CCLI: Establishing a Microarray Teaching and Learning Center in the Shenandoah Valley in Support of Science Education

詹姆斯·麦迪逊大学（JMU）正在建立一个区域微阵列教学中心，以支持谢南多阿山谷地区大学联盟的课程创新。该中心的设备包括最近购买的微阵列读取器和喷墨少阵列合成器和微阵列，这些设备正在由JMU工程项目的学生建造和维护。每年有超过150名学生在3所四年制大学（布里奇沃特学院、东门诺特大学和JMU）和2所社区学院（蓝岭和弗吉尼亚西部社区学院）的生物学和生物信息学课程中使用该设备进行以探究为基础的研究型课程。这些学生包括理教专业的学生和通识教育班的学生。此外，该联盟还开始包括当地的高中（罗阿诺克和谢南多厄山谷总督学校、斯图尔特霍尔学校和胡格诺特高中）和教师，通过以下方式努力：旨在使教师熟悉设备的夏季讲习班；利用教师在高中课程设计方面的专业知识，协助为未来的研讨会开发教学、学习和评估材料，并通过网站传播；让高中学生和老师参与到研究经验中来。一年一度的研讨会将基因组学或蛋白质组学专家带到谢南多厄山谷，为联盟成员提供一个论坛，以满足，分享经验，并庆祝成就。该项目利用了Howard Hughes医学研究所支持的基因组学课程提供的设施和资源，利用了SRI国际在哈里森堡的存在，并与戴维森学院校园内的主动教学基因组中心进行了协调。智力优势：微阵列教学中心正在为本科生创造一些以研究和探究为基础的实验室体验。通过这些活动，包括宿主/寄生虫相互作用、对刺激的免疫反应、对细菌基因表达的毒性作用、噬菌体的比较基因组学等在内的几个生物学子领域的知识库正在得到丰富。大约有20个本科科学学院正在参加密集的技术和教育培训经验。通过该项目的评估和评价工作，人们对复杂技术如何影响科学教学有了更好的理解。更广泛的影响：教学和学习材料正在通过一个免费访问的联盟网站提供。该中心正在为本科生的研究和教育工作增加技术专长、设备和网络，并为几个地区机构提供现代化的设施和基础设施。该项目将生物学、计算机科学和工程学课程的学生聚集在一起，以促进对科学研究和教育的多学科方法的理解。该项目由正式和非正式环境学习研究部的发现研究K-12项目共同资助

(Biological Sciences 61)James Madison University (JMU) is establishing a regional microarray teaching and learning center to support curricular innovations at a consortium of regional colleges in the Shenandoah Valley. The equipment at the center includes a recently purchased microarray reader and an inkjet oligoarray synthesizer and microarrayer which is being built and maintained by students in JMU's engineering program. Over 150 students per year in biology and bioinformatics courses at 3 four year colleges (Bridgewater College, Eastern Mennonite University, and JMU) and 2 community colleges (Blue Ridge and Virginia Western Community Colleges) are using the equipment in inquiry-based, research-oriented classes. These students include science and education majors and students in general education classes. In addition the consortium is beginning to include local high schools (Roanoke and Shenandoah Valley Governor's Schools, Stuart Hall School and Huguenot High School) and teachers in its efforts through: summer workshops designed to familiarize the teachers with the equipment; utilization of the teacher's expertise in design of high school courses to assist in developing teaching, learning, and assessment materials for future workshops and to be disseminated via a website; and involving the high school students and teachers in hands on research experiences. An annual symposium brings a genomics or proteomics expert to the Shenandoah Valley to provide a forum for consortium members to meet, share experiences, and celebrate accomplishments. The project is making use of facilities and resources made available through a Howard Hughes Medical Institute supported genomics course, the presence of SRI International in Harrisonburg and coordination with the Genomic Center for Active Teaching on the Davidson College campus.Intellectual Merit: The microarray teaching and learning center is creating a number of research-based and inquiry-based laboratory experiences for undergraduates. The knowledge base in several sub-fields of biology, including host/parasite interactions, immunological responses to stimulae, toxic effects on gene expression in bacteria, comparative genomics of bacteriophage, and others, is being enriched through these activities. Approximately twenty undergraduate science faculty are participating in intensive technological and educational training experiences. A better understanding of how sophisticated technology impacts teaching and learning in science is emerging through the project's assessment and evaluation efforts.Broader Impacts: Teaching and learning materials are being made available through a freely accessible consortium website. The center is increasing the technical expertise, equipment, and networking available for undergraduate research and education efforts and is providing modern facilities and infrastructure for several regional institutions. The project brings together students in biology, computer science, and engineering courses to promote understanding of multidisciplinary approaches to research and education in the sciences. This project is being co-funded by the Discovery Research K-12 program of the Division of Research on Learning in Formal and Informal Settings