track progress and reinforce learning, we regularly incorporated surveys and quizzes into the program. These helped ensure that students were not only enjoying the activities but also building lasting knowledge. Some of the most memorable and impactful labs from the year include:
DNA Candy:
To introduce the core concept of DNA function and structure, we conducted an interactive and edible lab. Using different types of candy to model the different structural aspects of DNA, the students created matching nucleotide base pairs and the deoxyribonucleic acid backbone in a simple, straightforward way (see Fig. 29). We were able to teach the students about the double helix structure of DNA and the function of DNA in programming for protein production.
Figure 29. Students constructed candy models of DNA.
Chalk Classification:
Our chalk classification activity proved to be highly engaging and simple to execute without excessive equipment and materials. To introduce students to the uses of synthetic biology in animals, we conducted this animal classification activity to enable them to practice their identification skills in an artistic format (see Fig. 30). This highly interactive activity was successful in engaging students, allowing us to merge our STEM curriculum with something they are already familiar with.
Figure 30. Students participated in an animal classification activity relating to synthetic biology’s uses in organisms.
Goo and You:
This activity was both a lesson on acids and bases as well as an introduction to the scientific process. This lesson built upon prior experiments and lessons to explain the process of creating “slime”, a substance made from a chemical reaction between basic components of glue and the acidic borax solution. This showed the students an instant visual change from the reaction, reinforcing their understanding of reactions.
However, an equally important aspect of this experiment was the scientific process (see Fig. 31). We conducted this experiment three separate times with them, each of the first two times adjusting one of the reactants to change the outcome. By having the students go through trial and error, we conveyed the scientific process and encouraged them to analyze which parts of the experiment may have led to the unexpected results.
Figure 31. The Scientific Process.
Neurodivergent Handbook
We also created the “Neurodivergent Handbook” – a comprehensive guide that documents the lab work conducted in the program and the feedback, edits, and corrections we received throughout the year. The guidebook is a collection of accessible and straightforward STEM experiments, tailored to engage neurodivergent students. The goal of the handbook is to provide other communities and students with a resource in order to increase neurodivergent education in biotechnology by making the process streamlined and simple.
Flowers for the Future
Flowers for the Future (FFF) is an international organization dedicated to providing equal educational opportunities for girls around the world. As participants in this cause, we contributed by teaching curriculum and STEM coursework to support girls in Afghanistan who face significant educational barriers, aiding them in earning their high school diplomas. We developed and delivered a comprehensive twelve-week curriculum focused on biotechnology principles and provided direct instruction throughout the course. Through this initiative, we have helped 55 Afghan girls take meaningful steps toward their education and future aspirations.
We developed the program “Engineering Life: Principles of Synthetic Biology”, a weekly course consisting of virtual class time, assessments, and a final project. The 12-week course, spanning from September 19, 2025, to December 12, 2025, introduces students to the fast-growing field of synthetic biology. The course will conclude after the iGEM Grand Jamboree; however, we will continue our instruction beyond the competition. By continuing this initiative, we aim to demonstrate our commitment to accessibility and STEM, not just as a part of our project, but as a sustained effort to promote inclusive opportunities.
Over the semester, students will learn how DNA can be programmed, how genetic circuits are designed, and how powerful tools such as PCR, CRISPR, and cloning shape modern research. The course also covers core molecular biology concepts such as gene expression, protein production, and plasmid design, making connections to how these techniques are used in labs around the world. Beyond the science, we will explore the ethical considerations, biosafety principles, and global applications of synthetic biology in medicine, agriculture, and biotechnology. The course concludes with a final project that challenges students to apply what they’ve learned to a real-world synthetic biology problem and communicate it to a broader audience.
Description:
Week One:
Our first week of curriculum for the FFF program was an introduction to synthetic biology and basic lab skills. This week also included an introduction to the equipment commonly used in lab work.
Week Two:
The second week of FFF focused on units, conversions, and calculations in science. This included in-depth explanations and practice of dimensional analysis and molarity, the math required for science. We also developed lab skills by providing tutorials that explained dilutions and how to prepare solutions.
Week Three:
The week three curriculum for FFF delved into DNA, the complex instruction manual for building life. This lesson built a foundation for their understanding of all biological processes, so we made sure to provide ample resources and activities to reinforce their knowledge. The curriculum consisted of a description of the makeup of DNA, interactive activities, as well as an accessible DNA extraction lab.
The following lessons will be conducted after the completion of our project.
Week Four:
Week four of the program is focused on gene expression and protein synthesis. This lesson explains what genes are and their functions and uses in synthetic biology, with a thorough explanation of how proteins are currently synthesized. We also give examples of proteins in modern medicine to provide the students with context about their importance.
Week Five:
This week’s curriculum is centered around genetic engineering, one of the core aspects of synthetic biology. We will begin by giving an overview of the purposes of genetic engineering, then explain how engineering is done in experimentation. We then present a bacterial transformation lab in which a bacterium was transformed with a plasmid coding for green fluorescence protein (GFP). This is a crucial step in furthering the students’ understanding of the uses of genetic engineering.
Week Six:
This week’s curriculum is about PCR and gel electrophoresis, important processes for many methods of experimentation and validation. We’ll begin the lesson by giving an overview of the functions, purposes, and types of both systems. Then, utilizing prior lessons on DNA, the students will work on an activity centered around the uses of these systems in experimentation. This lesson helps students understand these base concepts, which will pave the way for more complex lessons and experiments.
Week Seven:
This week focuses on plasmids as well as the process of DNA cloning. This lesson is an overview to help students understand how cloning is practiced and used in synthetic biology. It also teaches the functions of plasmids, ligase, and restriction enzymes as used in cloning.
Week Eight:
Week eight of the program serves as a review and extension of the prior curriculum, as well as an introduction to cell-free systems. This week, students will learn about the functions and components of cell-free systems, as well as review the function of plasmids and the process of bacterial transformation. We will then discuss the final project and allow the students to work to refine prior skills and work on their assignments.
Week Nine:
The ninth week of the curriculum dives into CRISPR systems and gene editing. Because it is a relatively modern tool and highly complex, we made sure to thoroughly explain the systems and components of the CRISPR tool. We will then introduce the students to the topic of bioethics, allowing them to discuss the implications of editing the genetic code. The students will also complete a research project centered around the ethicality of a biotechnology application of their choosing.
Week Ten:
The tenth week of the program delves deeper into protein expression and its importance to biological processes and biotechnology. During this lesson, we give an overview of protein expression, protein synthesis in cells, and promoters and inducers. To reinforce the lesson, we will assign worksheets and work in groups to discuss the topic.
Week Eleven:
This week focuses on plasmid purification and its importance in experimentation and synthetic biology. The lesson goes over the process and importance of the “mini prep”, further advancing the students’ knowledge of wetlab procedures and systems.
Week Twelve:
Finally, to conclude our curriculum and tie our current project into the curriculum, we will give an in-depth lesson on LANCET, a novel diagnostic and therapeutic platform for Lyme disease. We introduce our diagnostic and therapeutic systems, thoroughly explaining each step and reaction. By showing the students a way we approached a real-world problem using synthetic biology, we are able to emphasize its potential as well as stress the importance of tick awareness and safety.
This conclusion to the program builds on all prior lessons to explain our system, while also showing the students the potential of synthetic biology and how they can make an impact. By providing educational and experiential resources to these marginalized students, we are able to expose them to the endless possibilities of the field and give them a means to explore it further. Through this initiative, we are able to teach these girls the principles of STEM and biotechnology, an opportunity that should be available regardless of gender, race, or the circumstances one may be in.
Children’s Book Languages
To expand the reach and impact of The FantasTick Tale of Flora the Fox, our informational children’s book, we prioritized making it accessible to a global audience (see Children’s Book). Recognizing that differing languages can limit public health education, we translated the story into several of the most widely spoken languages, including French, Spanish, Mandarin, Russian, and Hindi (see Fig. 32). These languages span vast regions of the world, many of which are directly affected by Lyme disease, allowing us to potentially reach billions of additional individuals (VDCI, 2025).
By making the resource accessible to children from diverse backgrounds, we help foster early education on tick safety and disease prevention. Our team has worked to increase inclusivity in synthetic biology by ensuring that language does not limit access to critical information. Through accessible storytelling and scientific communication, we aim to increase Lyme disease awareness and promote global health.
Slide 0 of 0
Figure 32. Cover pages of The FantasTick Tale of Flora the Fox after translation into various widely spoken languages.
Audiobook:
With the acknowledgment that language can hinder accessibility, we created an audiobook iteration of our Children’s book to overcome the barriers of written language. Various circumstances can result in the inability to understand and comprehend written language, including vision impairments, dyslexia, and countless other conditions. With this in mind, we created an American English audiobook version of the story to engage with an even broader audience and those who may be sidelined by the written system (see Video 2).
Cell-Free System
Overview
Our cell-free inclusivity initiative focused on designing accessible cell-free systems for usage in education and frugal experimentation. Our previous 2024 and 2025 wet lab experiments relied on commercial TXTL systems from Arbor Biosciences (Daicel Arbor, 2025). However, despite the convenience of using commercial cell-free kits for gene expression, their high cost makes long-term usage a financial burden (see Table 1). During the 2024 iGEM Grand Jamboree, we met the TUM-Straubing team, who explained their Bluebear project to us, which inspired us to design our own cell-free system with the primary goal of increasing accessibility.
Cell-free lysates are bacterial cell extracts containing the necessary machinery for transcription and translation, allowing for rapid prototyping and testing of genetic circuits without the use of living cells (see Fig. 33). In efforts to increase the accessibility of these systems, we pursued a cheaper alternative by creating an in-house cell-free lysate. While initial reagent costs for producing our own lysates are substantial, creating them significantly lowers our future testing expenses (TUM-Straubing 2024) (see Table 1).
Design
Building off the advice from TUM-Straubing at the 2024 Grand Jamboree, we first started by incorporating tardigrade proteins to lower the costs of cell-free expression by removing the need for cold transport chains and storage. Additionally, we reduced the cost of several expensive buffer reagents by means of substitution (see Table 3).
The implementation of this cost-effective system has enabled us to support and scale the educational initiatives central to our project by significantly lowering costs due to our cell-free system’s robust nature.
Figure 33. Production Process.
Accessibility
| myTXTL Pro Cell-Free Expression Kit (300 μL) | New Cell-Free System Cost (300 μL) | Central Dogma: BioBits® @home (300 μL) |
|---|---|---|
| $399 | $15.42 | $359.37 |
Table 1. Cost Analysis Chart. Shows comparisons of commercial BioBits® and TXTL systems costs to our 2025 cell-free system costs (Daicel Arbor, 2025; BioBits®, 2025).
New Cost Calculations
All cost and formulation information regarding the improved cell-free system is from the 2024 TUM-Straubing iGEM team’s wiki (TUM Straubing 2024). The costs were calculated with these considerations:
- The amount of each component [moles/mass] is needed for 1 reaction
- How much does said component cost per amount [mole/mass]?
- Quantifying per reaction with market prices
According to their documentation, 3μL energy buffer and 2μL lysate are needed to form a 5μL reaction. Based on the pricing provided by TUM-Straubing, we developed cost calculations for these 5μL reactions (see Table 2).
| Bluebear Cost Calculations → Total Reaction/tube | Cost calculations provided by Bluebear | Cost per system |
|---|---|---|
| Lysate | $6.19 per 350μL | 3.57 cents per 2μL |
| Energy Buffer | $0.37 × 10 per 50μL | 22.2 cents per 3μL |
| Total reaction | 300μL approximately $15.42 | 25.7 cents per 5μL |
Table 2. Cost breakdown per 5μL reaction.
| Original Reagents → Replacement Reagents | Initial cost | Cost after replacement |
|---|---|---|
| 3-PGA → Maltodextrin | $418.00/G | $0.66/G |
| Amino Acid mix → Yeast extract | $395.00/5 reactions of 1 ml | $0.32/G |
| NTPs → NMPs* | $513.69/G | $46.96/G |
| CoA → calcium pantothenate | $2710.00/G | $0.4365/G |
Table 3. Full Cost Breakdown Chart. *ATP/CTP/UTP/GTP or AMP/CMP/UMP/GMP prices per gram were averaged for the calculation.
Results
After extracting our co-transformed tardigrade-pAD-LyseR lysate and preparing all of the energy buffers, we decided to use Red Fluorescent Protein (RFP) DNA to validate the system. This decision was made to simplify hands-free experimentation so results could be easily viewed and replicated by students.
Figure 34. Graph quantifying RFP fluorescence over time. Shows significant fluorescence of up to 59037 Relative Fluorescence Units (RFU) compared to the maximum control fluorescence of 1031 RFU.
We successfully completed experimentation by validating our system with RFP with a significant difference in RFU from experiment to control (see Fig. 34). After verifying this, we decided to move forward with a visual analysis of our cell free reactions (see Fig. 35). We chose to do so not only to compare fluorescence with commercial systems such as BioBits® and TXTL systems from Arbor Sciences, but also test the ease of assembling our systems (see Fig. 35). Specifically, we wanted to make sure our systems were simple and accessible enough to use for our intended target demographics of middle and high school students.
Contribution:
During the harvesting of our autolysate, we did not have the proper equipment to convert pellets into autolysate. Without access to a swinging bucket centrifuge, we pivoted to using a tabletop centrifuge. To make sure the lysates did not overheat, we spun pellets at 1,300 RPM at 3 - 4 minute intervals, cooling them for 2 - 5 minutes in between. This approach surprisingly produced desired results (see Fig. 35).
Figure 35. Demonstration of expressed fluorescence of our cell-free system compared to commercial BioBits®. Top tubes 2-4 express RFP, and tube 5 expresses system autofluorescence.
After comparing these systems, we moved forward with the comparisons between all three systems (BioBits®, our cell-free system, Arbor Sciences TXTL) simultaneously in an in-class educational laboratory setting. In this initiative, we let students run all 3 systems and quantify the fluorescence of each system through our plate reader. The highest reads after 72 hours are as follows (in RFU):
- 88,262 RFU expressed by BioBits®
- 82,780 RFU expressed by our cell-free system
- 25,017 RFU expressed by Arbor Sciences TXTL
As quantified by the plate reader, results show similar fluorescence between our cell-free lysates and BioBits®. This shows high functionality of our cell-free systems for their cost as compared to commercial systems (see Table 1).
Education
This year’s cell-free initiatives allowed us to expand the scope of synthetic biology education by increasing overall access to cell-free systems within our community. Our lysates are specifically designed to be used in under-resourced environments without a -80 degree freezer. This allows our cell-free system to be utilized for experimentation in a wide range of environments without specialized technology. It also reduces the overall cost of running the system, ideal for frugal and educational applications.
Cell-Free Education Workshop
Figure 36. Students learn about and perform Cell-free system reactions during the Cell-Free Education Workshop.
To begin implementing our frugal cell-free system and gain user feedback, we began by introducing a class of high school students to the general idea of cell-free systems, informing them of their scope, and teaching them system capabilities. We then taught them about our own system and enabled these students to perform their own cell-free reactions with red fluorescence protein (RFP).
During this workshop, we also gave an overview of the concept of antibiotic resistance, aligning with their in-school biology course material. The development of our cell-free systems then allowed them to work with antibiotics firsthand and develop a better understanding of the effects and relevance of antibiotics in cellular processes (see Fig. 36). This would not have been possible for our area’s high school students if not for the accessible nature of our cell-free systems.
Flowers for the Future Program
Flowers for the Future (FFF) is an international organization dedicated to providing equal educational opportunities for girls around the world. As participants in this cause, we contributed by teaching curriculum and STEM coursework to support girls in Afghanistan who face significant educational barriers in earning their high school diplomas. For the eighth week of the program, we created a lesson plan to present to our Flowers for the Future students the concept and applications of cell-free systems. Additionally, this plan would run through the initiatives, design, and results of our 2025 cell-free pursuits. Then, we planned to measure their retention with an assessment on cell-free systems where students would plan a new cell-free project application, measuring their understanding of the real-world scope of these systems.
Cell-Free Handbook
To ensure our system was accessible to students and users without prior knowledge, we created the “Cell-free handbook” – an educational guide that is intended to be used alongside cell-free system labs. The handbook is a collection of accessible and informative guides to complement cell-free experimentation, tailored to engage various audiences in our programs. The goal of the handbook is to provide other communities and students/educators with a comprehensive guide meant to increase accessibility to cell-free systems by making a simple but extensive collection of cell-free resources.
Biotechnology Bootcamp
We hosted a Cell-free presentation during the Biotechnology Bootcamp to inform our students on what exactly they worked with during the central dogma lab, and discussed the scope of cell-free technology with these students (see Biotechnology Bootcamp). Giving an overview of cell-free systems, we were able to introduce complex topics to the students and had them begin to discuss their possible applications and advantages.
Future Applications
Our future goals are to expand our outreach to under-resourced demographics and utilize our system in future Lambert iGEM projects, using our in-house lysates.
From our FFF program, local high school and middle school students, and feedback from educators, there has been a highly positive feedback loop. The aforementioned successful workshops and initiatives reflect on the functionality of our cell-free systems. Collaborating with these groups and observing their growth in knowledge of biology and biotechnology from the use of our cell-free systems has proved to be a crucial step in refining our system. The system will also allow us to significantly increase efforts outside of our region due to the particularly promising aspect of this system, of its ability to function in under-resourced environments, opening it up to usage in different regions and communities around the world. A promising application would be to send our systems to FFF to go along with their program, if possible. Furthermore, our cell-free system will allow us to conduct future experimentation using our own specialized in-house cell-free lysates, which will significantly reduce the costs of experimentation.
Conclusion
Our educational initiatives not only raised awareness about Lyme disease but also created inclusive spaces for our community to engage with synthetic biology. Through interactive workshops, participants of all backgrounds learned practical strategies to protect themselves from tick bites. By actively incorporating feedback from diverse stakeholders, we ensured that each session was accessible, relevant, and empowering. These efforts increased our educational impact, equipping individuals with essential tick-safety knowledge while inspiring the next generation to explore science and biotechnology as tools for change.
References
Biobits®. (2025). Central dogma: Biobits® @home. MiniPCR bio. https://www.minipcr.com/product/biobits-home-central-dogma/
Daicel Arbor. (2025, June 2). Accelerate cell-free protein expression from linear and plasmid. https://arborbiosci.com/products/cell-free-protein-expression/mytxtl-pro-kit/#overview/
Johns Hopkins Lyme Disease Research Center. (2019). Lyme disease 101: Johns Hopkins Lyme Disease Research Center. Johns Hopkins University. https://www.hopkinslyme.org/lyme-disease/
TUM Straubing. (2024). Project description. Johns Hopkins University. https://2024.igem.wiki/tum-straubing/description
Vector Disease Control International. (2025, March 5). Lyme disease: Education, public health, integrated tick management. https://www.vdci.net/vector-borne-diseases/lyme-disease-education-and-tick-management-to-protect-public-health/
