SBIR-STTR Award

The increasing prevalence of genetics and genomics in everyday life and in the media calls for a more effective education of students in these fields. Recent changes in educational systems provide an exciting opportunity to embed more genomics into middle and high school classrooms due to both the interdisciplinary nature of the science and applications of genomics in real-world problem-solving. In this NIGMS Phase I SBIR project d’Vinci Interactive and The Jackson Laboratory propose to develop and evaluate a proof-of-concept for the “Blueprint of Life” Genomic Literacy Interactive, which will provide instruction in the molecular genetics of personalized medicine, use of bioinformatics tools, and discussion of the ethics of genetics research. Planned modules for the tool include: 1. Introduction: This short section will define genetics and genomics, as well as explain the history of the DNA Sequencing and the Human Genome Project. It will also allow students to explore a lab and the equipment that researchers use for DNA extraction/analysis and bioinformatics tools; 2. Investigate Our DNA: This core interactive functionality will be built to encourage wide usage by students and teachers and future expansion. The web-based online learning experience will be created utilizing human genomic DNA (leveraging the UCSC and Ensembl genome browsers), but created in a format for 8th-11th grade students. Learners will interact with chromosomal regions in a virtual lab environment, progressing through a series of challenges; 3. Ethics of Genetics Research Case Studies: This area will allow students and teachers to explore ethical, legal, and social issues in genetics and genomics through case studies. Students will be able to vote on proposed actions and will see the real-word outcomes. The Genomic Literacy Interactive will have accompanying lesson plans based on NGSS (8th-9th & 10th-11th) for biology, computer science, social sciences, and health. The Genomic Literacy Interactive will promote the following outcomes: 1. Interest in training to become part of the genetic/genomic workforce; 2. Equip students with increased genetics and genomics literacy to be able to make informed healthcare decisions regarding medicine for themselves and family; 3. Encourage and equip students with sufficient knowledge to participate in civic engagement relative to genetics and genomics. Lessons learned from this Phase I award will be applied during Phase II, when a yearlong genomic curriculum and tool will be developed and commercialized.

Public Health Relevance Statement:
NIGMS Phase I SBIR: “Blueprint of Life” Genomic Literacy Interactive Project Narrative To address the education opportunity provided by the increasing prevalence of genetics and genomics in everyday life, this NIGMS Phase I SBIR project proposes to develop and evaluate a proof-of-concept for the “Blueprint of Life” Genomic Literacy Interactive, which will provide active learning in the genetics of personalized medicine, introduction of bioinformatics tools, and ethics of genetics research case studies. The core functionality of the new educational tool will be an “Investigate Our DNA” interactive where students will explore human genomic DNA in a virtual lab environment, progressing through a series of challenges. The web-based online learning experience will become a central source of guidance for genetic and genomic educational content and standards and will support educators with the information they need to increase genomic literacy with their students such as the accomplishments of the past and highlighting the increasing relevance of genetics and genomics in people’s lives.

Project Terms:
Active Learning; Address; Area; Award; base; bioinformatics tool; Biology; career; Case Study; computer science; DNA; DNA sequencing; E-learning; Education; Educational Curriculum; Educational process of instructing; Elements; eleventh grade; Environment; ethical legal social implication; Ethics; experience; Family; Funding; Future; Future Teacher; Generations; Genetic; Genetic Diseases; Genetic Engineering; Genetic Enhancement; Genetic Research; Genome; genome browser; Genomic DNA; Genomic medicine; Genomics; Health; Healthcare; high school; High School Student; Human; human disease; Human Genome; Human Genome Project; Institution; Instruction; interactive tool; interest; junior high school; Knowledge; laboratory equipment; Learning; learning materials; Learning Module; Life; literacy; Medicine; Methods; Molecular Genetics; National Institute of General Medical Sciences; Nature; news; online classroom; Online Systems; Outcome; Parents; Patients; personalized medicine; Pharmacology; Phase; precision genetics; precision medicine; Prevalence; Problem Solving; Recording of previous events; Research Personnel; Resources; Science; Series; Small Business Innovation Research Grant; Social Sciences; Source; STEM career; Students; System; teacher; Technology; The Jackson Laboratory; tool; Training; virtual laboratory; Voting

The increasing prevalence of genetics and genomics information in modern life calls for an equally relevant andengaging solution to teach the next generation. Additionally, educational interventions that help close theparticipation and achievement gap of underrepresented demographic groups in STEM are sorely needed. In this NIGMS Phase II SBIR project, d'Vinci Interactive, in collaboration with The Jackson Laboratory, proposes todevelop and evaluate a full-function prototype of the "Blueprint of Life" online educational solution, which is aimedat embedding genomics into middle school and high school classrooms. The solution will feature an expanded,NGSS-aligned supplemental curriculum that teaches key concepts around molecular genetics of personalizedmedicine, use of bioinformatics tools, the viral genome (particularly with regard to the COVID-19 pandemic),careers in genetics science, and the ethics of genetics research. The curriculum will be delivered via an onlinestudent learning portal designed to provide learning experiences that are engaging, inspirational, accessible,inclusive, and relevant to students' lives, with features such as an immersive 3D/VR genome exploration moduleand an immersive Virtual Laboratory environment (which together represent the core of the project's technicalinnovation), creative content that appeals to underrepresented demographic groups, a Spanish-languagecurriculum version, and adaptive learning technology. Educators will have access to a Learning ManagementSystem, online classroom tools that are easy to implement both virtually and in-class, and an AdministrativeDashboard for real-time school and school-district level reporting on student learning progress. The aims for thisPhase II project are to show that the solution delivers the following learner

Benefits:
(1) effective mastery of thefundamentals of genomics/genetics and personalized medicine, (2) effective understanding of the ethical andhealthcare implications of genetics/genomics, (3) motivational impact on students, by promoting interest ingenomics/STEM education and careers, (4) strong learning and motivational impact on underrepresenteddemographic groups.WestEd, will conductTo verify the attainment of these aims, the external research and evaluation partner,a Randomized Controlled Trial (with 750 9th grade students from classrooms with highpopulations of underserved students) on the fully developed educational solution. Aims 1-3 are supported ifstudents in the treatment group show a pre- versus post-assessment performance improvement (measured interms of information retention (Aim 1), attitudes towards the practical use of science (Aim 2), and interest inpursuing additional genomics/STEM education and a genomics/STEM career (Aim 3)) that is statistically largerthan the improvements observed in the control group. Aim 4 is supported if performance in the treatment groupis uncorrelated with demographic factors (i.e. males vs. females and minority vs. non-minority students). Overall,the engaging and inspirational learning solution proposed in this project will help better prepare tomorrow'shealthcare consumers and scientists and promote greater diversity in STEM education and practice.

Public Health Relevance Statement:
Project Narrative This SBIR Phase II proposal aims to educate tomorrow's healthcare consumers and empower them to make more informed decisions about leveraging scientific knowledge towards improving or maintaining their health and wellbeing. This outcome contributes towards better preparing the U.S. society to deal with some of its most pressing health concerns, including prevention and management of chronic diseases and preparedness for future global pandemics. The project also promotes better representation of underrepresented demographic groups (i.e., females and racial minorities) in STEM education and science, particularly through the inclusion of racially diverse participants in biomedical research, which can help improve the quality of health interventions developed for those groups.

Project Terms:
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