Teaching the Genome Generation: Professional Development for Genomics Instruction in Rural and Urban High Schools

 描述（由申请人提供）：杰克逊实验室（JAX）提出了一项国家教师专业发展（PD）倡议，“教授基因组生成”（TtGG），为高中教师提供内容知识，教学策略和资源，以提高学生在基因组学，生物信息学和生物伦理学方面的学习。每年将有多达48名教师参加缅因州巴尔港、康涅狄格州法明顿和加州萨克拉门托的JAX校园的实践短期课程。JAX的专业发展课程将提供个性化医疗的分子遗传学，生物信息学工具的使用以及围绕遗传学研究的伦理，法律的和社会问题（ELSI）的讨论。教师将与TtGG工作人员合作，包括基因组学教育专家和教师点对点协调员，并将相互合作，提供为他们独特的生物课和学校环境设计的课程。ELSI课程计划和讨论框架是通过与哈佛医学院遗传学系内的个人遗传学教育计划合作提供的。我们的创新方法编织了三个学习链，分子遗传学，生物信息学和ELSI以及下一代科学标准。参与教师将在学年期间获得实验室仪器，试剂和消耗品的支持。TtGG项目团队包括教师和教育合作伙伴，将为在一系列农村和城市高中实施课程模块提供在线和面对面的支持。TtGG将在2014年7月（16名教师）和2015年7月（28名教师）超额入学的试点课程的基础上继续发展。在2014-2015学年，6所学校的7名教师在缅因州实施了TtGG课程元素。当TtGG在三个州全面实施时，每年将有3,700多名高中生接受新的基因组学教学。为了衡量PD的影响，Rockman等人和JAX将管理PD前后的测试和调查，以衡量教师的内容知识和信心。评估计划将采用延迟治疗设计，以比较完成PD短期课程的教师与未完成课程的教师的知识和信心。最后，总结性评价将通过测试学生的知识和调查学生对基因组学的兴趣来衡量TtGG传播的成功，将完成TtGG课程的学生与完成类似基因组学单元的学生进行比较。

 DESCRIPTION (provided by applicant): The Jackson Laboratory (JAX) proposes a national teacher professional development (PD) initiative, 'Teaching the Genome Generation' (TtGG), to provide high school teachers the content knowledge, teaching strategies, and resources needed to enhance student learning in genomics, bioinformatics and bioethics. Up to 48 teachers per year will participate in hands-on short courses at JAX campuses in Bar Harbor, Maine, Farmington, Connecticut, and Sacramento, California. Professional development courses at JAX will provide instruction in the molecular genetics of personalized medicine, use of bioinformatics tools, and discussion of the ethical, legal, and social issues (ELSI) surrounding genetics research. Teachers will partner with TtGG staff, including a genomics education specialist and teacher peer-to-peer coordinator, and will collaborate with each other to deliver lessons designed for their unique biology classes and school environment. ELSI lesson plans and discussion frameworks are provided through partnership with the Personal Genetics Education Program within the Department of Genetics, Harvard Medical School. Our innovative approach weaves three learning strands, molecular genetics, bioinformatics and ELSI together with the Next Generation Science Standards. Participating teachers will be supported with laboratory instrumentation, reagents, and consumable supplies during the academic year. The TtGG project team includes teachers and education partners and will provide online and in person support for implementation of curricular modules across a range of rural and urban high schools. TtGG will build upon over-enrolled July 2014 (16 teachers) and July 2015 (28 teachers) pilot courses. In the 2014-2015 academic year 7 teachers at 6 schools implemented TtGG curricular elements across in Maine. Over 3,700 high school students per year will receive new genomics instruction when TtGG is fully implemented across three states. In order to measure impact of PD, Rockman et al and JAX will administer pre-and post- PD tests and surveys to measure teacher content knowledge and confidence. The evaluation plan will employ a delayed treatment design to compare the knowledge and confidence of teachers who complete the PD short course against those who did not. Finally, a summative evaluation will measure the success of TtGG dissemination by testing student knowledge and surveying student interests in genomics, comparing students who completed the TtGG curriculum to students who completed a similar genomics unit.