Implementation of Genomics Research in an Undergraduate Course

1. Implementation of Genomics Research in an Undergraduate Course Christy MacKinnon University of Incarnate Word San Antonio, TX mackinno@uiwtx.edu

2. What is genomics? • Nearest neighbor: Share your knowledge of genomics--1 minute! • Personal Response Devices • You have no knowledge of genomics • You have some knowledge of genomics • You have extensive knowledge of genomics • Huh?

3. How would you prefer to learn about genomics? Show of hands: • Lecture? • Laboratory? • Research based project? • Youtube?

4. Browser: NIH OMIM

5. Disease of interest Search OMIM for[Search term]; Go

6. Abstract • This study examines the application of reform teaching methods to implement a genomics research project in an undergraduate course. • Student groups rated process activities as “very useful” and content activities as “useful” for increasing in research skills, enhancing content knowledge, practice using higher level thinking skills and positive collaborative learning. • Key features needed for the successful application of reform teaching are identified.

7. Methods to engage students in research projects: • Apprenticeship • Internships • Integration of project in a course format. • Advantages/disadvantages of each method. • Which is more effective in student knowledge gains?

8. What’s reformed, again? • Reflects national science standards • Emphasizes student-centered activities • Utilizes inquiry-based pedagogy • Builds on undergraduate students’ prior knowledge • Incorporates interdisciplinary learning and collaborative approaches

10. Characteristics of Successful Research Experience • Common methods taught • Assignment of individual projects • Results from individual projects can be combined into a whole data set • Research is technically simple • Minimal safety risks • High probability of success • Research is “accessible “to different students • Multiple learning outcomes. • Project can be extended into other courses. • Potential for publishable results (HHMI BIO 2020)

11. BIOL 4499:ST Research in Genomics • 8 week summer course in 2010 • Met 4 days/week; 3 hours each day • 16 students—juniors & seniors • Course met requirement for a research course or an upper division elective. • Integrated lecture & lab • Learning cycle (5 E model) applied

12. Course Outcomes • Interpret data to explain the concept of a gene. • Conduct multiple protocols to isolate and clone a gene fragment. Prepare a detail report of the activities conducted in class. • Utilize educational and research interfaces for genomic research. •  Write a summative research report.

13. Assessments: • Participation 40% • Quizzes/Discussion 10% • Laboratory Notebook 10% • Research Report 40% • Content Knowledge: 50% • Process Knowledge: 50%

14. Research Project Outcomes PCR of GAPC gene African Violet Transformation Plasmid Isolation Sequence data Blast report: GAPC gene isolated!

15. Course Outcomes:

16. Key features needed for the successful application of reform teaching Reflects national science standards: Pedagogical content knowledge. Emphasizes student-centered activities: Professional development in active learning strategies. Utilizes inquiry-based pedagogy: Knowledge of research based evidence for reform. Builds on undergraduate students’ prior knowledge: Science content standards. Incorporates interdisciplinary learning and collaborative approaches: Participate in a community of scholars.