Bio-ITEST brings the exciting discipline of bioinformatics to high school teachers and students. Advances in genetic analysis methods such as DNA sequencing have led to exponential increases in the amount of biological data available and rapid changes in how biological information is used. The need for individuals who can understand and analyze this wealth of information has grown rapidly, with serious implications for our future science, technology, engineering, and mathematics (STEM) workforce. The Bio-ITEST program is a model designed to provide secondary science teachers with the knowledge, skills, and resource materials to engage their students in the newly developing fields at this intersection of biology and information technology, ensuring that students will be able to participate in these important new workforce areas. The goals of the Bio-ITEST program are to increase teacher and student understanding of the application of information technologies in the biological sciences, the ethical implications of the acquisition and use of biological information, and the career possibilities in the fields of bioinformatics and computational biology.

Project Web Site
http://www.nwabr.org/education/itest.html

Project Status
In progress

Partners
Digital World Biology
Northwest Association for Biomedical Research
Shoreline Community College

Futher information
For more information about ITEST, contact

High school science teachers from Washington and Oregon partnered with scientists and Bio-ITEST staff to develop an Introductory Curriculum that utilizes bioinformatics resources to teach basic concepts in biology, and an Advanced Curriculum that draws upon new software and informatics resources to develop an authentic inquiry-based investigation specifically for advanced students. Field testing in classrooms and dissemination through professional development workshops has taken place during 2010 and 2011, with teacher and student feedback helping to inform the revision process. All curricular materials are freely available through nwabr.org (SH please link) and in the Resources section.

The Bio-ITEST program has shared curricular materials with teachers from around the country through annual two-week professional development workshops held each summer, and 1.5-day short courses each winter. Independent evaluators found that teachers demonstrated significant growth in their preparation to teach the curriculum through participation in the workshop, and these gains were largely sustained through the end of the academic year. Both quantitative and qualitative findings show an increase in teachers' understanding of the use of bioinformatics in science careers. One teacher commented, "I didn't know how to pass on science career info before but have a platform to teach it now through this curriculum. I feel more confident in being able to advocate for students to pursue a science career."

The lessons have been taught to over 3000 students, who have found the materials relevant and engaging. Students reported gains in career awareness, relevance, and self-efficacy in using bioinformatics tools. Students described the impact of the curriculum: "I had no idea that the general public has access to all of these databases and information." "I am very interested in a way I can work in bioinformatics and combine that with engineering and physics." Teachers were also asked to comment on the experience provide insights into participation impacts on students: "It opened up a whole world to them - they knew nothing about the topic before. Now they understand and can use some bioinformatics tools, and they have a clear understanding that there are jobs available in this area… and the education required to get them."

As a result of ongoing conversations with Bio-ITEST teachers about their experiences promoting career awareness among students, the evaluation team also undertook an exploratory study entitled "The Emerging Role of Teachers in Fostering STEM Career Motivation." Findings indicate that intentional actions taken by science teachers may play an increasingly important role in encouraging students to explore science-related career options. Access to a knowledgeable science professional who can potentially provide career information and connect students with science-related opportunities may be especially significant for students from populations under-represented in science careers. Also, due to the rapid evolution in the types of science-related occupations, science teachers may be better positioned than career counselors to understand and keep abreast of this information. An interviewee noted, "The best career counselor is the science teacher— they have daily contact, understand the kids, know what they know and need, and can differentially raise awareness in the classroom." The monograph identifies promising and replicable strategies that science teachers can use to promote career awareness, challenges and solutions to infusing career awareness in the science classroom, and areas to consider for policy and practice changes.

Introductory bioinformatics curriculum, "Using Bioinformatics: Genetic Testing"
The curriculum explores how bioinformatics is applied to genetic testing. Specifically, the bioinformatics tools of BLAST and Cn3D are used to investigate the genetic and molecular consequences of a mutation to the Breast Cancer Susceptibility 1 (BRCA1) gene. Students are also introduced to principles-based bioethics in order to support their thoughtful consideration of the many social and ethical implications of genetic testing. Throughout the unit, students are presented with a number of career options in which the tools of bioinformatics are used.

Lessons, PowerPoints, and support materials are free to download from the Introductory curriculum webpage: http://www.nwabr.org/curriculum/introductory-bioinformatics-genetic-testing

Advanced bioinformatics curriculum, "Using Bioinformatics: Genetic Research"
This curriculum unit explores how bioinformatics is used to perform genetic research. Specifically, the bioinformatics tools of BLAST, ORFinder, ClustalW, and Cn3D are used to analyze genetic sequences. The cytochrome c oxidase subunit 1 (COI) gene is introduced as the "DNA barcoding" gene that allows for identification of animal species. Students examine DNA sequences from different animal species, investigate the relationship between protein structure and function, and explore evolutionary relationships among eukaryotic organisms. The unit concludes with an authentic student research project, sequencing the COI genes from samples obtained through a partnership with the Seattle Aquarium in Seattle, Washington, or samples they collect themselves in the community. Throughout the unit, students are presented with a number of career options in which the tools of bioinformatics are developed or used. The career lesson near the end of the unit culminates with resume and cover letter writing activities and a mock job interview.

Lessons, PowerPoints, and support materials are free to download from the Advanced curriculum webpage: http://www.nwabr.org/curriculum/advanced-bioinformatics-genetic-research

Student Career Center
The online student career center supports Bio-ITEST students and others in conducting career-related research. From 3D animators to veterinarians, genetic research and information technology are revolutionizing all fields of science. Transcripts of interviews with a range of professionals describe their career paths, an average work day, and what they find most challenging and more rewarding about their work. Each featured career also includes additional resources to learn more, including educational requirements and salary information. Additional resources support students in finding educational programs, writing resumes and cover letters, and searching for jobs and internships. Visit the Career Center at: http://www.nwabr.org/students/student-resource-center/career-center.