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

本科生教师的微阵列研讨会：火箭科学还是基础科学？波莫纳学院的劳拉·霍普斯博士获得了一笔赠款，用于在2003年夏天举办一次关于将微阵列用于本科生教学和研究项目的教员研讨会。在今年夏天在系统生物学研究所举行的研讨会上，来自不同机构(小型和大型私立机构、小型和大型公共机构，主要是代表性不足的机构)的11名教师将讨论问题、测试方法，并计划在2004年举办一次公开研讨会，讨论这种最先进的方法在全球基因表达分析中的应用在本科生教/学中的应用。2003年讲习班的教职员工包括：这笔赠款的国际和平研究所和COPIS、伯明翰阿拉巴马大学另一项国家科学基金微阵列外展赠款的国际和平研究所、GCAT湿实验室程序的使用者、微阵列软件和统计分析专家以及一名课程专家。参与者将包括来自大小公立和私立机构的教职员工，其中至少有一家机构主要服务于理科代表性不足的学生。讲习班成员将讨论在TIGR的支持下在乔治敦大学举办一次开放讲习班的第二个夏天的计划，并开始编写该讲习班的提案。需要特别注意的问题包括本科生和第二次研讨会使用这些方法的受众范围，采用我们方法的财务方面，成功采用这种方法所需的课程改革的程度和强度，以及在湿法实验室和数据分析中最佳使用的后勤和方法。此外，工作坊将测试在实际微阵列上标记酵母总RNA的三种不同方法，并评估这些方法的优点和缺点，供学生使用。这次研讨会最重要的具有更广泛意义的成果将是向NSF提出的一项新建议，以支持与本科生一起举办关于使用湿法和干法微阵列实验室的公开研讨会，以满足我们在国家会议上遇到的这样一种活动的需求，当时我们在展示积极教学基因组联盟在课程和学生研究中使用微阵列的结果时遇到了这种情况。第二个产出将是关于将本科生使用微阵列的范围、财务和课程/后勤影响的讨论，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的在线教育期刊上提交。第三项产出将是三种不同标签方法和经过测试的干燥实验室软件/数据集的一套订正方案，讲习班参与者对GCAT网站和开放讲习班实验室手册的优缺点发表评论。第四个结果将是准备10名教员(第11人是外部顾问，因此我们不希望他参加我们的开放研讨会)，以领导拟议于2004年举行的研讨会，并准备领导未来的研讨会。

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.