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Undergraduate Bioinformatics Workshops Provide Perceived Skills

    Author: Robin Herlands Cresiski1
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Physical and Life Sciences, Nevada State College, Henderson, NV 89002
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 15 December 2014
    • †Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Nevada State College, 1125 Nevada State Dr., Henderson NV 89002. Phone: 702-992-2651. Fax: 702-992-2501. E-mail: [email protected].
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 292-294. doi:10.1128/jmbe.v15i2.638
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    Abstract:

    Bioinformatics is becoming an important part of undergraduate curriculum, but expertise and well-evaluated teaching materials may not be available on every campus. Here, a guest speaker was utilized to introduce bioinformatics and web-available exercises were adapted for student investigation. Students used web-based nucleotide comparison tools to examine the medical and evolutionary relevance of a unidentified genetic sequence. Based on pre- and post-workshop surveys, there were significant gains in the students understanding of bioinformatics, as well as their perceived skills in using bioinformatics tools. The relevance of bioinformatics to a student’s career seemed dependent on career aspirations.

Key Concept Ranking

Single Nucleotide Polymorphism
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References & Citations

1. Bialek W, Botstein D 2004 Introductory science and mathematics education for 21 st century biologists Science 303 788 790 10.1126/science.1095480 14764865 http://dx.doi.org/10.1126/science.1095480
2. Huerta M, Downing G, Haseltine F, Seto B, Liu Y 2000 NIH working definition of bioinformatics and computational biology US National Institute of Health Bethesda, MD
3. Maloney M, Parker J, LeBlank M, Woodard CT, Glackin M, Hanrahan M 2010 Bioinformatics and the undergraduate curriculum CBE Life Sci Educ 9 172 174 10.1187/cbe.10-03-0038 20810947 2931662 http://dx.doi.org/10.1187/cbe.10-03-0038
4. Mullins P 2001 Using outside speakers in the classroom APS Observer 14 8
5. National Research Council Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21 st Century 2003 BIO2010: Transforming undergraduate education for future research biologists The National Academies Press Washington, DC
6. Wortmann GB 1992 An invitation to learning: guest speakers in the classroom Sci Teach 59 19 22

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2014-12-15
2019-08-20

Abstract:

Bioinformatics is becoming an important part of undergraduate curriculum, but expertise and well-evaluated teaching materials may not be available on every campus. Here, a guest speaker was utilized to introduce bioinformatics and web-available exercises were adapted for student investigation. Students used web-based nucleotide comparison tools to examine the medical and evolutionary relevance of a unidentified genetic sequence. Based on pre- and post-workshop surveys, there were significant gains in the students understanding of bioinformatics, as well as their perceived skills in using bioinformatics tools. The relevance of bioinformatics to a student’s career seemed dependent on career aspirations.

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Author and Article Information

  • Published 15 December 2014
  • †Supplemental materials available at http://jmbe.asm.org
  • *Corresponding author. Mailing address: Nevada State College, 1125 Nevada State Dr., Henderson NV 89002. Phone: 702-992-2651. Fax: 702-992-2501. E-mail: [email protected].
  • ©2014 Author(s). Published by the American Society for Microbiology.

Figures

Undergraduate Bioinformatics Workshops Provide Perceived Skills
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Citation: Cresiski R. 2014. Undergraduate bioinformatics workshops provide perceived skills . J. Microbiol. Biol. Educ. 15(2):292-294 doi:10.1128/jmbe.v15i2.638
/content/jmbe/10.1128/jmbe.v15i2.638.f1-jmbe-15-292
FIGURE 1.

Perceptions unchanged by workshops: student responses to pre- and post-workshop survey where > 0.05 in paired t-test.

jmbe/15/2/jmbe-15-292f1_thmb.gif
jmbe/15/2/jmbe-15-292f1.gif
Image of FIGURE 1.

Click to view

FIGURE 1.

Perceptions unchanged by workshops: student responses to pre- and post-workshop survey where > 0.05 in paired t-test.

Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 292-294. doi:10.1128/jmbe.v15i2.638
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v15i2.638.f2-jmbe-15-292
FIGURE 2.

Perceptions changed by workshops: student responses to pre- and post-workshop survey where < 0.05 in paired t-test.

jmbe/15/2/jmbe-15-292f2_thmb.gif
jmbe/15/2/jmbe-15-292f2.gif
Image of FIGURE 2.

Click to view

FIGURE 2.

Perceptions changed by workshops: student responses to pre- and post-workshop survey where < 0.05 in paired t-test.

Source: J. Microbiol. Biol. Educ. December 2014 vol. 15 no. 2 292-294. doi:10.1128/jmbe.v15i2.638
Download as Powerpoint

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