Collaborative Research: DNA Observatory — a Platform to Support Research, Faculty Development, & Engaged Student Learning in Undergraduate Biotechnology & Bioinformatics Education

This project aims to serve the national interest by establishing the DNA Observatory, a national faculty development and research infrastructure designed to enable faculty in every U.S. state to use DNA sequencing as a platform for course-based undergraduate research experiences (CUREs). Advanced DNA sequencing technologies are transforming modern biology, biotechnology, agriculture, health, and related scientific fields, yet many undergraduate institutions lack practical pathways for incorporating these tools into student research and coursework. This Level 3 Engaged Student Learning project plans to provide training, laboratory resources, digital tools, and mentoring that will help faculty integrate modern sequencing technologies into undergraduate education. The Observatory will therefore empower students and faculty to research the living world around them through the lens of DNA sequencing. By expanding access to advanced research methods, the project plans to strengthen preparation of the future bioscience and data science workforce, support U.S. leadership in biotechnology, and create enduring educational resources and networks of educators that can sustain a national community of practice. The project plans to investigate how faculty can effectively implement and scale DNA sequence-based undergraduate research experiences, particularly in large-enrollment introductory courses. A consortium led by the Cold Spring Harbor Laboratory DNA Learning Center, James Madison University, and the University of Georgia plans to develop laboratory and digital infrastructure, train and mentor faculty cohorts, and evaluate factors that influence successful implementation. The project aims to support DNA sequencing as a platform for undergraduate research, with an emphasis on nanopore sequencing because its portability and startup costs—30–50 times lower than other sequencing technologies—make advanced genomics research practical at a broad range of institutions, while also supporting faculty who use other sequencing approaches. The project also plans to conduct hypothesis-driven education research to examine how students' perceptions of the relevance and value of their scientific work influence their engagement and their educational and career intentions. Using experimentally designed interventions embedded within CUREs, the project plans to investigate factors that strengthen students' connections between classroom research and future educational and professional opportunities. Findings aim to advance understanding of effective undergraduate STEM education and inform the design of research experiences that maximize student learning, engagement, and workforce preparation. The project plans to create openly available instructional resources, protocols, datasets, software tools, and research findings that support broader adoption of DNA sequencing technologies in higher education. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.