Update from NIGMS Jon Lorsch 2 https datascience

Update from NIGMS Jon Lorsch

2 https: //datascience. nih. gov/sites/default/files/NIH_Strategic_Plan_for_Data_Science_Final_508. pdf

Overarching Goal 4: Enhance Workforce Development for Biomedical Data Science Strategic Objective 4 -1: Enhance the NIH Workforce Ø E. g. , data science training and education for NIH staff Strategic Objective 4 -2: Expand the National Research Workforce Ø Enhance quantitative and computational training for students and postdocs Strategic Objective 4 -3: Engage a Broader Community Ø E. g. , code-athons, bug-bounty programs, contests

Socio-Economic Status Is Highly Correlated with College Graduation Rates, but the Gap Shrinks as Quantitative Skills Increase Percentage of 2002 High School Sophomores who Earned a Bachelor’s Degree or Higher by 2012, by Socio-Economic Status and Mathematics Achievement Quartile 4 https: //nces. ed. gov/programs/coe/indicator_tva. asp

Currently, there are 9 active SEPAs with a focus related to quantitative and computational skills development Teaching the Genome Generation: Professional Development for Genomics Instruction in Rural and Urban High Schools The Jackson Laboratory, Bar Harbor, ME R 25 GM 129169, 2016 - 2021 Filtered: an online puzzle resource for bioinformatics and infectious disease Hudson-Alpha Institute for Biotechnology, Huntsville, AL R 25 GM 129867, 2018 -2023 Building a classroom game economy to improve mathematical reasoning and prepare K-5 students for success in STEM learning TEACHLEY, LLC, New York, NY R 44 GM 130197, 2018 - 2021 5

All NIGMS T 32 and T 34 Training Programs Have Increased Emphasis on and Expectations for Quantitative and Computational Skills Development Program Objective The Overarching Objective of this Undergraduate Research Training Initiative for Student Enhancement program is to develop a diverse pool of undergraduates who complete their baccalaureate degree and transition into and complete biomedical, research-focused higher degree programs (e. g. , Ph. D. or M. D. /Ph. D. ). The long-term goal is to develop a diverse pool of well-trained biomedical scientists, who have the following technical, operational, and professional skills: o A broad understanding across biomedical disciplines and the skills to independently acquire the knowledge needed to advance their chosen fields; o The ability to think critically and independently, and to identify important biomedical research questions and approaches that push forward the boundaries of their areas of study; o A strong foundation in scientific reasoning, rigorous research design, experimental methods, quantitative and computational approaches, and data analysis and interpretation; o A commitment to approaching and conducting biomedical research responsibly, ethically, and with integrity; o Experience initiating, conducting, interpreting, and presenting rigorous and reproducible biomedical research with increasing self-direction; o The ability to work effectively in teams with colleagues from a variety of cultural and scientific backgrounds, and to promote inclusive and supportive scientific research environments; o The skills to teach and communicate scientific research methodologies and findings to a wide variety of audiences (e. g. , discipline-specific, across disciplines, and the public); and o The knowledge, professional skills and experiences required to identify and transition into careers in the biomedical research workforce (i. e. , the breadth of careers that sustain biomedical research in areas that are relevant to the NIH mission). Diversity at all levels—from the kinds of science to the regions in which it is conducted to the backgrounds of the people conducting it— contributes to excellence in research training environments and strengthens the research enterprise. This FOA is intended to support outstanding research training programs that will enhance diversity at all levels. As part of a larger initiative to enhance diversity, the URISE program will support trainees who are earning a baccalaureate degree at research-active institutions and who intend to complete a biomedical research higher degree program (e. g. , Ph. D. , or M. D. /Ph. D. ). Ph. D. programs, MSTP, IMSD, MARC, U-RISE, G-RISE 6 E. g. , https: //grants. nih. gov/grants/guide/pa-files/PAR-19 -218. html

“…and serves to encourage applications from PD/PIs with expertise in biomedical data science and related disciplines…” 7

The Entire Northeast IDe. A Region Shares Its Bioinformatics Resources: Northeast Bioinformatics Collaborative (NEBC) • Improve access and create synergies and efficiencies • Use as shared teaching platform for hands-on, discovery-based learning ² Skate Genome Sequencing Project • Create new research opportunities and collaborations 8

“NIH must weave its existing datascience efforts into the larger data ecosystem and fully intends to take advantage of …the commercial sector through a variety of innovative publicprivate partnerships” STRIDES provides lower-cost cloud services to NIH and its grantees, including training in topics such as cloud computing and artificial intelligence https: //commonfund. nih. gov/strides

Other Key Issues to Consider: R&R and RCR 10 4 -2. 2 Enable the development of curricula and other resources toward enhancing rigor and reproducibility of data science-based approaches 4 -2. 4 Improve the education of students on NIH training grants by enriching content in Responsible Conduct of Research requirements with information about secure and ethical data use

Pathways Magazine: Bringing Cool Basic Biomedical Research to 6 th-12 th Graders ● ● ● Aligned to curriculum Teaching guide Lesson plans Videos and online activities Vocabulary list Quizes http: //www. scholastic. com/pathways/

12 • Largest STEM event in the U. S. : >365, 000 attendees in 2018 • NIGMS activities included a protein structure alphabet printer, virtual reality protein structures, a student-led SEPA health experiment, and a science-themed selfie station.

Regional Technology Transfer Accelerator Hubs for IDe. A States A New Initiative: To promote commercialization of biomedical research advances in IDe. A states One shared regional technology transfer accelerator hub in each of the four IDe. A regions (Central, Northeast, Southeast and Western) o Form regional consortia to provide commercialization training and infrastructure and build an entrepreneurial culture among IDe. A institutions o

New Accelerator Hubs and Their Major Academic Partnering Institutions IDe. A Region Grant Number Program Name Small Business Concern DRIVEN: Accelerating Medical CELDARA MEDICAL, LLC Northeast UT 2 GM 130176 Entrepreneurship in the (Lebanon, New Northeast Hampshire) Central Western The Sustainable Heartland UT 2 GM 130175 Accelerator Regional Partnership (SHARP) Hub UT 2 GM 130166 Southeast UT 2 GM 130174 BBC ENTREPRENUERIAL TRAINING AND CONSULTING, LLC (Chelsea, Michigan) ASCEND, Accelerating Solutions for Commercialization VIRTICI, LLC and Entrepreneurial Developm (Seattle, Washington) ent in the Mountain West IDe. A States Southeast Xlerator Network XLERATEHEALTH, LLC (Louisville, Kentucky) https: //www. nigms. nih. gov/News/results/Pages/20180905. aspx Major Academic Partnering Institution University of Vermont, Burlington University of Kansas Medical Center, Kansas City University of New Mexico Health Sciences Center, Albuquerque University of Kentucky, Lexington

Science Education Partnership Award to Student Reporting Labs Mary Williams Hughes STEM High School Cincinnati, Ohio 15 https: //www. youtube. com/watch? v=JHNpipj. CNIY

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