An Authentic Undergraduate Research Experience that Combines Genome Annotation and Functional Genomics
Tested Studies in Laboratory Teaching, 2012, Volume 33
Lori Scott & Angela Ghrist
Abstract
Genome analysis is on the forefront of genetic research. It has implications for advances in basic research, medicine, agriculture, justice, environmental science and archaeology. One strategy to study genomes is called genome annotation, which is subdivided into three stages: 1) using computer technology (a.k.a. bioinformatics) to predict functional elements within an organism's genome; 2) using computer technology to predict the biological function of those elements; and 3) providing evidence from benchtop research to support the functional predictions (a.k.a. functional genomics). The frustrations for undergraduate educators who wish to incorporate genome annotation and functional genomics into their courses and research are: 1) choosing from the myriad of different online bioinformatics tools available; 2) becoming proficient in the applicable technologies; and 3) giving students the opportunity to hone their developing genome annotation skills in a real-world setting where their results matter. To address these issues, the Joint Genome Institute (JGI) of the U.S. Department of Energy, working with undergraduate teaching faculty from across the country, developed the Interpret-a-Genome Education program and its companion Integrated Microbial Genomes Annotation Collaboration Toolkit (IMG-ACT).
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