Difference between revisions of "Team:Georgia State/HP/Gold Integrated"
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<h3>GCDHH</h3> | <h3>GCDHH</h3> | ||
| − | <p class="last"> | + | <p class="last">After being invited by the Collegiate Neuroscience Society & the Georgia Center for Deaf and Hard of Hearing to participate in a STEM Camp for Deaf students, we were able to connect with high school students to educate them on synthetic biology techniques with the assistance of a Deaf Ph.D. student during a lab tour. In preparation for their visit, we met with an ASL professor to develop the lesson plan for the lab visit that included many visual aids and terminology, providing the interpreters with the resources that they need to communicate the activities to the students. </p> |
| − | After the successful camp, we were able to get a better understanding of how students with a hearing impairment develop new sign language and communicate amongst each other. We then began to explore the options of ways to make our lab more accessible to every possible student. | + | <p class="last">After the successful camp, we were able to get a better understanding of how students with a hearing impairment develop new sign language and communicate amongst each other. We then began to explore the options of ways to make our lab more accessible to every possible student. </p> |
| − | The first step was to start looking up online stem databases to try to recreate signs for our A.S.L archive. We then started to record our videos on our own and checked with a Deaf student and realized that some of the words that we were signing were completely wrong. At that point, we decided to connect with an ASL instructor on campus and ASL student group to teach us signs for biology, create new synthetic biology terms for the American Sign Language. | + | <p class="last">The first step was to start looking up online stem databases to try to recreate signs for our A.S.L archive. We then started to record our videos on our own and checked with a Deaf student and realized that some of the words that we were signing were completely wrong. At that point, we decided to connect with an ASL instructor on campus and ASL student group to teach us signs for biology, create new synthetic biology terms for the American Sign Language. </p> |
| − | Initially, during the meetings, we would communicate with each other using sign language and talking at the same time to introduce us to the language. We found some difficulties of creating new signs when we were working with a deaf student because we had to explain to the student who was teaching. | + | <p class="last">Initially, during the meetings, we would communicate with each other using sign language and talking at the same time to introduce us to the language. We found some difficulties of creating new signs when we were working with a deaf student because we had to explain to the student who was teaching.</p> |
| − | + | <p class="last">We learned that when creating a new sign, the person translating needs to have both a clear understanding of the meaning of the words and how to describe them conceptually to make a useful visual sign to communicate with the hearing-impaired.</p> | |
| − | We also learned that American Sign Language is regional and that it is inappropriate for non-deaf people to create signs for people who are deaf. We then created a survey to find out how many students in the iGEM community were disabled. We saw a flaw in the questions that we asked, in that the students who responded didn’t have a disability, meaning that this an opportunity for other iGEM teams to find innovative ways to connect with other stem students who have learning disabilities.</p> | + | <p class="last">We also learned that American Sign Language is regional and that it is inappropriate for non-deaf people to create signs for people who are deaf. We then created a survey to find out how many students in the iGEM community were disabled. We saw a flaw in the questions that we asked, in that the students who responded didn’t have a disability, meaning that this an opportunity for other iGEM teams to find innovative ways to connect with other stem students who have learning disabilities.</p> |
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Revision as of 02:39, 2 November 2017
Integrated Human Practices
"No man is an island, entire of itself; every man is a piece of the continent, a part of the main."
John Donner
How Our Community Shaped Us
Over the summer the team was able to connect with the Georgia Aquarium and STEM Camp for Deaf students. Through these interactions, the way we viewed our project changed, and even our lab space changed. Click below to find out.
Through our research, we came to know how essential it was to use horseshoe crab blood as a quality check for the safety of both humans and animals. The blood's natural ability to detect endotoxins was essential in the development of vaccines, injectable drugs, intravenous solutions, and implantable medical devices. And, that in fact keeping crab populations stable is beneficial for future generations. So, like most people, we wondered maybe could we breed the crabs in captivity to help with crab population depletion? Well, the answer was no. During our visit to the Georgia Aquarium, we learned that in fact, this was not possible, that the average lifespan of a crab in captivity is six years. Unfortunately, no matter how hard aquariums try to recreate the natural salt water habit of the horseshoe crab something is missing from the formula, and the crabs do not molt which results in the death of the crab before maturity. Thus, no crabs are born in captivity. So, it became clear that it was necessary for a synthetic alternative for the LAL test to be developed. After, our tour we left with a determination to make our system work.
GCDHH
After being invited by the Collegiate Neuroscience Society & the Georgia Center for Deaf and Hard of Hearing to participate in a STEM Camp for Deaf students, we were able to connect with high school students to educate them on synthetic biology techniques with the assistance of a Deaf Ph.D. student during a lab tour. In preparation for their visit, we met with an ASL professor to develop the lesson plan for the lab visit that included many visual aids and terminology, providing the interpreters with the resources that they need to communicate the activities to the students.
After the successful camp, we were able to get a better understanding of how students with a hearing impairment develop new sign language and communicate amongst each other. We then began to explore the options of ways to make our lab more accessible to every possible student.
The first step was to start looking up online stem databases to try to recreate signs for our A.S.L archive. We then started to record our videos on our own and checked with a Deaf student and realized that some of the words that we were signing were completely wrong. At that point, we decided to connect with an ASL instructor on campus and ASL student group to teach us signs for biology, create new synthetic biology terms for the American Sign Language.
Initially, during the meetings, we would communicate with each other using sign language and talking at the same time to introduce us to the language. We found some difficulties of creating new signs when we were working with a deaf student because we had to explain to the student who was teaching.
We learned that when creating a new sign, the person translating needs to have both a clear understanding of the meaning of the words and how to describe them conceptually to make a useful visual sign to communicate with the hearing-impaired.
We also learned that American Sign Language is regional and that it is inappropriate for non-deaf people to create signs for people who are deaf. We then created a survey to find out how many students in the iGEM community were disabled. We saw a flaw in the questions that we asked, in that the students who responded didn’t have a disability, meaning that this an opportunity for other iGEM teams to find innovative ways to connect with other stem students who have learning disabilities.
Salvation Army Boys & Girls Club
For one of our outreach activities, the members for the iGEM team visited the Salvation Army Boys and Girls Club. Here we had the pleasure of meeting with the young and curious minds. The day began with meeting all these young scientists and introducing our team and the agenda for our meetup.
Our basic idea was to spark interest and enthusiasm into these young minds and help them learn the importance of science in our daily life and, why it is important to the community. The meetup began with the team explaining our 2017 iGEM project in a very simple and elementary format for the kids to relate. After the explanation the team gave an elaborate breakdown of how our project can be explained and be understood in a more hands on manner using Legos. The Legos were used for the sole purpose of explaining how various BioBricks are integrated into our project.
The activity was wrapped up with a quick Q&A session between the students and out team where they were asked about their thoughts and reflection on how the activity shaped their understanding and if they would be interested in joining the sciences in their future endeavors or not. The meeting was finally concluded with our team handing out the fruit snacks for the kinds and thanking them for their time and patience to help us work with them.
NGM/W
Over the summer members of our iGEM team had an opportunity to meet with a few students from Next Generation Men and Women. NGM/W is a nonprofit Organization established to provide underrepresented students with professional exposure, leadership development, community service and personal support. Through our partnership with the group, we take on the responsibility of exposing the students to a day as a synthetic biologist. On our day, the students got to run through a typical lab day. We started off the day by autoclaving trash and loading the dishwasher with dishes. Then, we went to check on our tobacco plants; this involved testing the water level, adding food, and turning on the sun lamps in the lab. Once, the plants were taken care of; the students got to run PCR samples on a gel. While the gel ran the students got to see how to purified GFP from E.coli using hydrophobic interaction chromatography, so the students got to see GFP fluorescence. They thought this was cool, so we scored some points there! This process lasted long enough for the gel to run, and the students then got to image the gel and take a picture. This was the last bit of lab work, so we cleaned up and went to lunch. The day ended with a Q&A where we addressed any questions or doubts the students may have had about college. We also advised the students on how to apply for scholarships, and how to fill out college applications, and how to replicate these experiments in high school. Holly and Cara, also went a step further to elaborate the diverse applications of our iGEM lab by explaining how the lab has not only a scientific component where we perform critical research but also an artistic element where students design research posters of our articulated data and present them at STEM conference. Hence providing them with an overall view of the life of an undergraduate student in STEM, and the life of an iGEMer.
See our accessibility guide here
Interactions in Biological Systems: What are they up to?
We hosted a lecture by microbiologist Dr. Hammer. Dr. Hammer studies cell signaling in the bacterial pathogen Vibrio cholerae, and during his talk, Dr. Hammer discussed how he uses genetic engineering for his research. His lab studies microbial interactions at scales that span genes and genomes, regulatory networks, cells, populations, and communities. Harmful and beneficial bacteria are genetically encoded with regulatory networks to integrate external information that tailors gene expression to particular niches. Bacteria use chemical signals to orchestrate behaviors that facilitate both cooperation and conflict with members of the communities they inhabit. His work focuses on the waterborne pathogen Vibrio cholera, which causes the fatal diarrheal disease cholera in humans and also resides in aquatic settings in association with other animals and surfaces like crab shells and zooplankton molts composed of chitin.
CRISPR, GATTACA, and the end of the world!
Arri Eisen is a Professor of Pedagogy in biology and in the Graduate Institute for Liberal Arts; he is also the Teaching Coordinator for FIRST, a National Institutes of Health-supported postdoctoral fellowship program in research and teaching. Dr. Eisen received his undergraduate degree in 1985 in biology with honors from UNC-Chapel Hill and his PhD in Biochemistry from UW-Seattle in 1990. In addition to being on the Center faculty, Arri Eisen is a Professor of Pedagogy in Biology and in the Institute for Liberal Arts; he is also the Teaching Coordinator for FIRST, a National Institutes of Health-supported postdoctoral fellowship program in research and teaching, and a leader of the Emory Tibet Science Initiative, which has been working over the last decade with the Dalai Lama to educate Tibetan monks and nuns in science. Dr. Eisen received his undergraduate degree in 1985 in biology with honors from UNC-Chapel Hill and his PhD in Biochemistry from UW-Seattle in 1990. He has been teaching at Emory since then and joined the Center in the late 90’s where his main responsibilities now include teaching in the Center&'s Master of Arts in Bioethics and in Emory's Master of Science in Clinical Research programs. Dr. Eisen publishes in the peer-reviewed literature in science, science education, and bioethics, as well as in the popular literature. His most recent book is The Enlightened Gene: Biology, Buddhism and the Convergence that Explains the World. Dr. Eisen spoke about CRISPR technology and the future of creating human babies without certain medical conditions and specific preferred traits.
Our Synthetic Biology Club hosted a speaker series on campus during the spring semester.
Learn to Engineer Bacterial Biosensors!
The primary focus of Dr. Styczynski research is the experimental and computational study of the dynamics and regulation of metabolism, with ultimate applications in metabolic engineering, biotechnology, and biosensors/diagnostics. He spoke of the importance of micronutrient deficiencies and the importance of having an accessible and affordable way to measure deficiencies. Micronutrient deficiencies are a significant healthcare concern across the globe. Significant even in some developed nations, micronutrient deficiencies are more severe in the developing world and locally in the wake of major disasters. These conditions, though easily treated, remain a problem because they are often difficult to recognize and diagnose, requiring lab tests that are prohibitively expensive in both material and human resources for those in developing or remote areas. As obligate consumers of the same micronutrients, bacteria possess cellular machinery to control intracellular micronutrient levels and have corresponding regulatory mechanisms to respond to varying concentrations in their environment. His lab is developing a novel medical test based on bacterial sensors using designed genetic circuitry to direct existing or minimally engineered cellular machinery to trigger specific changes in color in response to defined micronutrient levels. Such a test would be cheap, requiring no complex equipment and minimal medical training to administer and interpret. This would obviate the logistical problem of laboratory access and sample transport in remote and low-resource environments, allowing on-site diagnosis of micronutrient deficiencies in the populations most at risk.
