The Genomics Education Partnership (GEP): Bringing Genomics Research into Undergraduate Classrooms. SCR Elgin¹, M Burg², J DiAngelo³, A Haberman⁴, C Jones⁵, L Kadlec⁶, SCS Key⁷, J Leatherman⁸, GP McNeil⁹, H Mistry¹⁰, A Nagengast¹⁰, DW Paetkau¹¹, S Parrish¹², L Reed¹³, S Schroeder¹⁴, S Smith¹⁵, M Wawersik¹⁶, L Zhou¹⁷, D Lopatto¹⁸. 1) Washington U MO; 2) Grand Valley St MI; 3) Hofstra NY; 4) Oberlin OH; 5) Moravian PA; 6) Wilkes PA; 7) NC Central NC; 8) Northern Colorado CO; 9) York/CUNY NY; 10) Widener PA; 11) St Mary's IN; 12) McDaniel MD; 13) Alabama-Tuscaloosa AL; 14) Webster MO; 15) Arcadia PA; 16) William & Mary VA; 17) U Pittsburgh PA; 18) Grirnnell IA.

   An effective method for teaching science is to engage students in doing science. The GEP, a consortium of ca. 100 primarily undergraduate institutions, provides students with opportunities to participate in genomics research during the academic year. Current research centers on the evolution of the Muller F element (dot chromosome) in Drosophila, unusual because it exhibits both heterochromatic and euchromatic properties. Drosophila community resources - the 20 sequenced fly genomes, fosmid libraries, and FlyBase - provide the starting materials. Students improve the quality of the sequence and carefully annotate genes and other features. Most students are confused at the start but enthusiastic at the end of their GEP project. They find this hands-on approach a good way to learn about genes/genomes, and a good way to experience research. GEP students report gains on the CURE survey similar to gains reported by summer research students. Students also show knowledge gains that correlate positively with CURE. Success by both measures correlates positively with time on task, but shows no significant correlation with institutional characteristics. Faculty report that the central organization provides critical help in initial training, project organization, community-generated curriculum and technical support. They find this approach enhances both student learning and research opportunities, and is rewarding for both faculty and students. We invite additional faculty to join us (see http://gep.wustl.edu; next workshop June 2013). Support: HHMI grant 52005780 & NIH grant R01 GM068388 to SCRE.