ArticleCBE life sciences education2007
Genome Consortium for Active Teaching: meeting the goals of BIO2010.
Article in CBE life sciences education, 2007. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
26 citing papers in PubMed, 48 citations in OpenAlex.
- Inquiry-Driven Bioinformatics Laboratory Research Module: Metagenomic Study of Student Oral Microbes.Journal of microbiology & biology education · 2021Article
- PUMAA: A Platform for Accessible Microbiome Analysis in the Undergraduate Classroom.Frontiers in microbiology · 2020Article
- Fostering bioinformatics education through skill development of professors: Big Genomic Data Skills Training for Professors.PLoS computational biology · 2019Article
- The Genome Solver Project: Faculty Training and Student Performance Gains in Bioinformatics.Journal of microbiology & biology education · 2019Article
- Article
- Authentic Research Experience and "Big Data" Analysis in the Classroom: Maize Response to Abiotic Stress.CBE life sciences education · 2015Article
- A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.CBE life sciences education · 2014Article
- Immediate dissemination of student discoveries to a model organism database enhances classroom-based research experiences.CBE life sciences education · 2014Article
- A course-based research experience: how benefits change with increased investment in instructional time.CBE life sciences education · 2014Article
- Promoting inquiry-based teaching in laboratory courses: are we meeting the grade?CBE life sciences education · 2014Article
- Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation.CBE life sciences education · 2014Article
- The 2013 Genetics Society of America Elizabeth W. Jones Award for Excellence in Education: A. Malcolm Campbell.Genetics · 2013Article
- Integrating genomics research throughout the undergraduate curriculum: a collection of inquiry-based genomics lab modules.CBE life sciences education · 2012Article
- GCAT-SEEKquence: genome consortium for active teaching of undergraduates through increased faculty access to next-generation sequencing data.CBE life sciences education · 2011Article
- "Shovel-ready" Sequences as a Stimulus for the Next Generation of Life Scientists.Journal of microbiology & biology education · 2010Article
- The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions.CBE life sciences education · 2010Article
- Math and data exploration.CBE life sciences education · 2010Article
- Enhancing interdisciplinary mathematics and biology education: a microarray data analysis course bridging these disciplines.CBE life sciences education · 2010Article
- "Deconstructing" scientific research: a practical and scalable pedagogical tool to provide evidence-based science instruction.PLoS biology · 2009Article
- Undergraduate research. Genomics Education Partnership.Science (New York, N.Y.) · 2008Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors at 6 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.