iGEM Training Program
We offered explanations and hands-on experiences in synthetic biology to high school and first-year college students who are interested in our team or the field of synthetic biology and are eager to receive training.
For students of various ages, we prepared customized courses and engaging content. In these courses, we not only introduced the principles of synthetic biology but also provided detailed information about iGEM and our project for this year. During the feedback sessions, we addressed their questions and refined our explanations, aiming for an outstanding performance in the final presentation.
In the experimental section, we guided participants step-by-step through straightforward bacterial culturing experiments to complete E. coli colony experiments, explaining the principles behind each step. Through our preparation and their inquiries, we also enhanced our understanding of these fundamental experimental concepts.
We hope that, after acquiring this knowledge, they will return to their schools to share what they have learned and potentially establish a new iGEM team!
Admission seminar
We were invited to present at the admission seminar for the Department of Biological Science & Technology at National Yang Ming Chiao Tung University. The purpose of the activity was to provide high school seniors with a better understanding of the research conducted in university laboratories. We introduced iGEM and synthetic biology. Using posters and presentations, we explained the history of iGEM, the competition format, and team composition, while also offering a brief overview of synthetic biology and its applications. Through these interactions, we aimed to spark interest in this international competition among prospective university students, potentially leading to future team members!
Bio Camp
At the Bio Camp, we presented on iGEM and synthetic biology. More than the admission seminar, where students visited our booth individually, the camp involved nearly 80 students who attentively listened to our presentation. As a result, we prepared more detailed content, explaining the roles of different departments in iGEM and how they coordinate to meet competition standards. The students ranged from ninth to twelfth grade, and we hoped that, after the lecture, they would identify their areas of interest and discover their aspirations.
After the presentation, we distributed a questionnaire to assess the impact of our lecture on the attendees' knowledge and understanding. The results indicated that, although more than half of the participants had heard of iGEM and synthetic biology prior to the lecture, their comprehension was limited. However, following the presentation, a larger number of attendees reported feeling more confident in their understanding of the topics. Nearly 80% scored well on the quiz related to the lecture, demonstrating a significant increase in their knowledge.
(1 = least understood and 5 = most understood)
(1 = least understood and 5 = most understood)
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