493 Awardee Talk: Filling Knowledge Gaps in Quantitative Genetics Through Online Education

Abstract

Abstract The genomic revolution has been compared to the industrial revolution, with caveats that it has happened faster and will have a far greater impact on our lives. Interpreting and using knowledge emanating from this revolution requires unique skills. Providing education in quantitative genetics that keeps pace with that need, particularly where expertise and funds are limited, remains challenging. One solution is sharing resources and capacities across-institutions to deliver high-quality instruction online. Beginning with 4 universities in 2007, expanding to 7 in 2012, a multi-state U.S. consortium built an online Masters-level curriculum in quantitative genetics and genomics. Sixteen courses were developed, each revised based on review by 2 academic peers and an instructional designer. Over 330 students from 34 U.S. and 5 international institutions have completed over 1,200 credit hours. Anonymous student feedback has been overwhelmingly positive. The curriculum was established with funding from two USDA-NIFA Higher Education Challenge grants. In 2015 it was integrated into AG*IDEA, a national consortium offering online courses in agriculture. A permanent infrastructure was thereby established with students earning formal academic credit. Only students matriculated at one of 19 AG*IDEA member universities can enroll directly, sadly limiting access, especially to international students. A potential constraint of online instruction is a disconnect with students. In some courses, a blended-learning format has been introduced with a weekly virtual recitation session. To increase engagement, an experiential learning opportunity also is offered. This entails a web-based simulation game—CyberSheep—where students apply genetic principles to a virtual breeding cooperative. Additionally, CyberSheep is typically played by 400 undergraduate students at 5 U.S. universities each academic term, contributing to their learning of animal genetics. Outcomes of these initiatives demonstrate that online training can be an effective tool to fill knowledge gaps in quantitative genetics, with opportunity to reach a wider audience.