GLI Newsletter. Issue 1, September/October 2012
Genomics Leadership Initiative
Newsletter
Genomic Leadership Initiative (GLI)
Overview
The principle goal of the Genomics Leadership
Initiative at Juniata College is to prepare leaders in
science, medicine and society. Preparing leaders
requires depth of understanding in one’s discipline,
breath of knowledge and skills inherent in liberal
arts education, and experience putting learning
into practice through research activity. Genomics
is a dynamic field that professors can use to engage
and attract students into learning biology,
interdisciplinary science, and the impacts of
science on society. The specific learning goals of
the GLI are listed at right. We have formed two
learning communities focused on different aspects
of the GLI learning goals. The ethical, legal, and
societal implications of genomics (ELSI) learning
community is run by Jim Roney. The integrative
science learning community is run by Loren
Rhodes.
Genomics Forum
GLI Learning Goals
Ethical, Legal,
Societal
Implications
Learning
Community
Integrative
Science
Learning
Community
1. Describe the basic
concepts and principles of
genomics.
2. Explain the scope of
genomics from genes to
society.
X
X
3. Integrate knowledge of
the chemical, physical,
mathematical and
computational bases of
genomics.
4. Explain the importance
of the place of genomics in
the human effort to
understand natural
phenomena.
X
X
5. Communicate current
trends in genomics to
peers and the lay public.
X
6. Apply process of science
to biological questions.
X
7. Demonstrate an indepth knowledge of their
selected field in genomics.
X
The first public activity supported by the GLI was a
genomics forum held on September 26 centered on
8. Take an appropriate
leadership role in a
X
discussion of the summer reading novel, “Never Let
variety of contexts.
Me Go,” by Kazuo Ishiguro. This is a fictional tale
that serves as a caution on how rapidly changing medical technology can warp society if nobody
questions whether a particular form of science or medicine should be done. Faculty members
Will Dickey, Andrew Fletcher, Jill Keeney, Wade Roberts, Jim Roney, and David Sowell
presented for 30 minutes answering previously submitted questions from students, and
reviewing ideas on how institutions control individuals, core ethical guidelines in medical
education and practice, the science of cloning, the novel as a form of ethical speculation and
X
X
study of consciousness, and why breeding organs might be seen as "more humane". An hour
long discussion followed with great student participation.
The novel provided a common experience of sympathy for exploited groups (in this case, clones
used as organ donors), and disgust over the direction this fictional society had taken. The book
provoked discussion about how human history is full of similar examples. Are there exploited
groups that we would rather not think about in today’s culture? Looking forward, how can
society prevent abuses in medicine as related to personalized medical genomics? How can one
person or a small group of like-minded individuals make a difference? Answers to these
questions are necessary as technological advances surge forward.
ELSI Learning Community
One purpose of the grant is to form genomics faculty learning communities, who will meet on a
regular basis to share ideas, research, reading, and teaching experiences in order to develop and
sustain the genomics certificate. The ELSI learning community is particularly concerned with
ethics, law, society, leadership, and the impact of genomics on people. We are also interested in
how a liberal arts education prepares individuals to deal with the intersections of science,
politics, economics, and morality in people's lives.
The ELSI community has organized the public event described above and is also meeting a
couple of times a month to discuss research and teaching plans. The group meets in the
Humanities Lounge on campus on Wednesdays when there is no SoTL meeting. The first three
meetings include a recap of the discussion of the novel on cloning, a reading and discussion of
articles on medical ethics and plans for distributing scare medical resources, and a discussion of
what happens when genomics materials are used in a course on medical history.
This summer the ELSI and Integrated Science learning communities will join each other for a
workshop funded by the grant. People who attend the workshop will be eligible for course
development money. The plan is to start offering the certificate next academic year.
Anyone who has ideas for future meetings or interest in the group should contact Jim Roney.
Which classes include key scientific skills
necessary for students to engage in
modern integrative research in genomics?
HHMI Genomics Certificate
The central focus of curricular revision by
the Integrative Science and ELSI learning
communities is the genomics certificate.
The certificate is comprised of seven
required classes that will fulfill many
FISHN and POE requirements, while
providing foundations for a productive and
thoughtful career in modern biological
research or medicine. Watch for
announcements to learn more.
A survey has been sent out to all science chairs to
begin to get an answer to this question. The
component skills necessary include introductory
statistics, Bayesian statistics, multivariate
statistics, linear algebra, mathematical modeling,
DeBruijn algorithms, Linux, Perl or Python, data
visualization, database structures and
management, SQL, writing web applications, R,
cloud computing, and remote computing on a cluster. The integrative science community is
considering whether some of these skills could be integrated into existing classes or whether
they could form the basis of new classes in informatics.
Sequencing technologies can be used for integrative science themes such as how laser detection
of light changes, detection of pH changes, and pushing DNA through nanopores can be used for
sequencing. Thus, sequencing could serve as a general theme that could be approached from
different angles in introductory science classes with a goal of integrating basic principles from
traditionally separate disciplines. The integrative science community, led by Loren
Rhodes, will be considering these issues. Look for his announcements!
Opportunities for Student Summer Research in Genomics
Dr. Lamendella, Dr. Dries, and two additional faculty (TBA) will be hosting eight HHMIsupported summer research students. Research experiences are essential for students wishing to
go to graduate school. Interested students should e-mail Dr. Keeney to make sure you are on her
research listserv. Also watch for e-mails from faculty seeking students in the Spring and
announcements in future genomics newsletters.
Assessing Summer Research
GLI board members made a significant effort to plan assessment of student learning for the
upcoming HHMI summer research program. We presented these plans at HHMI Headquarters
during the week starting October 8, 2012. We proposed both quantitative and qualitative
measures of assessment. The quantitative assessment will focus on how the research program
addresses GLI learning goals (1) and (6) above. We are interested in how much students gain in
their ability to: i) connect core concepts of biology to real world settings, and ii) apply the
process of science. We are using the published SURE survey to assess self-perception of
educational gains and changes to attitudes and career plans as a result of the research
experience. We are using the validated and
Target Students
reliable “Biological Concepts Instrument” to
The GLI is targeted at students aspiring to
assess changes in student understanding of the
professions in the life sciences and medicine.
core concepts of biology as a result of the
However, we anticipate that a much larger
research experience. Finally, we are using a
group of students will benefit by taking
customized SALG (Student assessment of
classes related to the program.
learning gains) instrument to assess student
gains in ability to apply to process of science using next-generation sequencing approaches as a
common methodology. The SALG is comprised of exceedingly difficult questions regarding
experimental design, trouble shooting, and data interpretation along next-generation
sequencing themes. These questions were designed from GCAT-SEEK network faculty experts.
Qualitative assessments include a faculty assessment of student gains in research skills following
a rubric. A digital diary will be used to assess student motivation, self-reflection, problem
solving and leadership experience, skills, and potential. Students in the GLI will maintain a
growth portfolio of their work from their personal research projects. Growth portfolios will be
constructed to collect and document student work from different points in the student’s
program starting with their early work and culminating in senior level materials. Portfolios are
particularly effective for programs which a) focus on developing specific skills, b) value
reflection and metacognition and b) have a relatively small number of students graduating each
year. We will focus on three measures of student growth; “illustrating growth”, reflection and
formative and summative assessment.
Business Details
The Internal Advisory Board has met five times since Juniata was awarded the HHMI grant. Our
main focus has been on the genomics certificate and summer workshops designed to support the
three ELSI electives. We’ve been discussing the content, target audience, student target
numbers, and implementation strategies for both the certificate and summer workshop. We’ve
been discussing plans to purchase a high powered compute cluster to aid the computational needs
of the GCAT-SEEK research coordination network. We have been working on plans for
summer enrichment workshops for faculty involved in summer research programs as well. We
have a job ad out to hire a post-doctoral associate to aid in teaching a summer workshop in
bioinformatics for GCAT-SEEK faculty from Juniata and from around the country.