Using Next-Generation Sequencing to Explore Genetics and Race in the High School Classroom

Yang, Xinmiao; Hartman, Mark R.; Harrington, Kristin T.; Etson, Candice M.; Fierman, Matthew B.; Slonim, Donna K.; Walt, David R.

doi:10.1187/cbe.16-09-0281

Cited by 10 publications

(11 citation statements)

References 11 publications

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“…Implementation of personal genomics analysis into the classroom has occurred at numerous schools including Stanford, Pennsylvania State University, University of Pennsylvania, Duke and others [ 20 , 45 , 46 ]. Analysis of genetics and race using next generation sequencing has recently been used successfully in high school classrooms to improve student learning [ 47 ]. While personal genomics is now a mature field, personal microbiome analysis is a much younger field with less known regarding data interpretation.…”

Section: Discussionmentioning

confidence: 99%

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

et al. 2018

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A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses.

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Section: Discussionmentioning

confidence: 99%

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

et al. 2018

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“…Additionally, many exciting contemporary biology topics that would produce student interest in STEM do not necessarily fit into the NGSS, including epidemiology (Dumais and Hasni, 2009), stem cell biology (Salli et al, 2007), neuroscience (Gage, 2019), genetics (Yang et al, 2017), gene editing/synthetic biology (Stark et al, 2019), bioinformatics (Kovarik et al, 2013), and integrating interdisciplinary topics like the effects of climate change on human health (Nagle, 2013). Trying to engage students by teaching contemporary biology poses problems of how to integrate such topics into the existing content standards.…”

Section: Literature Reviewmentioning

confidence: 99%

Connecting the Dots from Professional Development to Student Learning

Ellingson

Edwards

Roehrig

et al. 2021

LSE

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“…Most teams score within a few points of each other, indicating that although there is a "winner," all students have acquired new knowledge and understanding during the lab. Research on a similar program has demonstrated that after a hands-on biotechnology lab experience, students show an improved attitude towards science and scientific research, independent of content knowledge gains (Jarrett et al, 2016;Yang et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership

Chandran

Jarrett

Wyss

2020

JSTEM

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The University of Alabama at Birmingham (UAB) and the McWane Science Center have partnered for over 20 years to provide secondary students in Alabama opportunities to conduct inquiry-based, standards-aligned science labs. LabWorks (middle school) and GENEius (high school) programs offer multiple research laboratory experiences in which students explore molecular biology, physical science, genetics, engineering, anatomy, and forensic science, with associated summer professional development for teachers: BioTeach and GeoTeach. These programs each attract 3,000-4,000 participants annually. This partnership has been synergistic, allowing the science center to offer high-level secondary science programming, while giving the university a conduit into the K-12 world. Originally, these programs were developed through Howard Hughes Medical Institute funding, and then expanded through support from the National Institutes of Health, the National Science Foundation, and the US Department of Education. These programs have excited secondary students and teachers about science education and careers, provided authentic science experiences, and given teachers the opportunity to experience a model of learning that engages students in "real science" closely linked to their curriculum. For over 20 years, this unique, evolving partnership has increased the understanding of over 90,000 students and teachers relative to the opportunities that science and STEM careers hold.

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Using Next-Generation Sequencing to Explore Genetics and Race in the High School Classroom

Abstract: Modern genetics relies on cutting-edge sequencing and bioinformatics technologies. A high school experiment that explores current sequencing techniques in the context of race and genetics is described.

Cited by 10 publications

References 11 publications

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

Connecting the Dots from Professional Development to Student Learning

Creating a Sustainable Partnership Between a Science Center, University, and Local School Districts: A Retrospective on Over 20 Years of Successful Programming and Partnership

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