Difference between revisions of "Human Practices/Examples"

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<h1> Example Projects</h1>
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<h1> Human Practices Example Projects</h1>
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<p>You can find many examples of excellent work by teams from the last 4 years on iGEM's main <a href="https://igem.org/Human_Practices">Human Practices Page</a>.</p>
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<p>
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Teams approach the Human Practices and Education and Public Engagement elements of their projects in many thoughtful and creative ways. You can read about the work of last year’s winners and nominees below and you can find many examples of excellent work by teams from past years on the iGEM.org <a href="https://igem.org/Human_Practices">Human Practices Page</a>. We also encourage you to explore the wikis of other teams - there are many examples of excellent and inspiring work that you can build upon.
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<h2>Best Integrated Human Practices</h2>
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<UL>
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<li> <a href="#Ex:UofC_Calgary">UofC Calgary </a> </li>
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<li> <a href="#Ex:Paris_Bettencourt">Paris Bettencourt </a> </li>
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<li> <a href="#Ex:Cornell">Cornell </a> </li>
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<li> <a href="#Ex:Sydney_Australia">Sydney Australia </a> </li>
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<li> <a href="#Ex:HSiTaiwan">HSiTaiwan </a> </li>
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<h3> High School </h3>
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<h2>Best Education & Public Engagement</h2>
 
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<li> <a href="#Ex:BroadRun-Baltimore"> BroadRun-Baltimore </li>
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<li> <a href="#Ex:SCAU-China">SCAU-China </a>  </li>
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<li> <a href="#Ex:Oxford">Oxford </a> </li>
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<li> <a href="#Ex:Manchester">Manchester </a> </li>
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<li> <a href="#Ex:METU_HS_Ankara">METU HS Ankara </a> </li>
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<li> <a href="#Ex:Groningen">Groningen </a> </li>
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<li> <a href="#Ex:Stockholm">Stockholm </a> </li>
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<h2>Both </h2>
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<ul>
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<li> <a href="#Ex:Imperial_College">Imperial College</a> </li>
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<li> <a href="#Ex:OLS_Canmore">OLS Canmore </a> </li>
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<li> <a href="#Ex:TAS_Taipei">TAS Taipei </a> </li>
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<li> <a href="#Ex:BroadRun-Baltimore"> BroadRun-Baltimore </a> </li>
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<li> <a href="#Ex:INSA-Lyon">INSA-Lyon</a> </li>
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<img src="https://static.igem.org/mediawiki/2017/7/7b/Borad_run.jpg">
 
  
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<h3 ><a href="https://2016.igem.org/Team:BroadRun-Baltimore"> BroadRun-Baltimore 2016 </a></h3>
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<h4> Best Integrated Human Practices, High School </h4>
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<img src="https://static.igem.org/mediawiki/2017/a/a8/HQ_humanpractices_ucalgary2016.jpg">
  
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<p>BroadRun-Baltimore developed a genetically modified yeast strain that can digest starch, the precursor of butyric acid waste in ceiling tile manufacturing. The team opened a dialogue with a ceiling tile manufacturer as an industry partner to better understand the workflow of tile production and wastewater management. The team were then able to assess where their genetically modified yeast strain could be deployed to reduce starch levels as a sustainable solution in a manufacturing process.
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<h3> <a href="https://2016.igem.org/Team:UofC_Calgary"> UofC Calgary 2016  </a> </h3>
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<h4>
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Best Integrated Human Practices
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</h4>
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The 2016 UofC_Calgary wanted to create a transdermal patch to protect space travelers  by delivering radioprotector particles into the bloodstream. Their design was inspired by discussions with ionizing radiation experts, former iGEM team members, microneedle array experts, and transdermal patch manufacturers. The team came up with the patch system idea as a way to deliver radioprotectors continuously at high concentrations.
 
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<img src="https://static.igem.org/mediawiki/2017/0/0a/HQ_highschool_hsitaiwan2016.jpg">
 
  
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<h3> <a href="https://2016.igem.org/Team:HSiTAIWAN"> HSiTaiwan 2016</a> </h3>  
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<h4> Nominated for Best Integrated Human Practices, High School </h4>
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<img src="https://static.igem.org/mediawiki/2017/9/9b/HQ_foundational_imperialcollege2016.jpg">
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<h3> <a href="https://2016.igem.org/Team:Imperial_College"> Imperial College 2016 </a> </h3>  
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<h4>
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Best Education & Public Engagement, Nominated for Best Integrated Human Practices
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The Herb Tasters were interested in developing a biosensor to detect the presence of toxins in traditional Chinese medicines. By using national health interview surveys and interactions with government regulators and manufacturers of Chinese medicine, the team gained a better understanding of the current management of toxins and the actual need for and challenges to toxin detection solutions.
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The Imperial College team offered a new problem-solving framework to guide the thinking of iGEM teams. They combined two decision-making frameworks: the Socio-Technical Integration Research protocol (STIR), a formalized way to reflect on social, ethical, and economic considerations in decision-making, and the problem-based learning (PBL) framework to create a modified STIR-PBL framework. The team also developed a Visual Strategies Experiential Guidebook to help teams create visual graphics to help communicate technical projects.  The ecolibrium team also created a game called “Go Culture,” which encourages players to collect and learn about different micro-organisms and co-cultures.
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<img src="https://static.igem.org/mediawiki/2017/8/88/Metu_hs_ankara.jpg">
 
  
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<h3><a href="https://2016.igem.org/Team:METU_HS_Ankara"> METU HS Ankara 2016   </a> </h3>
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<h4> Nominated for Best Education & Public Engagement, High School </h4>
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<img src="https://static.igem.org/mediawiki/2017/f/f5/HQ_humanpractices_parisbettencourt2016.jpg">
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<h3> <a href="https://2016.igem.org/Team:Paris_Bettencourt">Paris Bettencourt 2016 </a> </h3>  
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<h4>  
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Nominated for Best Integrated Human Practices
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METU HS Ankara sought to modify an E. coli strain to bind selectively to colon cancer cells and induce cell death through the production of a natural colon metabolite. The team organized a running day for colon cancer, as well as educational events to increase knowledge about colon cancer at their local schools. One thing led to another, and they were also able to spread this educational information through radio interviews and TV broadcasts in their local area.
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The 2016 Paris Bettencourt team interviewed dry cleaners in Paris to help them develop a product to remove red wine stains without the toxic effects of current cleaning solvents. The team developed an enzyme capable of doing this, and the dry cleaners helped the team  assess existing cleaning options and identify opportunity in the market. This analysis informed the team’s project overall design and execution.
  
 
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<img src="https://static.igem.org/mediawiki/2017/5/5b/Ols_canmore.jpg">
 
  
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<h3> <a href="https://2016.igem.org/Team:OLS_Canmore"> OLS Canmore 2016   </a> </h3>
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<h4> Nominated for Best Integrated Human Practices, High School, Nominated for Best Education & Public Engagement, High School </h4>
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<img src="https://static.igem.org/mediawiki/2017/f/fb/Scau-china.jpg">
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<h3> <a href="https://2016.igem.org/Team:SCAU-China">SCAU-China 2016 </a> </h3>  
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<h4>  
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Best Education & Public Engagement
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</h4>
  
 
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OLS Canmore devised a system capable of breaking down and repurposing keratin from hair and feathers that make its way into waste and sewage systems. Their project and design was inspired by communication with nearby wastewater treatment plants, who helped them weigh their options between designing a separable enzyme to treat the water or developing a bioreactor. The team was able to also discuss with fertilizer companies how the byproducts might be repurposed for fertilizer and animal feed, and how they might be able to implement and market a system that would be usable by wastewater treatment facilities.
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The 2016 SCAU team used rice as a bioreactor to synthesize astaxanthin, a naturally occurring antioxidant of medical interest. The team conducted surveys to assess local attitudes towards genetically modified organisms/foods. The team also wrote a handbook about GMOs in an effort to provide useful information. Team SCAU also sent educational handbooks to distant regions of China to promote more widespread education among different groups of farmers and students.  
 
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<h3 ><a href="https://2016.igem.org/Team:BroadRun-Baltimore"> BroadRun-Baltimore 2016 </a></h3>
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<h4> Best Integrated Human Practices, High School </h4>
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<p>
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The 2016 BroadRun-Baltimore team worked with industry partners to figure out how to make a manufacturing process more sustainable. BroadRun-Baltimore genetically modified a yeast strain to digest starch. Starch is a precursor of butyric acid, a waste product of ceiling tile manufacturing. The Baltimore team reached out to a ceiling tile manufacturer, who helped the team better understand the workflow of tile production and wastewater management. Team members were then better equipped to assess how their genetically modified yeast strain could be designed and deployed to reduce starch levels produced by the manufacturing process. 
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<img src="https://static.igem.org/mediawiki/2017/2/20/Tas_taipei.jpg">
 
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Counteracts sought to design noninvasive eyedrops featuring a protein disaggregator compound that reverts aging eye damage that leads to cataracts. For Education and Public Engagement, the team spread knowledge about cataracts through several events and awareness day meetups across Taipei. They also were active in exposing different grades within their school to the potentials of synthetic biology to inspire them to get excited about synthetic biology and iGEM, and collaborated with nearby iGEM teams at the high school and university levels to share ideas and practices. For Integrated Human Practices, Counteracts interviewed both practicing cataract surgeons and researchers to get their thoughts on non-invasive alternatives to surgery, and also interviewed cataract patients to learn about their knowledge of cataracts and willingness to use GMO products.
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The 2016 TAS Taipei Team conducted substantial work both in integrated human practices and in education and public engagement. The team sought to design Counteracts, noninvasive eyedrops with a protein disaggregator compound that reverts the aging eye damage that leads to cataracts. The Integrated Human Practices component of their project involved interviewing practicing cataract surgeons and researchers to understand important design features for non-invasive alternatives to surgery. The team also interviewed cataract patients to learn about their knowledge of cataracts and their willingness to use GMO products. For the Education and Public Engagement portion of their project, the team distributed information about cataracts through several events and awareness day meetups across Taipei, and introduced students in their school to synthetic biology and its potential applications.
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The Cornell NY’s Legendairy project visited various parties invested in the dairy industry, such as a dairy farm, a pharmaceutical company that develops treatments for animals, and a milk quality expert to identify the need for better bovine mastitis detection methods. After developing sketches and a concept for a prospective milking apparatus that would help prevent bovine mastitis, the team continued to seek feedback from producers of milking machinery and others on their design. They continued to sustain a conversation with the actual potential users of their product in order to determine what was actually needed, and eventually brought back a physical prototype of their product to ask whether it would be suitable for use.
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The Cornell NY’s Legendairy project was shaped by a dialogue with various stakeholders in the dairy industry. The team visited a dairy farm, a pharmaceutical company that develops treatments for animals, and a milk quality expert. Through these visits, the team identified a need for better bovine mastitis detection methods. After developing a concept for a prospective milking apparatus that would help prevent bovine mastitis,the team sought feedback from producers of milking machinery and others on their design. The team  sustained a conversation with the potential users of their product through the end of their project, when the team presented a physical prototype of their product for feedback.  
 
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<h3> <a href="https://2016.igem.org/Team:Oxford"> Oxford 2016 </a> </h3>  
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<img src="https://static.igem.org/mediawiki/2017/9/9b/HQ_foundational_imperialcollege2016.jpg">
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<h4>  
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Nominated for Best Education & Public Engagement
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<h3> <a href="https://2016.igem.org/Team:Imperial_College"> Imperial College 2016 </a> </h3>  
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<h4>
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Best Education & Public Engagement, Nominated for Best Integrated Human Practices
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  </h4>
 
  </h4>
  
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<p>The 2016 Oxford team characterized various copper chelators that could be deployed in a bacterial system to treat Wilson’s disease. The team also conducted education and public engagement throughout the course of their project to make sure their activities were meaningful and useful. They worked with local publications, radio and museums to discuss their project. The team also engaged diverse student groups: student researchers at nearby museums, younger students visiting their university, students at the University of Cyprus, and students at an international science forum
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In order to educate the public about co-cultures and microorganisms, the ecolibrium team created a game called “Go Culture,” which uses an adventure gamestyle to encourage players to collect and learn about different microbes.
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Nominated for Best Integrated Human Practices
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The Imperial College team adopted the Socio-Technical Integration Research protocol (STIR) as a formalized way of reflecting on social, ethical, and economic considerations in their decision-making. By combining the foundations of STIR with the problem-based learning (PBL) framework, the team offers a modified STIR-PBL framework as a problem solving tool to guide the thinking and considerations of iGEM teams. The team also developed a Visual Strategies Experiential Guidebook to facilitate the creation of graphics that would make technical projects easier to understand through visual media.
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<h3> <a href="https://2016.igem.org/Team:OLS_Canmore"> OLS Canmore 2016   </a> </h3>
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<h4> Nominated for Best Integrated Human Practices, High School, Nominated for Best Education & Public Engagement, High School </h4>
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<img src="https://static.igem.org/mediawiki/2017/f/f3/HQ_diagnostics_insalyon2016.jpg">
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<h3> <a href="https://2016.igem.org/Team:INSA-Lyon"> INSA-Lyon 2016 </a> </h3>  
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<h4>  
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Integrated Human Practices, Nominated for Best Education & Public Engagement
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<p>
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INSA-Lyon’s team developed a single blood drop screening test to screen individuals for HIV and HBV. For Integrated Human Practices, through surveys and meetings, they developed an ethical matrix describing the relationships and importance of different features and principles of their device to different stakeholders. The interviews by the team were conducted with medical staff at a local diagnosis center. They also led workshops for younger students at their school to orient them in the field of bioengineering and invite them to engage with synthetic biology through iGEM or a career in the future.
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The 2016 OLS Canmore team’s project design was inspired by communication with nearby wastewater treatment plants. The team devised a system capable of breaking down and repurposing keratin, an essential component of the hair and feathers that make their way into waste and sewage systems. The wastewater treatment plant representatives helped the team decide whether to design a separable enzyme to treat the water or to develop a bioreactor. With fertilizer companies, the team discussed how the keratin byproducts might be repurposed for fertilizer and animal feed. The team members also consulted a fertilizer company representative on how they might implement and market a system usable by wastewater treatment facilities.
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The Manchester team designed a cell free detection system for blood alcohol concentration to eventually be implemented in a topical patch that would aid with rapid assessment of blood alcohol concentrations. For Public Engagement, the team shared their work through poster presentations at various forums and conferences, as well as local news publications. They also conducted surveys about alcohol consumption and eventually shared their work at the UK iGEM Meet Up.  
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The 2016 Manchester team’s project aimed to raise public awareness of alcohol consumption levels, and the team members extended their efforts through public engagement and education. In the lab, the team designed a cell free detection system for monitoring blood alcohol concentration. The team hoped this project would culminate in a cheap, fast-acting topical patch. The team engaged a broad audience in their work by presenting at conferences and forums, discussing their project with nonprofits focused on alcohol education and recovery, featuring in local newspaper articles, and giving a radio interview. The team also ran a crowdfunding campaign to raise money for their trip to the iGEM Jamboree, pitching their project to a global community through video and written appeals.
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<h3> <a href="https://2016.igem.org/Team:INSA-Lyon"> INSA-Lyon 2016  </a> </h3>  
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<h3> <a href="https://2016.igem.org/Team:Oxford"> Oxford 2016  </a> </h3>  
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<h4>  
 
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Nominated for Best Education & Public Engagement
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Integrated Human Practices, Nominated for Best Education & Public Engagement
 
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Oxford characterized various copper chelators that could be deployed in a bacterial system to treat Wilson’s disease. Like other teams, they also conducted educational presentations about the practice of synthetic biology to student researchers at nearby museums, younger students visiting their university, as well as to students at the University of Cyprus and at an international science forum. These efforts have the potential to inspire iGEM teams and interest in synthetic biology in a wide set of different environments.
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The 2016 INSA-Lyon team developed an ethical matrix, describing their device as it related to different stakeholders. The team worked on a single blood drop screening test  for HIV and HBV, and they built the ethical matrix through surveys and meetings with medical staff at a local diagnosis center. The team  also led workshops for younger students at their school, orienting them in the field of bioengineering and inviting them to engage with synthetic biology, whether through iGEM or a longer-term career.  
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<h3> <a href="https://2016.igem.org/Team:SCAU-China">SCAU-China 2016 </a> </h3>  
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<img src="https://static.igem.org/mediawiki/2017/8/88/Metu_hs_ankara.jpg">
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Best Education & Public Engagement
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</h4>
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<h3><a href="https://2016.igem.org/Team:METU_HS_Ankara"> METU HS Ankara 2016   </a> </h3>
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<h4> Nominated for Best Education & Public Engagement, High School </h4>
  
 
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SCAU used rice as a bioreactor to synthesize astaxanthin, a naturally occurring antioxidant that is of interest for medical uses. The team conducted surveys to assess the attitudes of local individuals towards genetically modified organisms/foods and determine whether astaxanthin produced from GMOs is something that they would like to use. They wrote a handbook about GMOs to dispel some common myths and spread knowledge about their usage. In order to promote social justice, SCAU also sent educational handbooks to distant regions of China in order to promote more widespread education among different groups of farmers and students.  
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The 2016 METU HS Ankara team lead public education and engagement efforts focused on the problem their project was designed to address. The team sought to modify an E. coli strain to bind selectively to colon cancer cells and induce cell death. Team METU HS Ankara worked with a larger community to raise money for cancer research, including organized a running day for colon cancer. They lead educational events at local schools to increase knowledge about colon cancer, and conducted radio interviews and TV broadcasts in their local area to reach a broader community.
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<img src="https://static.igem.org/mediawiki/2017/5/5b/HQ_foodnutrition_sydneyaustralia2016.jpg">
 
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The Sydney Australia team wanted to create a bacterial ethylene biosensor to give quantitative readouts of ethylene levels indicating the ripeness of fruits being transported to market. The team did iterative need finding with various produce distributors, incorporating ideas such as making a smart reader strip that could be accessed via an app and incorporating biodegradable materials to determine what would be their optimal solution design.
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The 2016 Sydney Australia team conducted iterative needfinding with their potential users, incorporating user feedback into the design of their project. The team wanted to create a biosensor to indicate the ripeness of fruits being transported to market. The team did iterative needfinding with various produce distributors, who helped the team develop ideas for their sensor design. The team integrated some of these ideas,  such as using an app-accessible smart reader strip, and biodegradable materials, in the final sensor design.
  
 
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<h3> <a href="https://2016.igem.org/Team:UofC_Calgary"> UofC Calgary 2016  </a> </h3>  
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<img src="https://static.igem.org/mediawiki/2017/d/d2/HQ_information_groningen2016.jpg">
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<h3> <a href="https://2016.igem.org/Team:Groningen">Groningen 2016  </a> </h3>  
 
<h4>  
 
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Best Integrated Human Practices
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Nominated for Best Education & Public Engagement, Overgrad
 
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<p>The 2016 Groningen team worked with cybersecurity and legal experts to develop their project, which involved using DNA to securely store information. Team Groningen hoped to make secure information storage out of DNA with the intent of developing an alternative to silicon flash storage, which has physical limitations. The team consulted  experts on cybersecurity and legal experts to ensure that their project addressed  considerations about the secure transfer of data and export controls. The team also spread knowledge of their work in synthetic biology by inviting and mentoring students at their lab, publishing work via different media outlets, and participating in interviews.  
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UofC Calgary wanted to create a transdermal patch that delivers radioprotector particles into the bloodstream for the purposes of protecting space travelers. Their design was inspired by discussions with experts on ionizing radiation, former iGEM team members, microneedle array experts, and transdermal patch manufacturers. The patch system idea came directly from an assessment of the needs for a system capable of delivering radioprotectors continuously and at high concentrations.
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<h3> <a href="https://2016.igem.org/Team:HSiTAIWAN"> HSiTaiwan 2016</a> </h3>  
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Paris Bettencourt produced enzymes that can remove red wine stains without the toxic effects of the current cleaning solvent. They interviewed dry cleaners in Paris to assess the existing alternatives to the status quo and where a new product targeting specific stains could fit into the market. They used this analysis to inform their design decisions in their project.
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The 2016 HSiTaiwan team looked to address toxin management, and they developed their project through interactions with stakeholders beyond the lab. The Herb Tasters were interested in developing a biosensor to detect the presence of toxins in traditional Chinese medicines. To better understand current toxin management, team members researched this issue by conducting national health interview surveys and spoke with government regulators and manufacturers of Chinese medicine.Through their research, the team gained a better understanding of the need for and challenges to toxin detection solutions that informed their project design.
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<h3> <a href="https://2016.igem.org/Team:Groningen">Groningen 2016  </a> </h3>
 
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Groningen intended to use DNA in tough and resistant bacterial spores as secure storage units to store information, with the intent of replacing the physical limitations of silicon flash storage. They engaged with experts on cybersecurity and legal experts to ensure that their project paid attention to considerations about the secure transfer of data as well as legal requirements such as export controls. The team also spread knowledge of their work in synthetic biology by inviting and mentoring students at their lab, as well as being interviewed and publishing in a variety of avenues.
 
  
  
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<p>The Stockholm team designed an education program challenging students to respond to synthetic biology case studies relating to ethics, environmental sustainability, and antibiotic resistance. Students were asked to practice ethical decision-making, evaluating which  technologies still should  not be used “just because we have the know-how.” The team also led workshops at the Stockholm Makerspace, providing an opportunity for interested members of the community to practice synthetic biology.
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The Stockholm team wanted to create more effective chronic wound dressings that incorporated biofilm degraders. They also designed an education program challenging students to respond to case studies about synthetic biology relating to ethics, environmental sustainability, and antibiotic resistance. Students were asked to practice ethical decision-making in evaluating what technologies may sitll not ought to be used “just because we have the know-how”.
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Latest revision as of 19:21, 16 October 2017

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Human Practices Example Projects

Teams approach the Human Practices and Education and Public Engagement elements of their projects in many thoughtful and creative ways. You can read about the work of last year’s winners and nominees below and you can find many examples of excellent work by teams from past years on the iGEM.org Human Practices Page. We also encourage you to explore the wikis of other teams - there are many examples of excellent and inspiring work that you can build upon.

Best Integrated Human Practices

Best Education & Public Engagement

Both

UofC Calgary 2016

Best Integrated Human Practices

The 2016 UofC_Calgary wanted to create a transdermal patch to protect space travelers by delivering radioprotector particles into the bloodstream. Their design was inspired by discussions with ionizing radiation experts, former iGEM team members, microneedle array experts, and transdermal patch manufacturers. The team came up with the patch system idea as a way to deliver radioprotectors continuously at high concentrations.

Imperial College 2016

Best Education & Public Engagement, Nominated for Best Integrated Human Practices

The Imperial College team offered a new problem-solving framework to guide the thinking of iGEM teams. They combined two decision-making frameworks: the Socio-Technical Integration Research protocol (STIR), a formalized way to reflect on social, ethical, and economic considerations in decision-making, and the problem-based learning (PBL) framework to create a modified STIR-PBL framework. The team also developed a Visual Strategies Experiential Guidebook to help teams create visual graphics to help communicate technical projects. The ecolibrium team also created a game called “Go Culture,” which encourages players to collect and learn about different micro-organisms and co-cultures.

Paris Bettencourt 2016

Nominated for Best Integrated Human Practices

The 2016 Paris Bettencourt team interviewed dry cleaners in Paris to help them develop a product to remove red wine stains without the toxic effects of current cleaning solvents. The team developed an enzyme capable of doing this, and the dry cleaners helped the team assess existing cleaning options and identify opportunity in the market. This analysis informed the team’s project overall design and execution.

SCAU-China 2016

Best Education & Public Engagement

The 2016 SCAU team used rice as a bioreactor to synthesize astaxanthin, a naturally occurring antioxidant of medical interest. The team conducted surveys to assess local attitudes towards genetically modified organisms/foods. The team also wrote a handbook about GMOs in an effort to provide useful information. Team SCAU also sent educational handbooks to distant regions of China to promote more widespread education among different groups of farmers and students.

BroadRun-Baltimore 2016

Best Integrated Human Practices, High School

The 2016 BroadRun-Baltimore team worked with industry partners to figure out how to make a manufacturing process more sustainable. BroadRun-Baltimore genetically modified a yeast strain to digest starch. Starch is a precursor of butyric acid, a waste product of ceiling tile manufacturing. The Baltimore team reached out to a ceiling tile manufacturer, who helped the team better understand the workflow of tile production and wastewater management. Team members were then better equipped to assess how their genetically modified yeast strain could be designed and deployed to reduce starch levels produced by the manufacturing process.

TAS Taipei 2016

Best Education & Public Engagement, High School, Nominated for Best Integrated Human Practices, High School

The 2016 TAS Taipei Team conducted substantial work both in integrated human practices and in education and public engagement. The team sought to design Counteracts, noninvasive eyedrops with a protein disaggregator compound that reverts the aging eye damage that leads to cataracts. The Integrated Human Practices component of their project involved interviewing practicing cataract surgeons and researchers to understand important design features for non-invasive alternatives to surgery. The team also interviewed cataract patients to learn about their knowledge of cataracts and their willingness to use GMO products. For the Education and Public Engagement portion of their project, the team distributed information about cataracts through several events and awareness day meetups across Taipei, and introduced students in their school to synthetic biology and its potential applications.

Cornell NY 2016

Nominated for Best Integrated Human Practices

The Cornell NY’s Legendairy project was shaped by a dialogue with various stakeholders in the dairy industry. The team visited a dairy farm, a pharmaceutical company that develops treatments for animals, and a milk quality expert. Through these visits, the team identified a need for better bovine mastitis detection methods. After developing a concept for a prospective milking apparatus that would help prevent bovine mastitis,the team sought feedback from producers of milking machinery and others on their design. The team sustained a conversation with the potential users of their product through the end of their project, when the team presented a physical prototype of their product for feedback.

Oxford 2016

Nominated for Best Education & Public Engagement

The 2016 Oxford team characterized various copper chelators that could be deployed in a bacterial system to treat Wilson’s disease. The team also conducted education and public engagement throughout the course of their project to make sure their activities were meaningful and useful. They worked with local publications, radio and museums to discuss their project. The team also engaged diverse student groups: student researchers at nearby museums, younger students visiting their university, students at the University of Cyprus, and students at an international science forum

OLS Canmore 2016

Nominated for Best Integrated Human Practices, High School, Nominated for Best Education & Public Engagement, High School

The 2016 OLS Canmore team’s project design was inspired by communication with nearby wastewater treatment plants. The team devised a system capable of breaking down and repurposing keratin, an essential component of the hair and feathers that make their way into waste and sewage systems. The wastewater treatment plant representatives helped the team decide whether to design a separable enzyme to treat the water or to develop a bioreactor. With fertilizer companies, the team discussed how the keratin byproducts might be repurposed for fertilizer and animal feed. The team members also consulted a fertilizer company representative on how they might implement and market a system usable by wastewater treatment facilities.

Manchester 2016

Nominated for Best Education & Public Engagement

The 2016 Manchester team’s project aimed to raise public awareness of alcohol consumption levels, and the team members extended their efforts through public engagement and education. In the lab, the team designed a cell free detection system for monitoring blood alcohol concentration. The team hoped this project would culminate in a cheap, fast-acting topical patch. The team engaged a broad audience in their work by presenting at conferences and forums, discussing their project with nonprofits focused on alcohol education and recovery, featuring in local newspaper articles, and giving a radio interview. The team also ran a crowdfunding campaign to raise money for their trip to the iGEM Jamboree, pitching their project to a global community through video and written appeals.

INSA-Lyon 2016

Integrated Human Practices, Nominated for Best Education & Public Engagement

The 2016 INSA-Lyon team developed an ethical matrix, describing their device as it related to different stakeholders. The team worked on a single blood drop screening test for HIV and HBV, and they built the ethical matrix through surveys and meetings with medical staff at a local diagnosis center. The team also led workshops for younger students at their school, orienting them in the field of bioengineering and inviting them to engage with synthetic biology, whether through iGEM or a longer-term career.

METU HS Ankara 2016

Nominated for Best Education & Public Engagement, High School

The 2016 METU HS Ankara team lead public education and engagement efforts focused on the problem their project was designed to address. The team sought to modify an E. coli strain to bind selectively to colon cancer cells and induce cell death. Team METU HS Ankara worked with a larger community to raise money for cancer research, including organized a running day for colon cancer. They lead educational events at local schools to increase knowledge about colon cancer, and conducted radio interviews and TV broadcasts in their local area to reach a broader community.

Sydney Australia 2016

Nominated for Best Integrated Human Practices

The 2016 Sydney Australia team conducted iterative needfinding with their potential users, incorporating user feedback into the design of their project. The team wanted to create a biosensor to indicate the ripeness of fruits being transported to market. The team did iterative needfinding with various produce distributors, who helped the team develop ideas for their sensor design. The team integrated some of these ideas, such as using an app-accessible smart reader strip, and biodegradable materials, in the final sensor design.

Groningen 2016

Nominated for Best Education & Public Engagement, Overgrad

The 2016 Groningen team worked with cybersecurity and legal experts to develop their project, which involved using DNA to securely store information. Team Groningen hoped to make secure information storage out of DNA with the intent of developing an alternative to silicon flash storage, which has physical limitations. The team consulted experts on cybersecurity and legal experts to ensure that their project addressed considerations about the secure transfer of data and export controls. The team also spread knowledge of their work in synthetic biology by inviting and mentoring students at their lab, publishing work via different media outlets, and participating in interviews.

HSiTaiwan 2016

Nominated for Best Integrated Human Practices, High School

The 2016 HSiTaiwan team looked to address toxin management, and they developed their project through interactions with stakeholders beyond the lab. The Herb Tasters were interested in developing a biosensor to detect the presence of toxins in traditional Chinese medicines. To better understand current toxin management, team members researched this issue by conducting national health interview surveys and spoke with government regulators and manufacturers of Chinese medicine.Through their research, the team gained a better understanding of the need for and challenges to toxin detection solutions that informed their project design.

Stockholm 2016

Nominated for Best Education & Public Engagement, Overgrad

The Stockholm team designed an education program challenging students to respond to synthetic biology case studies relating to ethics, environmental sustainability, and antibiotic resistance. Students were asked to practice ethical decision-making, evaluating which technologies still should not be used “just because we have the know-how.” The team also led workshops at the Stockholm Makerspace, providing an opportunity for interested members of the community to practice synthetic biology.