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| − | <div class="section section-numbers-2" id="numbers2" style="padding-top: 0px !important; border-top: 0px !important; margin-top: 0px !important;">
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| − | <img alt="..." src="https://static.igem.org/mediawiki/2016/c/ce/T--William_and_Mary--rubik-background.jpg"/>
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| − | <h2 style='padding-top: 40px; font-family: "Verlag-Book"; font-size: 50px;'>
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| − | Education and Public Engagement
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| − | <p class='h2WM' style='padding-left:70px; padding-top: 0px;'>
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| − | learnsynbio
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| − | <div class="description add-animation-stopped animation-1">
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| − | <p class='large' style="color:#A9A9A9;">
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| − | Our main outreach initiative is a series of Synthetic Biology learning modules which we call LearnSynBio.org.
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| − | After the success of our 2015 educational outreach, we wanted to switch gears and target our outreach efforts
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| − | to a demographic which has not received as much attention for educational outreach.
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| − | <div class="description">
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | Most outreach seemed targeted either to young children, with the hopes of introducing them to science in general,
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| − | or to the general population, with the hopes of sparking a discussion about the ethical concerns and societal
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| − | implications of synthetic biology. But we found comparatively little that reached out to high school students
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| − | who are on the cusp of deciding potential career paths in a way that introduced them to synthetic biology as an
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| − | actual scientific field. These students seemed like an ideal audience for our outreach efforts.
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| − | </p>
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | Since many of the core concepts within synthetic biology are fairly simple to understand with only limited background
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| − | knowledge, we set out to create educational materials targeted explicitly towards these high school students in order
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| − | to introduce them to the field of synthetic biology as a potential, and perhaps exciting, career option.
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| − | </p>
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | LearnSynBio consists of four modules of instructional videos and supplemental materials (worksheets) which are meant
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| − | to introduce high school students with basic biology and math background to the ideas in Synthetic Biology. LearnSynBio
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| − | is organized into four modules: an Introduction to Basic Biology Concepts, an Introduction to Experimental Techniques
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| − | used in Synthetic Biology, an Introduction to Genetic Circuit Theory and Mathematical Modeling, and a module on the
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| − | Ethics and Implications of Synthetic Biology.
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| − | </p>
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| − | <p style="text-align: center; padding-top: 30px; padding-bottom: 30px;">
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| − | <img src="https://static.igem.org/mediawiki/parts/5/5e/T--William_and_Mary--LSBDemo.png" width="600px">
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| − | </p>
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | In order to develop our materials effectively, we spoke with our former high school biology teachers to ask them what
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| − | features they would like to see present in LearnSynBio in order to best facilitate its incorporation into the classroom.
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| − | They emphasized the relatively short, discrete nature of the videos (preferring several videos in a module to one long
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| − | video), and really emphasized the importance of supplemental materials like worksheets which reinforce and complement
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| − | the material presented in the videos, and we incorporated these suggestions into the design of LearnSynBio.
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| − | </p>
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| − | <p style="text-align: center; padding-top: 30px; padding-bottom: 30px;">
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| − | <img src="https://static.igem.org/mediawiki/parts/a/a7/T--William_and_Mary--Worksheet.png" width="600px">
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| − | </p>
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| − | <a href='https://static.igem.org/mediawiki/parts/f/fa/T--William_and_Mary--Worksheet.pdf'>
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| − | for a PDF of more examples of learnsynbio exercises, click here.
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| − | </a>
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| − | </p>
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | Because LearnSynBio is hosted on an independent domain, it is easily accessible anywhere by anyone and can easily
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| − | be maintained and updated with feedback from teachers who use it. This allows our outreach efforts to continue even
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| − | in places and times where we cannot be physically present!
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| − | </p>
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| − | <p class='large' style="padding-left: 40px; text-indent: 50px; padding-bottom: 50px;">
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| − | Finally, we are taking measures to get LearnSynBio incorporated into actual classrooms: We have established a
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| − | collaboration with the high school team Broad Run iGEM (see Collaborations page) to incorporate our modules into
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| − | their advanced science classes and after-school science clubs. Additionally, we are working with some of our former
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| − | high school teachers to introduce LearnSynBio to VAST, the Virginia Association of Science Teachers, for incorporation
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| − | in classrooms all around the state. Lastly, it is our hope that the presentation of LearnSynBio at the Jamboree
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| − | will encourage the spread of LearnSynBio to schools all around the world!
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| − | </p>
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| − | BwB
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| − | <div class="description add-animation-stopped animation-1">
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| − | <p class='large' style="color:#A9A9A9;">
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| − | In addition to LearnSynBio, we also completed several public outreach events. We were awarded a grant from Building
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| − | with Biology to host public outreach events over the course of the iGEM 2016 season.
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| − | </p>
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| − | </div>
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | We held a science workshop
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| − | targeted at at local children and their parents which allowed them to get some hands-on experience with the exciting
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| − | world of modern biology. We had more than 70 people in attendance and together we extracted DNA from strawberries,
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| − | learned about synthetic biology and the benefit of standard biological parts, and discussed our questions and concerns
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| − | with GMO food.
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| − | <p class='large' style="padding-left:40px; text-indent: 50px;">
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| − | We also held a forum on the topic of Genome Editing targeted at the general public. At the forum, we briefly discussed
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| − | the implications of the CRISPR/Cas9 genome editing tool and explored various ways that it could be applied to real
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| − | world problems. Among the topics discussed were: stabilizing the Honeybee population by increasing expression of
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| − | ‘hygiene’ genes, engineering yeast for efficient biofuel production, and using CRISPR to decrease human susceptibility
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| − | to HIV infection. We had over 30 participants for the forum and we received great feedback from our attendees!
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| − | </p>
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| − | <p style="text-align: center; padding-top: 30px;">
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| − | <img src="https://static.igem.org/mediawiki/parts/c/c3/T--William_and_Mary--Forum.jpg" width="600px">
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| − | </p>
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