Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-p9bg8 Total loading time: 0 Render date: 2024-12-26T17:42:20.641Z Has data issue: false hasContentIssue false

3 - No-Boundary Thinking in Undergraduate Bioinformatics Education

Published online by Cambridge University Press:  14 September 2023

By
Yu Zhang ,
Clare Bates Congdon  and
Matt Hibbs
Edited by
Xiuzhen Huang ,
Jason H. Moore  and
Yu Zhang
Xiuzhen Huang
Affiliation:
Cedars-Sinai Medical Center, Los Angeles
Jason H. Moore
Affiliation:
Cedars-Sinai Medical Center, Los Angeles
Yu Zhang
Affiliation:
Trinity University, Texas
Get access

Summary

Bioinformatics is one of the fastest growing fields in the twenty-first century. Over the last few decades, studies of biology have moved from low-throughput hands-on experiments to computational analyses of the increasingly complex tree of life. Alongside this change are multiple challenges. The first challenge exists in interdisciplinary collaboration. The current interdisciplinary collaboration model is still bounded by individual disciplines and is far from seamless. The second challenge is big data. How to extract the useful data from the haystack of big data? The third challenge is human infrastructure. We need to educate the next generation of scientists as early as possible to solve the interdisciplinary and complex biology problems with computational resources. To address these challenges, we propose a No-Boundary Thinking approach to teach the next generation of scientists. To explain it, we present three No-Boundary Thinking teaching and research models. All of them are embedded into undergraduate computer science curriculums.

Keywords

bioinformatics educationNo-Boundary Thinkingcurriculum development
Type
Chapter
Information
Integrative Bioinformatics for Biomedical Big Data
A No-Boundary Thinking Approach
 , pp. 25 - 44
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Banta, LM, Crespi, EJ, Nehm, RH, et al., 2012. Integrating genomics research throughout the undergraduate curriculum: a collection of inquiry-based genomics lab modules. CBE Life Sci Educ, 11:203–208.CrossRefGoogle ScholarPubMed
Beheshti, I, Demirel, H, Matsuda, H, 2017. Classification of Alzheimer’s disease and prediction of mild cognitive impairment-to-Alzheimer’s conversion from structural magnetic resource imaging using feature ranking and a genetic algorithm. Comput Biol Med, 83(1):109–119.Google Scholar
Berger, B, Daniels, NM, Yu, YW, 2016. Computational biology in the 21st century: scaling with compressive algorithms. Commun ACM, 59(8):72–80.Google Scholar
Bialek, W, Botstein, D, 2004. Introductory science and mathematics education for 21st-century biologists. Science, 303(5659):788–790.CrossRefGoogle ScholarPubMed
Chapman, BS, Christmann, JL, Thatcher, EF, 2004. Bioinformatics for undergraduates: steps toward a quantitative bioscience curriculum. Biochem Mol Biol Educ, 34:180–186.CrossRefGoogle Scholar
Choi, B, Pak, A, 2006. Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: definitions objectives and evidence of effectiveness. Clin Invest Med, 29(6):351–364.Google ScholarPubMed
Ditty, JL, Kvaal, CA, Goodner, B, et al., 2010. Incorporating genomics and bioinformatics across the life sciences curriculum. PLoS Biol, 8(8):1–4.CrossRefGoogle ScholarPubMed
Dyer, BD, LeBlanc, M, 2002. Meeting report: incorporating genomics research into undergraduate curricula. Cell Biol Educ, 1:101–104.CrossRefGoogle ScholarPubMed
Greengard, S, 2014. How computers are changing biology. Commun ACM, 57(5):21–23.CrossRefGoogle Scholar
Gross, AG, Harmon, JE, Reidy, M, 2007. Communicating Science: The Scientific Article from the 17th Century to the Present. Oxford: Oxford University Press.Google Scholar
Howard, DR, Miskowski, JA, Grunwald, SK, Abler, ML, 2007. Assessment of a bioinformatics across life science curricula initiative. Biochem Mol Biol Educ, 35:16–23.Google Scholar
Huang, X, Bruce, B, Buchan, A, et al., 2013. No-boundary thinking in bioinformatics research. BioData Min, 6:19–21.CrossRefGoogle ScholarPubMed
Irwin, JJ, Shoichet, BK, 2016. Docking screens for novel ligands conferring new biology. J Med Chem, 59(9):4103–4120.Google Scholar
Kessler, LG, Barnhart, HX, Buckler, AJ, et al., 2015. The emerging science of quantitative imaging biomarkers terminology and definitions for scientific studies and regulatory submissions. Stat Meth Med Res, 24(1). https://doi.org/10.1177/0962280214537333CrossRefGoogle ScholarPubMed
Khoury, MJ, Ioannidis, JPA, 2014. Big data meets public health. Science, 346(6213):1054.Google Scholar
Krane, DE, Raymer, ML, 2003. Fundamental Concepts of Bioinformatics. Harlow: Pearson.Google Scholar
Labov, JB, Reid, AH, Yamamoto, KR, 2009. Integrated biology and undergraduate science education: a new biology education for the twenty-first century? CBE Life Sci Educ, 9(1):10–16.Google Scholar
Lopatto, D, Hauser, C, Jones, CJ, et al., 2014. A central support system can facilitate implementation and sustainability of a classroom-based undergraduate research experience (CURE) in genomics. CBE Life Sci Educ, 13(4):711–723.Google Scholar
Maloney, M, Parker, J, LeBlanc, M, et al., 2010. Bioinformatics and the undergraduate curriculum. CBE Life Sci Educ, 9:172–174.CrossRefGoogle ScholarPubMed
Merelli, E, Armano, G, Cannata, N, et al., 2006. Agents in bioinformatics, computational and systems biology. Brief Bioinformat, 8(1):45–59.Google Scholar
Miskowski, JA, Howard, DR, Abler, ML, Grunwald, SK, 2007. Design and implementation of an interdepartmental bioinformatics program across life science curricula. Biochem Mol Biol Educ, 35:9–15.CrossRefGoogle ScholarPubMed
Nasser, T, Tariq, RS, 2015. Big data challenges. J Comput Eng Inf Technol, 4:3.Google Scholar
Needleman, SB, Wunsch, CD, 1970. A general method applicable to the search for similarities in the amino acid sequence of two proteins. J Mol Biol, 48(3):443–453.CrossRefGoogle Scholar
Palsson, B, 2016. Systems Biology. Cambridge: Cambridge University Press.Google Scholar
Russell, SH, Hancock, MP, McCullough, J, 2007. Benefits of undergraduate research experiences. Science, 316:548–549.Google Scholar
Shaffer, CD, Alvarez, C, Bailey, C, et al., 2010. The Genomics Education Partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions. CBE Life Sci Educ, 9:55–69.Google Scholar
Tymann, P, Congdon, CB, Dougherty, J, et al., 2005. Computer science and bioinformatics. In Steen, LA (ed.), Math & Bio: Linking Undergraduate Disciplines. Washington, DC: Mathematical Association of America, pp. 75–82.Google Scholar
Venter, JC, Adams, MD, Myers, EW, et al., 2001. The sequence of the human genome. Science, 291(5507):1304–1351.Google Scholar
Williams, SM, Moore, JH, 2013. Big data analysis on autopilot? BioData Min, 6:22.Google Scholar
Zhernakova, A, Kurilshikov, A, Bonder, MJ, et al., 2016. Population-based metagenomics analysis reveals markers for gut microbiome composition and diversity. Science, 352(6285):565–569.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×