Independent Studies in Computational Biology

Introducing High School Students to Computational Biology


Independent Studies in Computational Biology (ISCB) immerses talented science and math students in systems genetics research. The course integrates genetics, statistical analysis, and the R programming language to bring a highly interdisciplinary research experience to students. Independent Studies in Computational Biology offers graduate level research experiences to high school students in order to accelerate their research careers at a very early age. Participating schools include the Maine School of Science and Mathematics, the North Carolina School of Science and Mathematics, and the Rockdale Magnet School of Science and Technology.

Volcanoe PlotAims and Objectives

Students gain the experimental and computational knowledge necessary to embrace a systems biology approach, and experience authentic systems genetics research by designing and conducting independent research projects with guidance from Center faculty, staff and postdoctoral associates. [ More information ]

J/qtlSchedule

This two semester course trains students in core research competencies such as reading scientific literature, writing literature reviews and research proposals, and delivering oral presentations. Instruction includes research design and methods as well as skills in R programming and quantitative trait locus analysis. Students write an NIH-style research proposal in the first semester, and carry out research in the second semester using Center-generated data and tools. [ More information ]

Recommended Reading

Course reading includes current primary research articles and reviews from top tier journals including Nature and Science. Texts for background material in mouse genetics, quantitative trait locus analysis, and R programming are made available to each school as well. [ More information ]

 

 

“Students were given the tools and encouraged to find their own solutions to the problems before them. In essence, students were thrown into the deep end and then taught to swim. Because of this process the students gained a rich and profound understanding of scientific research.”


Renée Symonds, Student participant



"Homework assignments were to pose meaningful questions, ranging from technical details about software tools to broad philosophical questions about the nature of science."


Randy Von Smith, Center faculty