RCN-UBE Incubator: Transforming Undergraduate Education Through Increased Faculty Access to NextGen Sequencing Runs

这个项目的重点是发展一个由小型、主要是本科机构的教员组成的研究和教育网络，目标是将新的下一代DNA序列分析纳入正在进行的研究中，以便这些研究活动可以被纳入本科生命科学课程的核心课程。该网络正在与位于宾夕法尼亚州立大学(大学园区)的基因组测序核心设施合作，使大西洋中部地区小型学院的本科生和教职员工能够获得最先进的测序技术。最初的网络参与者包括朱尼亚塔学院、萨斯克汉纳大学、杜奎恩大学、汉普顿大学、摩根州立大学、新泽西州拉马波学院、葛底斯堡学院、莱康姆学院、洛克黑文大学、阿洛伊修斯山学院、巴克内尔大学和胡德学院，宾夕法尼亚州立大学的基因组测序设施支持该倡议的数据获取和传播方面。该网络的形成是通过1)一个研讨会，以解决建立和维持一个有兴趣将原始DNA序列用于本科研究和教学的教员网络的后勤问题，以及2)制定一个实际计划，以获得所需的DNA序列和标准操作程序，以允许与多个网络参与者和一个研究密集型机构的核心设施进行有效的互动。与研究密集型核心的正式关系可以提供一种高效且具有成本效益的机制，以获得所需的原始序列数据，以与小型学院的教师兴趣保持一致，进行本科生研究。此外，网络教师将合作开发教学方法，将新的序列数据纳入其本科生物学课程的核心课程。区域网络还可以为教师和学生提供机会，让他们见面并提出他们的数据供同行审查，并听取专家关于基因组学和生物信息学选定领域的趋势的意见。预期成果包括为本科生提供更多的“真实世界”学生研究体验，以及协调基于收集的新研究数据的创新教育举措。广泛影响：通过使宾夕法尼亚州立大学的基因组测序设施更广泛地适用于大西洋中部地区以本科为主的小型大学，该网络将为STEM教育提供更多的教育机会和资源，并改善学生为研究生、技术和研究职业生涯做准备的机会。更广泛地说，这种地区模式可以在其他地理区域复制，使用当地研究密集型大学的排序核心，以支持该地区小型学院本科生的研究和教育活动。该项目由生物科学局生物基础设施部和教育与人力资源局本科教育司联合资助，作为其本科生物学教育愿景和变革努力的一部分。

The focus of this project is to develop a research and education network of faculty from small, primarily undergraduate institutions with the goal of including novel next-generation DNA sequence analysis in ongoing research, so that these research activities can be incorporated into core courses within the undergraduate life sciences curriculum. The network is collaborating with a genomic sequencing core facility located at Penn State University (University Park) to enable access to state-of-the-art sequencing technology to undergraduate students and faculty at small colleges in the mid-Atlantic region. Initial network participants include Juniata College, Susquehanna University, Duquesne University, Hampton University, Morgan State University, Ramapo College of New Jersey, Gettysburg College, Lycoming College, Lock Haven University, Mount Aloysius College, Bucknell University and Hood College, with the genome sequencing facility at Penn State supporting the data acquisition and dissemination aspects of the initiative. Formation of the network is being initiated through 1) a workshop to address the logistics of starting and sustaining a network of faculty interested in using raw DNA sequence for undergraduate research and teaching, and 2) the formulation of a practical plan for obtaining the desired DNA sequence and a standard operating procedure to allow efficient interaction with multiple network participants and a core facility at a research-intensive institution.Intellectual Merit: Genomics and bioinformatics are dynamic fields well-suited for capturing the imagination of undergraduates in both research laboratories and classrooms. The formal relationship with a research-intensive core can provide an efficient and cost-effective mechanism for acquiring the desired raw sequence data needed for undergraduate research aligned with faculty interest at small colleges. In addition, network faculty will collaborate to develop teaching approaches that incorporate the novel sequence data into core courses within their undergraduate biology curriculum. A regional network can also provide opportunities for faculty and students to meet and present their data for peer-review and to hear from experts on trends in selected areas of genomics and bioinformatics. Anticipated outcomes include increased "real-world" student research experiences for undergraduates and coordination of innovative education initiatives that build from the novel research data collected.Broader Impacts: By making Penn State's genome sequencing facility more broadly accessible to small, primarily undergraduate colleges in the mid-Atlantic region, this network will provide additional educational opportunities and resources for STEM education and improved opportunity for students to be prepared for graduate, technical and research careers. More broadly, this regional model could be replicated in other geographic regions, using a sequencing core at a local research-intensive university, to support the research and educational activities of undergraduates at small colleges in that region.This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their Vision and Change in Undergraduate Biology Education efforts.