Teaching the Genome Generation
Professional development in Genetics and Genomics
Teaching the Genome Generation™ (TtGG) provides a new way to teach genetics and genomics through the lens of personalized medicine. In TtGG™, students conduct classroom experiments, collect and analyze real data, and discuss of the ethical complexities of research.
TtGG™ begins with professional development—teachers enter the program through a one-week short course taught during the summer months. The short courses (which will be offered in Maine and in Sacramento, CA in 2018), and the academic year implementation of the program, are divided into three major topics 1) the methods involved in isolating, amplifying and detecting DNA, 2) the computational methods utilized in analyzing DNA, RNA or amino acid sequences, and 3) the ethics involved in DNA testing (both in the classroom and in the community). During and after the course, teachers will develop lessons designed for their unique school environment and resources.
TtGG™ curricula are highly adaptive. With help from JAX genomic educators, teachers can introduce modern genetics lessons in introductory biology, Honors, and AP courses. TtGG™ favors interdisciplinary modes of teaching including connections to computer science, social sciences, and health.
In addition to genomics educators, TtGG™ is supported by a community of JAX-trained instructors - alumni of the course and other experts - who provide guidance and mentoring. TtGG™ practitioners return to the short course as instructors and share their successes and challenges in teaching modern genetics in the high school classroom.
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June 24 – 29, 2018
Teaching the Genome Generation - New England
Teaching the Genome Generation™ is a one-week professional development short course for STEM teachers.
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July 9 – 13, 2018
Teaching the Genome Generation - Sacramento
Teaching the Genome Generation™ is a one-week professional development short course for STEM teachers. Sacramento, CA
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This project is supported by the Office Of The Director, National Institutes Of Health under Award Number R25OD020205. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
