Faculty

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Charlotte M Paquin

Title: Associate Professor
Office: 718 Rieveschl Hall
Tel: 513-556-9732
Email: charlotte.paquin@uc.edu

Education

  • PhD, University of Michigan.

Research Information

Research Interests

My laboratory is studying primary gene amplification in the yeast Saccharomyces cerevisae. Primary gene amplification is the mutation from one gene per genome to two or more genes per genome. Gene amplification is important because it is the first step in the formation. My laboratory has developed a system to detect amplifications in the yeast Saccharomyces cerevisae.

Research Support

  • (PI), Paquin, Charlotte, Faculty Research Support, National Institute of General Medical Sciences. (OSP 05-150), $25,000.00. 07/01/2004 to 06/30/2005. Status: Closed.

Publications

Peer Reviewed Publications

  • Peterson, C, Kordich, J, Milligan, L, Bodor, E, Siner, A, Nagy, K, & Paquin, C E (2000). Mutations in RAD3, MSH2, and RAD52 affect the rate of gene amplification in the yeast Saccharomyces cerevisiae. Environmental and molecular mutagenesis, 36(4), 325-34.
  • Moore, I K, Martin, M P, Dorsey, M J, & Paquin, C E (2000). Formation of circular amplifications in Saccharomyces cerevisiae by a breakage-fusion-bridge mechanism. Environmental and molecular mutagenesis, 36(2), 113-20.
  • Moore, I K, Martin, M P, & Paquin, C E (2000). Telomere sequences at the novel joints of four independent amplifications in Saccharomyces cerevisiae. Environmental and molecular mutagenesis, 36(2), 105-12.
  • Paquin, C E, Dorsey, M, Crable, S, Sprinkel, K, Sondej, M, & Williamson, V M (1992). A spontaneous chromosomal amplification of the ADH2 gene in Saccharomyces cerevisiae. Genetics, 130(2), 263-71.
  • Dorsey, M, Peterson, C, Bray, K, & Paquin, C E (1992). Spontaneous amplification of the ADH4 gene in Saccharomyces cerevisiae. Genetics, 132(4), 943-50.
  • Williamson, V M, & Paquin, C E (1987). Homology of Saccharomyces cerevisiae ADH4 to an iron-activated alcohol dehydrogenase from Zymomonas mobilis. Molecular & general genetics : MGG, 209(2), 374-81.
  • Walton, J D, Paquin, C E, Kaneko, K, & Williamson, V M (1986). Resistance to antimycin A in yeast by amplification of ADH4 on a linear, 42 kb palindromic plasmid. Cell, 46(6), 857-63.
  • Paquin, C E, & Williamson, V M (1986). Ty insertions at two loci account for most of the spontaneous antimycin A resistance mutations during growth at 15 degrees C of Saccharomyces cerevisiae strains lacking ADH1. Molecular and cellular biology, 6(1), 70-9.
  • Adams, J, Paquin, C, Oeller, P W, & Lee, L W (1985). Physiological characterization of adaptive clones in evolving populations of the yeast, Saccharomyces cerevisiae. Genetics, 110(2), 173-85.
  • Paquin, C E, & Williamson, V M (1984). Temperature effects on the rate of ty transposition. Science (New York, N.Y.), 226(4670), 53-5.
  • Paquin, C E, & Adams, J. Relative fitness can decrease in evolving asexual populations of S. cerevisiae. Nature, 306(5941), 368-70.
  • Paquin, C, & Adams, J (1983). Frequency of fixation of adaptive mutations is higher in evolving diploid than haploid yeast populations. Nature, 302(5908), 495-500.

In Press

  • Dorsey, M J, Hoeh, P, & Paquin, C E. Phenotypic identification of amplifications of the ADH4 and CUP1 genes of Saccharomyces cerevisiae. Current genetics, 23(5-6), 392-6.

Experience & Service

Courses Taught

  • 15-BIOL-302 GENETICS
    Level: Undergraduate
    Term: 10A

  • 15-BIOL-105 HOW LIFE REPRODUCES
    Level: Undergraduate
    Term: 10W
    Comments: Non-Majors Genetics, 130 students in Sec 001, 120 students in Section 002
  • 15-BIOL-599 EUKARYOTIC GENET
    Level: Undergraduate
    Term: 10S

  • 15-BIOL-791 MOLECULAR BIOLOGY I
    Level: Graduate
    Term: 10W

  • 15-BIOL-105 HOW LIFE REPRODUCES
    Level: Undergraduate
    Term: 11W

  • 15-BIOL-791 MOLECULAR BIOLOGY I
    Level: Graduate
    Term: 11W

  • 15-BIOL-599 EUKARYOTIC GENET
    Level: Undergraduate
    Term: 11S
    Comments: 6 Capstone students
  • 15-BIOL-302 GENETICS
    Level: Undergraduate
    Term: 11A
    Comments: I was responsible for teaching three sections, planning and organizing the lab and overseeing 8 TAs who taught the remaining 8 sections. In addition I read and discussed the rough drafts of student paper with my 84 students and an about 80 students from other labs. I also revised and added new computer labs to fit with the new lecture format.