Metagenomics: A Call for Bringing a New Science into the Classroom (While It's Still New)

• Published in: CBE life sciences education 2007-01, Vol.6 (4), p.260-265
• Main Authors: Jurkowski, Anne, Reid, Ann H, Labov, Jay B
• Format: Article
• Language: English
• Subjects: Bacteria - classification; Bacteria - genetics; Bacteria - growth & development; Bacteria - isolation & purification; Biological Sciences; Biology - education; Biology - trends; Classroom Techniques; Curriculum; Ecosystem; Educational Opportunities; Environmental Microbiology; Genomics; Instructional Design; Microbiological Techniques; Microbiology; Persuasive Discourse; Scientific Concepts; Scientific Methodology; Scientific Research; Sequence Analysis, DNA; Theory Practice Relationship; Unified Studies Curriculum; Viruses - classification; Viruses - genetics; Viruses - growth & development; Viruses - isolation & purification
• ISSN: 1931-7913; 1931-7913
• DOI: 10.1187/cbe.07-09-0075

This article describes the emerging field of metagenomics, a potent new tool that vastly expands the ability of scientists to study the myriad capabilities of microbial communities and the as yet unrecognized relationships and interactions of microbes with other forms of life and the environment. The birth of this exciting new field provides the life sciences research and education communities with a powerful and rare opportunity. Metagenomics is so young, and the microbial world it seeks to characterize is so vast, that there is a real possibility that scientists, teachers, and students in many areas of science can work together to advance this field. By acting now to incorporate metagenomics into biology education and to utilize biology education to inform questions and future research paths for metagenomics, the life sciences community can begin to shift from the current situation, in which scientific advances take decades to reach the classroom, toward a system in which education and research are deliberately and strategically integrated with each other from the very beginning. This article outlines why the new science of metagenomics is so well suited to serve as a model for such an approach to keeping biology education current. It also serves as a call to the life sciences community to help the National Research Council (NRC) and its Board on Life Sciences to think about issues, opportunities, and challenges that could be incorporated into some combination of formal studies and convening activities to facilitate the integration of research and education in metagenomics. (Contains 2 figures and 7 footnotes.)