Teaching Team Science Through Hackathons
Teaching Team Science Through Hackathons
复制标题
通过黑客马拉松教授团队科学
DOI：
10.1089/omi.2022.0102
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Smith, Todd M.
中科院分区：
文献类型：
--
作者：
Porter, Sandra G.;Smith, Todd M.
打开最新一期的顶级期刊，您可能会看到一本或多本包含多种数据类型的杰作出版物。至少一篇文章将结合湿台数据、图像、生物信息学结果以及对现有数据集的计算分析。这些跨学科研究对于单个研究者来说是不可能的，并且依赖于具有不同技能的多个人的贡献。当今的科学依赖于具有互补技能的合作者团队，他们通常分布在全球各地。然而，尽管现代科学显然是由多学科团队进行的，但我们的课堂实践未能反映这一现实，并将学生视为个体研究者。以 SEA PHAGES 和 Tiny Earth（Hurley 等人，2021 年；Jordan 等人，2014 年）为例的基于课程的本科生研究体验 (CURE) 是高度结构化的项目，为学生开展原创研究创造机会。但这还不够，特别是考虑到从 COVID-19 大流行中吸取的教训。特别是，我们需要将独立的手工科学和全球团队科学结合起来，以解决大规模的生物、生态和社会问题。我们认为，现代科学、技术、工程和数学教育中对个人所有权和实验室工作的强调应该超越“科学是需要实验室的个人努力”这一未经检验的假设。学生需要有机会在多学科和跨学科团队中工作来开展研究并为项目做出贡献。在当前 COVID-19 大流行的历史时刻，向学生介绍协作工作并学习如何通过类似黑客马拉松的方式参与“团队科学”是及时的（Ströckl 等人，2022）。这些方法可以通过密集的研究项目为大规模生物学/生态学研究的现实世界提供模型和新的思维方式，其中团队协作，结合实验室工作、生物信息学和现有数据。这些以研究为重点的黑客马拉松本身可以被黑客攻击，以创建一种新的科学教育模式，其中多学科和跨学科团队使用不同的方法来解决科学问题，同时学习如何合作。在我们正在进行的抗体工程黑客马拉松工作中，教师、学生和行业成员团队共同研究与抗体工程相关的当前主题（国家科学基金会，2021）。作为一个重点，抗体工程支持计算项目和实验室活动，例如筛选文库、纯化抗体和免疫测定。我们当前的项目是虚拟和实验室工作的结合，包括机器学习、纳米抗体纯化、抗 SARS-CoV-2 抗体的免疫逃逸建模以及比较不同物种的抗体。
Open a current issue of a top tier journal and you are likely to see one or more tour de force publications with a multitude of data types. At least one article will have a combination of wet bench data, images, bioinformatics results, and computational analyses on existing data sets. These kinds of interdisciplinary studies would be impossible for a single investigator, and rely on contributions from multiple people with diverse skill sets. Today’s science depends on teams of collaborators with complementary skills, who are often located all over the globe. However, although it is clear that modern science is conducted by multidisciplinary teams, our classroom practices fail to reflect this reality and treat students as if they will be individual investigators. Course-based undergraduate research experiences (CUREs), as exemplified by SEA PHAGES and Tiny Earth (Hurley et al, 2021; Jordan et al, 2014), are highly structured projects that create opportunities for students to carry out original research. But this is not enough, especially considering the lessons learned from the COVID-19 pandemic. In particular, we need to bring together independent artisan science and global team science to address large-scale biological, ecological, and societal problems. We argue that the emphasis on individual ownership and laboratory work in modern day science, technology, engineering, and mathematics education ought to expand beyond the unchecked assumption that science is an individual endeavor that requires a laboratory. Students need opportunities to work in multi-and interdisciplinary teams to carry out research and contribute to a project. Introducing students to working collaboratively and learning how to participate in ‘‘team science’’through a Hackathon-like approach are timely in the current historical moment of the COVID-19 pandemic (Ströckl et al, 2022). Such approaches can provide a model and new ways of thinking to the real world of large-scale biology/ecology research through intensive research projects, where teams collaborate, combining benchwork, bioinformatics, and existing data. These research-focused hackathons can themselves be hacked to create a new model for science education where multi-and interdisciplinary teams use diverse methods to address a scientific problem while learning how to work together.In our ongoing work on Antibody Engineering Hackathons, teams of faculty, students, and industry members work together on current topics related to antibody engineering (National Science Foundation, 2021). As a focus, antibody engineering supports both computational projects and laboratory activities such as screening libraries, purifying antibodies, and immunoassays. Our current projects are a mix of virtual and laboratory work that includes machine learning, nanobody purification, modeling immune escape from anti-SARS-CoV-2 antibodies, and comparing antibodies from different species.