The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics 
†

Vinayak Mathur; Gaurav S. Arora; Mindy McWilliams; Janet Russell; Anne G. Rosenwald

doi:10.1128/jmbe.v20i1.1607

The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics †

Authors:

Vinayak Mathur¹, Gaurav S. Arora², Mindy McWilliams³, Janet Russell⁴, Anne G. Rosenwald^5,*

VIEW AFFILIATIONS HIDE AFFILIATIONS

Affiliations: 1: Department of Science, Cabrini University, Radnor, PA 19087; 2: Department of Science, Technology, and Mathematics, Gallaudet University, Washington, DC 20002; 3: Center for New Designs in Learning & Scholarship, Georgetown University, Washington, DC 20057; 4: Information Technology Service, Carleton College, Northfield, MN 55057; 5: Department of Biology, Georgetown University, Washington, DC 20057

AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION

Received 22 March 2018 Accepted 07 February 2019 Published 26 April 2019
©2019 Author(s). Published by the American Society for Microbiology
[open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
†Supplemental materials available at http://asmscience.org/jmbe
*Corresponding author. Mailing address: Georgetown University, 306 Regents, 37th and O Sts., NW, Washington, DC 20057. Phone: 202-687-5997. E-mail: [email protected].

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1607

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

XML
112.48 Kb
HTML
71.56 Kb
PDF
481.30 Kb

Abstract:

Bioinformatics brings together biology, mathematics, statistics, and computer science to analyze biological sequence information. Anyone with a computer, access to the Internet, and basic training in this field can contribute to genomics research. Yet many biology faculty feel they lack training in the use of bioinformatics tools and therefore include little bioinformatics content in their courses. To overcome this challenge, the Genome Solver Project was created to empower undergraduate faculty by offering training and resources for creating hands-on bioinformatics course materials. In this study, we show the results of one survey completed directly after the workshop and a further follow-up survey to gain insight into the impact the workshop had on faculty willingness to include bioinformatics content in their courses and what challenges they still faced. We also measured student performance at five different institutions using a 20-question multiple-choice quiz delivered before and after bioinformatics instruction. Data collected from 640 students at these five schools demonstrated student performance increased, suggesting that bioinformatics training workshops can be an effective means of encouraging faculty to engage in bioinformatics instruction and positively influence student learning.

References & Citations

1. Metzker ML 2010 Sequencing technologies—the next generation Nat Rev Genet 11 31 46 10.1038/nrg2626 http://dx.doi.org/10.1038/nrg2626

2. Levine AG 2014 An explosion of bioinformatics careers Science 344 1303 1304 10.1126/science.344.6189.1303 http://dx.doi.org/10.1126/science.344.6189.1303

3. Rosenwald AG, Russell JS, Arora G 2012 The genome solver website: a virtual space fostering high impact practices for undergraduate biology J Microbiol Biol Educ 13 188 190 10.1128/jmbe.v13i2.444 23653812 3577340 http://dx.doi.org/10.1128/jmbe.v13i2.444

4. Williams J, Drew J, Galindo-Gonzalez S, Robic S, Dinsdale E, Morgan W, Triplett E, Burnette J, Donovan S, Elgin S, Fowlks E, Goodman A, Grandgenett N, Goller C, Hauser C, Jungck JR, Newman J, Pearson W, Ryder E, Sayres MW, Sierk M, Smith T, Tosado-Acevedo R, Tapprich W, Tobin T, Toro-Martínez A, Welch L, Wright R, Ebenbach D, McWilliams M, Rosenwald A, Pauley M 2017 Barriers to integration of bioinformatics into undergraduate life sciences education bioRxiv 204420

5. Altschul SF, Gish W, Myers EW, Lipman DJ 1990 Basic local alignment search tool J Mol Biol 215 403 410 10.1016/S0022-2836(05)80360-2 2231712 http://dx.doi.org/10.1016/S0022-2836(05)80360-2

6. Edgar RC 2004 MUSCLE: a multiple sequence alignment method with reduced time and space complexity BMC Bioinformatics 5 113 10.1186/1471-2105-5-113 15318951 517706 http://dx.doi.org/10.1186/1471-2105-5-113

7. Edgar RC 2004 MUSCLE: multiple sequence alignment with high accuracy and high throughput Nucleic Acids Res 32 5 1792 1797 10.1093/nar/gkh340 15034147 390337 http://dx.doi.org/10.1093/nar/gkh340

8. Kumar S, Stecher G, Tamura K 2016 MEGA7: Molecular evolutionary genetics analysis version 7.0 for bigger datasets Mol Bol Evol 33 7 1870 1874 10.1093/molbev/msw054 http://dx.doi.org/10.1093/molbev/msw054

9. Overbeek R, Olson R, Pusch GD, Olsen GJ, Davis JJ, Disz T, Edwards RA, Gerdes S, Parrello B, Shukla M, Vonstein V, Wattam AR, Xia F, Stevens R 2014 The SEED and the rapid annotation of microbial genomes using subsystems technology (RAST) Nucleic Acids Res 42 D206 D214 10.1093/nar/gkt1226 3965101 http://dx.doi.org/10.1093/nar/gkt1226

10. Thomas DR 2006 A general inductive approach for analyzing qualitative evaluation data Am J Eval 27 2 237 246 10.1177/1098214005283748 http://dx.doi.org/10.1177/1098214005283748

11. Shaffer CD, Alvarez C, Bailey C, Barnard D, Bhalla S, Chandrasekaran C, Chandrasekaran V, Chung H-m, Dorer DR, Du C, Eckdahl TT, Poet JL, Frohlich D, Goodman AL, Gosser Y, Hauser C, Hoopes LLM, Johnson D, Jones CJ, Kaehler M, Kokan N, Kopp OR, Kuleck GA, Mcneil G, Moss R, Myka JL, Nagengast A, Morris R, Overvoorde PJ, Shoop E, Parrish S, Reed K, Regisford EG, Revie D, Rosenwald AG, Saville K, Schroeder S, Shaw M, Skuse G, Smith C, Smith M, Spana EP, Spratt M, Stamm J, Thompson JS, Wawersik M, Wilson BA, Youngblom J, Leung W, Buhler J, Mardis ER, Lopatto D, Elgin SC 2010 The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions CBE Life Sci Educ 9 55 69 10.1187/09-11-0087 20194808 2830162 http://dx.doi.org/10.1187/09-11-0087

12. Shaffer CD, Alvarez CJ, Bednarski AE, Dunbar D, Goodman AL, Reinke C, Rosenwald AG, Wolyniak MJ, Bailey C, Barnard D, Bazinet C, Beach DL, Bedard JE, Bhalla S, Braverman J, Burg M, Chandrasekaran V, Chung HM, Clase K, Dejong RJ, Diangelo JR, Du C, Eckdahl TT, Eisler H, Emerson JA, Frary A, Frohlich D, Gosser Y, Govind S, Haberman A, Hark AT, Hauser C, Hoogewerf A, Hoopes LL, Howell CE, Johnson D, Jones CJ, Kadlec L, Kaehler M, Silver Key SC, Kleinschmit A, Kokan NP, Kopp O, Kuleck G, Leatherman J, Lopilato J, Mackinnon C, Martinez-Cruzado JC, McNeil G, Mel S, Mistry H, Nagengast A, Overvoorde P, Paetkau DW, Parrish S, Peterson CN, Preuss M, Reed LK, Revie D, Robic S, Roecklein-Canfield J, Rubin MR, Saville K, Schroeder S, Sharif K, Shaw M, Skuse G, Smith CD, Smith MA, Smith ST, Spana E, Spratt M, Sreenivasan A, Stamm J, Szauter P, Thompson JS, Wawersik M, Youngblom J, Zhou L, Mardis ER, Buhler J, Leung W, Lopatto D, Elgin SC 2014 A course-based research experience: how benefits change with increased investment in instructional time CBE Life Sci Educ 13 111 130 10.1187/cbe-13-08-0152 24591510 3940452 http://dx.doi.org/10.1187/cbe-13-08-0152

13. Bandiera O, Larcinese V, Rasul I 2010 Heterogeneous class size effects: new evidence from a panel of university students Econ J 120 1365 1398 10.1111/j.1468-0297.2010.02364.x http://dx.doi.org/10.1111/j.1468-0297.2010.02364.x

14. Johnson IY 2010 Class size and student performance at a public research university: a cross-classified model Res High Educ 51 701 723 10.1007/s11162-010-9179-y http://dx.doi.org/10.1007/s11162-010-9179-y

15. National Research Council 2003 Bio 2010: Transforming undergraduate education for future research biologists The National Academies Press Washington, DC

16. Buonaccorsi VP, Boyle MD, Grove D, Praul C, Sakk E, Stuart A, Tobin T, Hosler J, Carney SL, Engle MJ, Overton BE, Newman JD, Pizzorno M, Powell JR, Trun N 2011 GCAT-SEEKquence: genome consortium for active teaching of undergraduates through increased faculty access to next-generation sequencing data CBE Life Sci Educ 10 342 345 10.1187/cbe.11-08-0065 22135368 3228652 http://dx.doi.org/10.1187/cbe.11-08-0065

17. Buonaccorsi V, Peterson M, Lamendella G, Newman J, Trun N, Tobin T, Aguilar A, Hunt A, Praul C, Grove D, Roney J, Roberts W 2014 Vision and change through the genome consortium for active teaching using next-generation sequencing (GCAT-SEEK) CBE Life Sci Educ 13 1 2 10.1187/cbe.13-10-0195 24591495 3940450 http://dx.doi.org/10.1187/cbe.13-10-0195

18. Hatfull GF 2012 The secret lives of mycobacteriophages Adv Virus Res 82 179 288 10.1016/B978-0-12-394621-8.00015-7 22420855 http://dx.doi.org/10.1016/B978-0-12-394621-8.00015-7

19. American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: a call to action: a summary of recommendations made at a national conference organized by the American Association for the Advancement of Science July 15–17, 2009 Washington, DC

20. American Association for the Advancement of Science 2015 Vision and change in undergraduate biology education: chronicling change, inspiring the future Washington, DC

21. Freeman S, Eddy SL, Mcdonough M, Smith MK, Okoroafor N, Jordt H, Wenderworth MP 2014 Active learning increases student performance in science, engineering, and mathematics Proc Nat Acad Sci 111 8410 8415 10.1073/pnas.1319030111 24821756 4060654 http://dx.doi.org/10.1073/pnas.1319030111

22. Brownell SE, Hekmat-Scafe DS, Singla V, Seawell PC, Imam JFC, Eddy SL, Stearns T, Cyert MS 2015 A high-enrollement course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data CBE Life Sci Educ 14 2 ar21 10.1187/cbe.14-05-0092 26033869 4477737 http://dx.doi.org/10.1187/cbe.14-05-0092

23. Siritunga D, Montero-Rojas M, Carrero K, Toro G, Velez A, Carrero-Martinez FA 2011 Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories CBE Life Sci Educ 10 287 297 10.1187/cbe.11-04-0035 21885825 3164568 http://dx.doi.org/10.1187/cbe.11-04-0035

24. Rowland SL, Lawrie GA, Behrendorff JBYH, Gillam EMJ 2012 Is the undergraduate research experience (URE) always best?: The power of choice in a bifurcated practical stream for a large introductory biochemistry class Biochem Mol Biol Educ 40 46 62 10.1002/bmb.20576 http://dx.doi.org/10.1002/bmb.20576

25. Jordan TC, Burnett SH, Carson S, Caruso SM, Clase K, DeJong RJ, Dennehy JJ, Denver DR, Dunbar D, Elgin SC, Findley AM, Gissendanner CR, Golebiewska UP, Guild N, Hartzog GA, Grillo WH, Hollowell GP, Hughes LE, Johnson A, King RA, Lewis LO, Li W, Rosenzweig F, Rubin MR, Saha MS, Sandoz J, Shaffer CD, Taylor B, Temple L, Vazquez E, Ware VC, Barker LP, Bradley KW, Jacobs-Sera D, Pope WH, Russell DA, Cresawn SG, Lopatto D, Bailey CP, Hatfull GF 2014 A broadly implementable research course in phage discovery and genomics for first-year undergraduate students MBio 5 e01051 13 10.1128/mBio.01051-13 24496795 3950523 http://dx.doi.org/10.1128/mBio.01051-13

26. Ward JR, Clarke HD, Horton JL 2014 Effects of a research-infused botanical curriculum on undergraduates’ content knowledge, STEM competencies, and attitudes toward plant sciences CBE Life Sci Educ 13 387 396 10.1187/cbe.13-12-0231 25185223 4152201 http://dx.doi.org/10.1187/cbe.13-12-0231

27. Altman RB 1998 A curriculum for bioinformatics: the time is ripe Bioinformatics 14 549 550 10.1093/bioinformatics/14.7.549 9841111 http://dx.doi.org/10.1093/bioinformatics/14.7.549

28. Campbell AM, Ledbetter MLS, Hoopes LLM, Eckdahl TT, Heyer LJ, Rosenwald A, Fowlks E, Tonidandel S, Bucholtz B, Gottfried G 2007 Genome consortium for active teaching: meeting the goals of BIO2010 CBE Life Sci Educ 6 109 118 10.1187/cbe.06-10-0196 17548873 1885901 http://dx.doi.org/10.1187/cbe.06-10-0196

29. Pender M, Marcotte DE, Domingo MRS, Maton KI 2010 The STEM pipeline: the role of summer research experience in minority students’ Ph.D. aspirations Educ Policy Anal Arch 18 30 1 36

30. Eagan MK Jr, Hurtado S, Chang MJ, Garcia GA, Herrera FA, Garibay JC 2013 Making a difference in science education: the impact of undergraduate research programs Am Educ Res J 50 683 713 10.3102/0002831213482038 http://dx.doi.org/10.3102/0002831213482038

31. Shortlidge EE, Bangera G, Brownell SE 2016 Faculty perspectives on developing and teaching course-based undergraduate research experiences BioScience 66 54 62 10.1093/biosci/biv167 http://dx.doi.org/10.1093/biosci/biv167

32. Feldon DF, Jeong S, Peugh J, Roksa J, Maahs-Fladung C, Shenoy A, Oliva M 2017 Null effects of boot camps and short-format training for PhD students in life sciences PNAS 114 37 9854 9858 10.1073/pnas.1705783114 28847929 5604013 http://dx.doi.org/10.1073/pnas.1705783114

33. Donovan S, Eaton CD, Gower ST, Jenkins KP, LaMar MD, Poli DB, Sheehy R, Wojdak JM 2015 QUBES: a community focused on supporting teaching and learning in quantitative biology Lett Biomath 2 1 46 55 10.1080/23737867.2015.1049969 http://dx.doi.org/10.1080/23737867.2015.1049969

34. Sayres MAW, Hauser C, Sierk M, Robic S, Rosenwald AG, Smith T, Triplett EW, Williams JJ, Dinsdale E, Morgan W, Burnette J, Donovan S, Drew JC, Elgin S, Fowlks E, Galindo-Gonzalez S, Grandgenett N, Goller CC, Jungck J, Newman J, Pearson W, Ryderv E, Tosado-Acevedo R, Tapprich W, Tobin T, Toro A, Welch L, Wright R, Ebenbach D, Olney KC, McWilliams M, Pauley MA Bioinformatics core competencies for undergraduate life science educators PLOS One 13 6 e0196878

35. Welch L, Lewitter F, Schwartz R, Brooksbank C, Radiovojac P, Gaeta B, Scheider MV 2014 Bioinformatics curriculum guidelines: toward a definition of core competencies PLOS Comput Biol 10 3 e1003496 10.1371/journal.pcbi.1003496 24603430 3945096 http://dx.doi.org/10.1371/journal.pcbi.1003496

36. Welch L, Brooksbank C, Schwartz R, Morgan SL, Gaeta B, Kilpatrick AM, Mietchen D, Moore BL, Mulder N, Pauley M, Pearson W, Radivojac P, Rosenberg N, Rosenwald A, Rustici G, Warnow T 2016 Applying, evaluating and refining bioinformatics core competencies (an update from the curriculum task force of ISCB’s Education Committee) PLOS Comput Biol 12 e1004943 10.1371/journal.pcbi.1004943 http://dx.doi.org/10.1371/journal.pcbi.1004943

37. Dolan EL 2016 Course-based undergraduate research experiences: current knowledge and future directions Paper commissioned for the Committee on Strengthening Research Experiences for Undergraduate STEM Students Board on Science Education, Division of Behavioral and Social Sciences and Education Board on Life Sciences, Division of Earth and Life Studies

Find citations for this content in PubMed

Supplemental Material

Appendix 1: Follow-up participant survey, Appendix 2: Pre-and post-course quiz questions for students, Appendix 3: Faculty interview protocol, Appendix 4: Supplemental Figure 1. Comparison of pre- and post-course quiz responses after removing school 5 (Georgetown University)
- MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  PDF
  182.13 Kb

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v20i1.1607

2019-04-26

2021-02-28

Abstract:

Highlighted Text: Show | Hide

Full text loading...

/deliver/fulltext/jmbe/20/1/jmbe-20-4.html?itemId=/content/journal/jmbe/10.1128/jmbe.v20i1.1607&mimeType=html&fmt=ahah

Author and Article Information

Received 22 March 2018 Accepted 07 February 2019 Published 26 April 2019
©2019 Author(s). Published by the American Society for Microbiology
[open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
†Supplemental materials available at http://asmscience.org/jmbe
*Corresponding author. Mailing address: Georgetown University, 306 Regents, 37th and O Sts., NW, Washington, DC 20057. Phone: 202-687-5997. E-mail: [email protected].

Figures

The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics †

[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v20i1.1607-1,webId=/content/author/jmbe/10.1128/jmbe.v20i1.1607-1,properties={foaf_givenname=Vinayak, foaf_name=Vinayak Mathur, foaf_surname=Mathur, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v20i1.1607-aff1]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v20i1.1607-2,webId=/content/author/jmbe/10.1128/jmbe.v20i1.1607-2,properties={foaf_givenname=Gaurav S., foaf_name=Gaurav S. Arora, foaf_surname=Arora, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v20i1.1607-aff2]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v20i1.1607-3,webId=/content/author/jmbe/10.1128/jmbe.v20i1.1607-3,properties={foaf_givenname=Mindy, foaf_name=Mindy McWilliams, foaf_surname=McWilliams, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v20i1.1607-aff3]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v20i1.1607-4,webId=/content/author/jmbe/10.1128/jmbe.v20i1.1607-4,properties={foaf_givenname=Janet, foaf_name=Janet Russell, foaf_surname=Russell, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v20i1.1607-aff4]]}], com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/author/jmbe/10.1128/jmbe.v20i1.1607-5,webId=/content/author/jmbe/10.1128/jmbe.v20i1.1607-5,properties={foaf_givenname=Anne G., foaf_name=Anne G. Rosenwald, foaf_surname=Rosenwald, pub_correspondenceLink=*, pub_isAffiliatedWith=[com.pub2web.rdf.cci.facet.ContentItem[id=http://asm.metastore.ingenta.com/content/affiliation/jmbe/10.1128/jmbe.v20i1.1607-aff5]]}]]

Citation: Mathur V, Arora G, McWilliams M, Russell J, Rosenwald A. 2019. The genome solver project: faculty training and student performance gains in bioinformatics † . J. Microbiol. Biol. Educ. 20(1): doi:10.1128/jmbe.v20i1.1607

/content/jmbe/10.1128/jmbe.v20i1.1607.f1-jmbe-20-4

FIGURE 1

Workshop survey results. Participants completed a survey directly after workshop instruction. The statements were presented in the context of a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neither agree nor disagree, 4 = agree, and 5 = strongly agree). The data set represents the responses from 277 workshop participants over the course of workshops presented from 2012 to 2017. Responses from individual workshops were similar to those shown here in aggregate. GS = Genome Solver.

jmbe/20/1/jmbe-20-4f1_thmb.gif

jmbe/20/1/jmbe-20-4f1.gif

FIGURE 1

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1607

/content/jmbe/10.1128/jmbe.v20i1.1607.f2-jmbe-20-4

FIGURE 2

Proportion of correct responses on the pre- and post-course quiz. The data shown here are the aggregate data from all students (n = 640) who took the pre- and post-course quiz ( Appendix 2 ). The proportion of correct responses increased for 15 of the 20 questions. Note that questions 1 and 2 are basic biology questions included as controls and show no increase. The others are specific to aspects of genomics and bioinformatics. # p < 0.05; * p < 0.01.

jmbe/20/1/jmbe-20-4f2_thmb.gif

jmbe/20/1/jmbe-20-4f2.gif

FIGURE 2

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1607

/content/jmbe/10.1128/jmbe.v20i1.1607.f3-jmbe-20-4

FIGURE 3

Post-course mean scores of students at the five schools are significantly higher than pre-course means. The mean scores of the students (n = 640) who took the pre- and post-course quiz, by school. The proportion of correct responses increased for 16 of the 20 questions. # p < 0.05; * p < 0.01.

jmbe/20/1/jmbe-20-4f3_thmb.gif

jmbe/20/1/jmbe-20-4f3.gif

FIGURE 3

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1607

/content/jmbe/10.1128/jmbe.v20i1.1607.f4-jmbe-20-4

FIGURE 4

Differences between the pre- and post-course mean over time. The difference between the pre- and post-course mean scores of the students from the three schools with bioinformatics instruction for at least three semesters is shown. School 5 had two different instructors; the three data points from 2012–2014 are one instructor and 2015 is the second instructor.

jmbe/20/1/jmbe-20-4f4_thmb.gif

jmbe/20/1/jmbe-20-4f4.gif

FIGURE 4

Source: J. Microbiol. Biol. Educ. April 2019 vol. 20 no. 1 doi:10.1128/jmbe.v20i1.1607

The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics †

References & Citations

Supplemental Material

Appendix 1: Follow-up participant survey, Appendix 2: Pre-and post-course quiz questions for students, Appendix 3: Faculty interview protocol, Appendix 4: Supplemental Figure 1. Comparison of pre- and post-course quiz responses after removing school 5 (Georgetown University)

Author and Article Information

Figures

FIGURE 1

FIGURE 2

FIGURE 3

FIGURE 4

Related Content from PubMed