Developing an Innovative Genomic Data Science Curriculum: Interdisciplinary Modules for Undergraduate Education

NOFO: RFA-HG-23-002 Title: Developing an Innovative Genomic Data Science Curriculum: Interdisciplinary Modules for Undergraduate Education Project Abstract Computational Genomic Data Science (CGDS) combines aspects of genetics, statistics, and informatics and is becoming increasingly important in biological research. However, CGDS

instruction is rarely integrated into life science curricula at the undergraduate level and is essentially non-existent at the community college level, predominantly due to lack of faculty training. An additional barrier at the community college level is lack of access to data sets suitable for CGDS curriculum development. Leveraging cloud computing resources, like those in

available through the Genomic Data Science Community Network (GDSCN) and the All of Us Research Workbench, we propose an interdisciplinary study integrating CGDS and social determinants of health that would provide a sustainable educational pathway to a mentored student research project for community college students. We propose a two-course sequence of

community college biology courses with embedded CGDS curricula that prepares students for CDGS research or future CGDS studies. Contextualizing the curriculum to genetic studies of social determinants of health adds a real-life context to the work while giving students the opportunity to contribute to broader scientific knowledge. Using a peer-led team learning model

supports engagement, retention and success for both students and peer leaders, while providing CDGS leadership experience for peer leaders. The program supports research and innovation by: 1) engaging community college students in innovative CDGS research curricular undergraduate research experiences using AnViL with the opportunity to earn CGDS

microcredentials , 2) cultivating interdisciplinary mentored student research projects among community college and four-year college that can serve as a bridge to bachelor’s degree research, and 3) increasing the participation in CGDS research by students underrepresented in STEM, resulting in participants being co-authors on publications and presenters at scientific

conferences.