Welcome to Systems Education Experiences

Recent advances in experimental practice, technology development, accompanying computational techniques and systems thinking have advanced biological inquiry. However, the practice of today´s biology does not resemble how biology is taught in today´s high schools. As a potential solution to this mismatch, the Baliga Laboratory at the Institute for Systems Biology is using today’s STEM (science, technology, engineering, and math) practices to launch classroom activities that promote conceptual development of standards based instructional outcomes. Students are engaged by the forefronts of STEM learning, systems thinking and computation available in these materials. 

The Baliga Lab has collaboratively resourced the materials development and professional development efforts. The collaboration includes practicing scientists, engineers, educators, students, evaluators and granting organizations. Systems Biology techniques are modeled as an interdisciplinary group works together to solve a common and complex problem – increasing science literacy and workplace readiness. 

The modules produced through this collaborative effort result from translation of the leading research completed within the Baliga Lab and are based on best education practices.  These classroom experiences are designed to include all types of learners and school systems. The materials have been proven to work both with tightly and loosely controlled teaching – which has been found to be important for education systems on the journey in improved teaching, whether it be from poor to fair or from good to great1.

One of two very important pieces of the Baliga Lab´s educational work is a high school internship program. Each summer, two students join the research group to gain critical laboratory experience and to help optimize module experiments for other students throughout the nation.  The other important component to this work is that it is easily adaptable to fit the available resources, time frame, and needs of students and teachers.  For example, the modules have been used for summer courses, such as the Dynamic DNA course offered in collaboration with DigiPen Institute for Technology and Northwest Association for Biomedical Research.  For more on how others are creatively using our modules, please see our Module Adaptation Page.  

 

1   McKinsey & Company, How the World’s Most Improved School Systems Keep Getting Better, 2010. 

 

Traditional biology — the kind most of us studied in high school and college, and that many generations of scientists before us have pursued — has focused on identifying individual genes, proteins and cells, and studying their specific functions. Although extremely powerful, this approach alone has limitations in the extent to which it can shed insights into how organisms function as efficient machines constantly modulating their behavior to best suit their environment.

 

As an analogy, consider a complex machine of many interacting parts such as an automobile. To understand how such a machine operates if one were to focus on individual parts, such as the engine, seat belts, and tail lights, one at a time, we would have limited understanding of how these different parts function together. More importantly, we would have limited understanding of how to effectively service the vehicle when there is a malfunction in aspects of interoperability between the various parts. Likewise, a traditional approach to studying biology and human health provides a limited understanding of how the human body operates.

Through Systems Education Experiences (SEE), we have developed Four Curriculum Modules - Three Complete, One in Field Testing

Each module, and the lessons within the modules, can be completed independently or together in a classroom.  All modules work toward helping students internalize interdisciplinary STEM concepts and the skills of research and systems biology. Systems thinking, collaboration, inquiry-based experimentation and problem-solving are key components of these learning experiences.  See our home page for more general information on our program. 

Ecological Networks, is typically taught in 8-12th grade life science courses.  This curriculum supplement consists of three subunits that can each be taught independently.  These subunits work together to teach students how to think on a systems level while collaborating and applying their understanding to a case study involving an extreme environment.  In 2007, this module was certified by WA State LASER (Leadership and Assistance for Science Education Reform) as exemplary materials according to their rigorous guidelines.  List of Credits

In the module, Environmental Influence on Gene Networks, students in high school biology, genetics, environmental science and biotechnology courses complete the steps systems scientists take when investigating how organisms induce phenotypic changes in response to the environment.  This two week instructional module consists of four components: Scientists Prepare and Plan, Investigating the Response of Halobacterium in Various Stimuli, Data Analysis to Propose Network Function, and Analysis of Response and Network Interactions.

In the module, Observing Beyond our Senses: Inquiry Drives Technology, high school students in physics, integrated science, engineering and biotechnology courses are confronted with the same challenges scientists and engineers are when the technology they need to answer questions is not available.  

A fourth module is currently being developed.  It is entitled Ocean Acidification: A Systems Approach to a Global Problem and focuses on a using evidence and systems studies to understand ocean acidification and bloom dynamics.

Our modules are often adapted by teachers for their particular classroom and/or for science fairs and other student-based projects.  For ideas on how to adapt these modules for individual students projects, please view our Module Adaptation Page.

For printable, one page descriptions of the modules, please use these links:

Ecological Networks

Environmental Influence on Gene Networks

Observing Beyond our Senses: Inquiry Drives Technology

Ocean Acidification: A Systems Approach to a Global Problem