Microarray Workshops for Undergraduate Faculty and Students: Rocket Science or Basic Science? To be held in Seattle, WA, Summer of 2003.

微阵列研讨会本科教师：火箭科学或基础科学？ 波莫纳学院的劳拉·胡普斯博士获得了一笔赠款，用于在2003年夏天举办一个关于在本科教学和研究项目中使用微阵列的教师讲习班。 在研讨会在系统生物学研究所今年夏天，11名教师从各种机构（小型和大型私人，小型和大型公共，主要是代表性不足）将讨论问题，测试方法，并制定计划，为2004年的公开研讨会上的应用程序，这种最先进的方法在全球基因表达分析在教学/学习本科生的建议。 2003年研讨会的教员包括该基金的PI和coPI，伯明翰亚拉巴马大学不同NSF微阵列推广基金的PI，GCAT湿实验室程序的用户，软件和微阵列统计分析专家，以及课程专家。 参与者将包括来自大型和小型公共和私营机构的教师，其中包括至少一个主要为科学领域代表性不足的学生提供服务的机构。 讲习班成员将讨论第二个夏季的计划，届时将在TIGR的支持下在乔治敦大学举办一个公开讲习班，并开始为该讲习班编写一份提案。 特别注意的问题将包括使用这些方法与本科生和第二次研讨会的观众的范围，采用我们的方法的财务方面，成功地将这种方法纳入必要的课程变化的水平和强度，以及最好的物流和方法在湿实验室和数据分析。 此外，研讨会将测试三种不同的方法来标记酵母的总RNA的实际微阵列，并评估这些方法的优点和缺点，供学生使用。 本次研讨会最重要的成果，更广泛的意义将是一个新的建议，NSF支持一个开放的研讨会上使用湿和干微阵列实验室与本科生，以满足这样一个事件的需求，我们遇到了在国家会议上提出的结果时，基因组联盟积极教学的微阵列在课程和学生研究中的使用。 第二个产出将是对本科生使用微阵列的范围、财务和课程/后勤影响的讨论，该讨论将放在GCAT网站上供公众访问，并由GCAT成员在美国微生物学学会和美国细胞生物学学会的全国会议上以及ASCB的在线教育期刊上发表。 第三项产出将是一套关于三种不同标记方法的订正议定书和经过测试的干燥实验室软件/数据集，并附有讲习班与会者关于其优缺点的评论意见，供全球气候变化评估和技术援助方案网站和开放讲习班实验室手册使用。 第四个成果是准备10名教员（第11名教员是外部顾问，因此我们不希望他参加我们的公开讲习班）领导拟议于2004年举行的讲习班，并准备领导未来的讲习班。

Microarray workshop for undergraduate faculty: Rocket science or basic science? A grant has been awarded to Dr. Laura Hoopes at Pomona College to conduct a faculty workshop in summer, 2003 on use of microarrays for undergraduate teaching and research projects. In the workshop at the Institute for Systems Biology this summer, 11 faculty from a variety of institutions (small and large private, small and large public, predominantly underrepresented) will discuss issues, test methods, and make plans for a proposal for an open workshop in 2004 on applications for this state of the art method in global gene expression analysis in teaching/learning for undergraduates. The faculty for the 2003 workshop include the PI and coPIs for this grant, the PI for a different NSF microarray outreach grant at Univ Alabama, Birmingham, users of the wet laboratory procedures from GCAT, experts in software and statistical analysis of microarrays, and a curriculum expert. The participants will include faculty from large and small public and private institutions, including at least one institution serving mainly students underrepresented in science. The workshop members will discuss the plans for a second summer in which an open workshop would be presented at Georgetown University with the support of TIGR, and begin the preparation of a proposal for that workshop. The issues for special attention will include the scope of the audience for usese of these methods with undergraduates and for the second workshop, the financial aspects of adopting our methods, the level and intensity of curricular change necessary to incorporate this methodology successfully, and the logistics and methods best used in the wet laboratory and the data analysis. In addition, the workshop will test three different approaches to labeling total RNA of yeast on actual microarrays, and evaluate the strengths and weaknesses of these approaches for use with students. The most important outcome of broader significance from this workshop will be a new proposal to NSF to support an open workshop on using wet and dry microarray laboratories with undergraduate students, to meet the demand for such an event that we encountered at national meetings when presenting the results of Genome Consortium for Active Teaching's uses of microarrays in courses and student research. The second output will be a discussion of the scope, financial, and curriculum/logistic implications of using microarrays with undergraduates to be placed on the GCAT web site for public access, and presented by GCAT members at national meetings of the American Society for Microbiology and the American Society for Cell Biology, as well as the online educational journal of the ASCB. The third output will be a revised set of protocols for the three different labeling methods and the tested dry laboratory software/data sets, with commentary from the workshop participants on their good and bad points, for the GCAT web site and the open workshop laboratory manual. The fourth outcome will be preparation of 10 faculty members (the 11th person is an outside advisor, so we would not expect him to participate in our open workshop) to lead the workshop proposed for 2004, and be prepared to lead future workshops.