Introductions

• courses I teach
• research students and topics
• MAGIC and DAB
• Genome Consortium for Active Teaching - GCAT
• Cell Biology Education - CBE

• share with you my genomics course
• expose you to my methods for teaching
• ask you to generate ideas and action items – PKAL mode
• foster collaborations at EMU
• encourage you to document, assess and publish your program – EMU as a national model

• everyone here wants to teach in this area
• this workshop is for you to learn and make decisions
• everyone is familiar with BLAST and GenBank– I am not covering this

• juniors and seniors, genetics minimum
• cell biology basics and central dogma
• also Chemistry, Economics, English, Psychology, Math majors

• Rapidly moving target
  • Recent issue of Science
  • Data accumulating at exponential rate

  

• Wide Range of Topics

• Genomic Medicine
  • From Simple to Complex
  • One Gene Many Phenotypes
  • One Phenotype - Many Genes
    
• Sequence Acquisition and Analysis
  • Whole Genomes
  • Evolution of Life
  • Emerging Diseases
  • New Treatments
    
• Variations in the population
  • SNP and Haplotypes
  • Ethical Implications of variation
• DNA microarrays
  • Basic Research
  • Applied and Innovative Uses
• Proteomics
  • "Function"
  • Structure
  • Define Parts and Quantify
  • Protein Microarrays
  • Single Cells
  • Metabolomics
• Systems Biology
  • One Gene's Regulatory Circuit
  • Multigene Circuits
  • Mathematical Modeling
  • Whole Organism Circuitry
• Mathematics Throughout
  • "Math Minutes"

• Cover Everything
• Cover “Central Body of Knowledge”

• Impart vocabulary
• Provide technical training
• Cover current topics – but not necessarily most recent findings
• Teach genomics grounded in reality
• Improve data interpretation
• Practice data mining
• Present new perspective on biology (my data at the end)
• Alter career pathways and self-perceptions (my data at the end)
• Generate more excitement in students than ever before (my data at the end)

• Problem Based Learning
• Discovery Questions Throughout Content (not just at the end)
• Real Data
  • students need practice
  • combines many goals all in one method

• Who are your students?
• List 2 educational goals.
• What topics NEED to v. would be NICE to cover?
  • keep it simple 3 need to and 3 nice to

© Copyright 2003 Department of Biology, Davidson College, Davidson, NC 28035