Leadership Teachers in Computer Laboratory

Educator Workshops

We offer up-to-date teacher training through biology workshops and development for teachers in genetics and biotechnology. With funding from the National Science Foundation we offer these free workshops to high school and college educators, especially those in the areas of genetics, biology, genomics, and bioinformatics.

Check back frequently; additional workshops are listed as they are scheduled.

... for High School Teachers

BLI logo

Barcode Long Island
Educator Workshops

August 12–16, 2019 at Hyatt Place Long Island/East End at the Long Island Aquarium, Riverhead, New York

Just as the unique pattern of bars in a universal product code (UPC) identifies each consumer product, a “DNA barcode” is a unique pattern of DNA sequence that identifies each living thing. In Barcode Long Island, funded by the National Institutes of Health, student research teams use DNA barcoding to explore the unique biodiversity and ecology of Long Island.

Teachers are eligible to attend a summer training workshop if they teach a high school science class or research program. Teachers must attend the five-day DNA Barcoding Workshop before they may mentor teams for BLI.

In the workshop, participants will be introduced to the project, learn all the biochemical and bioinformatics techniques required for DNA barcoding, and learn how to mentor student barcoding teams. Each workshop is six hours a day for five days. Teachers who complete this workshop will be invited to organize student teams who will carry out all aspects of DNA barcoding research during the school year. Teachers who attended a week-long training workshop in previous summers may not register to attend the barcoding workshop a second time.

The 2019 summer training workshop will be held at the Hyatt Place Long Island/East End at the Long Island Aquarium: 451 East Main Street, Riverhead, New York. Attendees will receive CTLE credit, a light breakfast and lunch daily, and aquarium admission on Friday.

MaizeCODE logogramene logo

... for PUI Faculty

Maize Annotation Jamborees 2019

The NSF-funded MaizeCODE and Gramene projects invite PUI faculty to apply to participate in two maize genome annotation jamborees.

before Plant and Animal Genome Conference at San Diego, CA, January 10–11, 2019
before Plant Biology Meeting at San Jose, CA, August 2–3, 2019
Additional 2019 Jamboree to be announced

Maize is the most important crop in the world. Its genome sequence is the foundational resource for improving yield and adapting maize to environmental and biological challenges. Even though the fourth-generation maize genome assembly is supported by abundant RNA-based evidence, many gene models still need to be examined and corrected by a human being – that is, hand annotated! The NSF-funded MaizeCODE and Gramene projects have developed a system to identify genes in need of curation. Our objective is to train faculty to use simple genome annotation tools and to lead maize annotation projects as course-based undergraduate research experiences (CUREs). In this way, students can contribute to the improvement of the maize genome. At the same time, gene annotation is the best way for students to learn about gene and genome structure and function.

We invite you to apply to participate in one of our maize 2019 genome annotation jamborees held in conjunction with major scientific meetings. At the workshop you will work in teams to learn how to annotate a set of target genes. Then you will return to your institution with a list of genes to annotate with students. Twice-monthly webinars will provide support, allow students to share results, and seek consensus on difficult gene models. Reagents will be provided for students to amplify target genes from available c-DNA libraries, then develop sequence to validate difficult gene models.

Candidates should be undergraduate teaching faculty with sincere desire to involve students in authentic research projects and to contribute to the improvement of the maize reference genome. Basic bioinformatics skills, familiarity with genome annotation and databases (such as Gramene and MaizeGDB), or in-depth knowledge of maize biology is desirable. Scholarships of up to $1,000 are available toward travel, room, and board. Each Jamboree will take place prior to a major scientific meeting. You are encouraged to attend or present at the coordinating scientific meeting, which may also improve chances of obtaining support from your own institution.

Space is limited to 10 participants per Jamboree, and applications will be reviewed as received. Although meeting attendance is optional, candidates who plan to attend PAG will be notified of decisions before the deadlines for abstract submission (October 26) and early registration (November 2). We look forward to seeing you in San Diego or San Jose!

Best regards,
Doreen Ware, Ph.D.
Marcela Karey Tello-Ruiz, Ph.D. [telloruiz@cshl.edu]

Dave Micklos, D.Sc.
Cristina Fernandez-Marco, Ph.D. [marco@cshl.edu]

... for Undergraduate Faculty

Application CLOSED

DNA Barcoding for CURES

June 10-14, 2019 at James Madison University, Harrisonburg, Virginia

With funding from NSF’s Improving Undergraduate STEM Education Initiative, Cold Spring Harbor Laboratory’s DNA Learning Center (DNALC), in collaboration with New York City College of Technology (City Tech), Bowie State University (BSU), and James Madison University (JMU), is offering a free five-day workshop on DNA Barcoding Course-based Undergraduate Research Experiences (CUREs).

Just as the unique pattern of bars in a universal product code (UPC) identifies each consumer product, a “DNA barcode” is a unique pattern of DNA sequence that identifies each living thing. DNA barcoding provides a powerful way for biology faculty to lead CUREs, which have been shown to increase student retention and success when provided early in undergraduate programs. Barcoding integrates big ideas from molecular Specimen collectionbiology, genetics, bioinformatics, ecology, and biodiversity—while at the same time providing the flexibility to address a variety of student-driven questions. Barcoding can be mastered in a relatively short time, allowing students to generate new data and reach a satisfying research endpoint within a single course. Furthermore, undergraduate students often have limited patience for bioinformatics, and DNA barcoding provides a wet-lab or field-based “hook” to increase engagement.

Workshop participants will learn all the biochemical and bioinformatics techniques required for DNA barcoding, including the use of the DNALC’s sample database and sequence analysis tools. The workshop will also incorporate seminars that introduce key concepts (“big ideas”), CURE development, management and evaluation, data science, methods to work with diverse student populations, workforce development, and details about the project. Seminars will include insights from project co-PIs, including DNALC’s barcoding experts; faculty leading JMU’s two-semester core curriculum sequence, which engages 800 students and 20 instructors in DNA barcoding each semester; and City Tech and Bowie State faculty who lead DNA barcoding with diverse student populations. The competencies required for bioinformatics, genome science, and biological data sciences will also be presented. Finally, faculty will be introduced to metabarcoding—the use of high-throughput sequencing to identify all of the species in a mixture.

Faculty who complete the workshop will receive travel support, a stipend, and have year-round mentoring and support from project co-PIs as they implement barcoding CUREs. Those implementing CUREs will receive free reagents and DNA sequencing for student research. They will also be eligible to attend future workshops on metabarcoding as part of the project. Select faculty will also be invited to mentor other faculty, building a network of educators implementing DNA barcoding CUREs.

Faculty will be asked to participate in a series of evaluation activities throughout the project, beginning with workshop evaluation. Faculty who go on to implement CUREs will be enrolled in additional evaluation activities centered on their experiences as well as those of their students. Select schools will be asked to participate in additional longitudinal evaluation of students.

Candidates should be undergraduate teaching faculty with a sincere desire to involve students in authentic research projects, especially in CUREs for students in introductory courses.

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