Meeting Abstract
U.S. currently faces several problems which are eroding the country’s expertise in scientific research and innovation. A major problem is low youth interest in pursuing careers in science, technology, engineering, and mathematics (STEM disciplines). These phenomena are more evident among traditionally underrepresented minorities, especially African Americans. Students from underrepresented groups often feel alienated by the abstract nature of science curricula. A vast body of literature points to the effectiveness of pedagogical techniques that are active, investigative, collaborative, integrative, and applied/relevant in retaining students (particularly underrepresented minorities) in the science pipeline. In this study, we ask if personalizing the educational experience, thereby making it even more relevant to students, can further increase retention in science and improve knowledge of, and interest in sciences? We will present data from our classes in introductory biology in which have personalized the curriculum by means of modern genetic technologies. Introductory Biology students at two historically black institutions (Morehouse College and Spelman College) will be exposed to a short 2-4 week long module on genes and genealogy in fall 2016. Students will learn the basics of genetics and evolution via an exploration of their own DNA (from genetic testing kits) or fake DNA sequence of an online “avatar”. This exercise will incite student investigation of their personal history using the tools of biology (genetics and DNA) and history (personal genealogy and family history). Starting with the “study of me,” students will be introduced to the principles of inheritance, modern genetics, and the evolutionary process.
