The Genomics Education Partnership: Successful Integration of Research into Laboratory Classes at a Diverse Group of Undergraduate Institutions

Authors

• Christopher D. Shaffer, Washington University in St. Louis
• Consuelo Alvarez, Longwood University
• Cheryl Bailey, University of Nebraska - Lincoln
• Daron Barnard, Worcester State College
• Satish Bhalla, Johnson C. Smith University
• Chitra Chandrasekaran, Texas Wesleyan University
• Vidya Chandrasekaran, Saint Mary’s College of California
• Hui-Min Chung, University of West Florida
• Douglas R. Dorer, Hartwick College
• Chunguang Du, Montclair State University
• Todd T. Eckdahl, Missouri Western State University
• Jeff L. Poet, Missouri Western State University
• Donald Frohlich, University of St. Thomas
• Anya L. Goodman, California Polytechnic State University
• Yuying Gossner, The City College of New York
• Charles Hauser, St. Edward’s University
• Laura L.M. Hoopes, Pomona College
• Diana Johnson, The George Washington University
• Christopher J. Jones, Moravian College
• Marian Kaehler, Luther College
• Nighat Kokan, Cardinal Stritch University
• Olga R. Kopp, Utah Valley University
• Gary A. Kuleck, Loyola Marymount University
• Gerard McNeil, York College, City University of New York
• Robert Moss, Wofford College
• Jennifer L. Myka, Galen College of Nursing
• Alexis Nagengast, Widener University
• Robert Morris, Widener University
• Paul J. Overvoorde, Macalester College
• Elizabeth Shoop, Macalester College
• Susan Parrish, McDaniel College
• Kelynne Reed, Austin CollegeFollow
• E. Gloria Regisford, Prairie View A&M University
• Dennis Revie, California Lutheran University
• Anne G. Rosenwald, Georgetown University
• Ken Saville, Albion College
• Stephanie Schroeder, Webster University
• Mary Shaw, New Mexico Highlands University
• Gary Skuse, Rochester Institute of Technology
• Christopher Smith, San Francisco State University
• Mary Smith, North Carolina A&T State University
• Eric P. Spana, Duke University
• Mary Spratt, William Woods University
• Joyce Stamm, University of Evansville
• Jeff S. Thompson, Denison University
• Matthew Wawersik, College of William and Mary
• Barbara A. Wilson, Jackson State University
• Jim Youngblom, California State University
• Wilson Leung, Washington University in St. Louis
• Jeremy Buhler, Washington University in St. Louis
• Elaine R. Mardis, Washington University School of Medicine
• David Lopatto, Grinnell College
• Sarah C.R. Elgin, Washington University in St. Louis

Document Type

Article

Date of this Version

Spring 2010

Citation

CBE—Life Sciences Education Vol. 9, 55–69, Spring 2010.

Comments

Copyright © 2010 by The American Society for Cell Biology. Used by permission.

Abstract

Genomics is not only essential for students to understand biology but also provides unprecedented opportunities for undergraduate research. The goal of the Genomics Education Partnership (GEP), a collaboration between a growing number of colleges and universities around the country and the Department of Biology and Genome Center of Washington University in St. Louis, is to provide such research opportunities. Using a versatile curriculum that has been adapted to many different class settings, GEP undergraduates undertake projects to bring draft-quality genomic sequence up to high quality and/or participate in the annotation of these sequences. GEP undergraduates have improved more than 2 million bases of draft genomic sequence from several species of Drosophila and have produced hundreds of gene models using evidence-based manual annotation. Students appreciate their ability to make a contribution to ongoing research, and report increased independence and a more active learning approach after participation in GEP projects. They show knowledge gains on pre- and postcourse quizzes about genes and genomes and in bioinformatic analysis. Participating faculty also report professional gains, increased access to genomics-related technology, and an overall positive experience. We have found that using a genomics research project as the core of a laboratory course is rewarding for both faculty and students.