Education
Introduction
Our team chose to make education a key focus of our iGEM project this year after recognizing the significant disparities in biology education before university. By prioritising education, we saw an opportunity to give back to our community and positively impact the educational journeys of others. We set a clear objective to develop resources that could be widely used, both across the country and internationally. To achieve this, we designed and conducted a range of activities in person and produced content available remotely.
Our Goals
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To provide educational resources to iGEM teams to encourage the use of accessible practices when designing their wikis to ensure that synthetic biology can be accessible by anyone regardless of their abilities. |
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Provide a bridge between age groups to encourage discussions of science. |
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Nourish scientific curiosity in younger generations. |
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Contribute to building a community where knowledge can be shared. |
Inward Visits
Overview
Our team took part in several outreach events at the University of Sheffield, aimed at engaging Year 12 students interested in biosciences. These events allowed us to interact with prospective students from diverse backgrounds, offering them insights into both iGEM and university-level biology. During each session, we delivered 10-minute presentations to groups of around 20 students, followed by a brief Q&A session.
Content of Presentation to school visit to the university (28th June)
The goal of our presentations was to introduce students to iGEM, explain the significance of the competition, and share details about our project. We focused on providing a clear understanding of the experimental methodologies and lab equipment we would be using, highlighting tools they might not yet be familiar with. For example, we explained how SDS-PAGE (gel electrophoresis) is used to analyse proteins like PafA, ensuring that our experiments produce the desired results. We also discussed the role of antibiotic resistance in plasmid screening, which we utilise after transformations to verify successful genetic modifications. Additionally, we introduced other screening techniques, such as chromoprotein-based rainbow screening, and showcased three chromoproteins (red, yellow, and blue) during the presentation.
Whenever possible, we brought in physical examples, such as old gels, to give students a tangible understanding of the equipment's importance at different stages of our methodology. The students were highly engaged throughout, asking insightful questions about the equipment and techniques we discussed.
Content of activities at three open days (22nd June, 2nd July and 7th of Septmeber)
Almost 100 second-year sixth form students, ages 17 to 18, who wanted to enrol in the School of Biosciences, showed interest in our Open Day programme during the months of June to September. Our main goal was to introduce them to chromoproteins and the innovative work of the Sheffield iGEM team, showcasing past projects like rEvolver and pARSE. This immersive experience aimed to inspire and educate participants who could become future scientists and bioengineers, thus opening the door for a new wave of scientists.
In addition to serving as a talking point, the interactive project of painting petri dishes with E.coli expressing chromoproteins helped participants learn more about examples of synthetic biology. As a result, participants were able to understand how E. coli grew and expressed chromoproteins, which led to the creation of images in the colours of their choice. Through the links that were provided, the participants were able to access these images, which encouraged a hands-on awareness of the practical outcome of the activity applications of chromoproteins. An in-depth understanding of the biosciences and the higher education landscape was given by the lively debates and answers to questions regarding synthetic biology, university life, and students' everyday experiences.
This coordinated effort not only helped to spark interest and excitement among prospective biosciences students, but it also shed light on the fascinating realm of synthetic biology chromoproteins and the wide range of projects conducted in the iGEM competition. Additionally, by highlighting iGEM and its educational opportunities, this initiative not only stoked interest in Sheffield's biosciences programme and university life, but it also paved the way for future iGEM members.
Reflection on impact and skills gained:
Although we didn’t have time to conduct formal feedback due to the packed event schedule, the presentations seemed to meet our goals based on student engagement and the nature of their questions. Dr. Mark Bass, the departmental member overseeing the event, provided us with positive feedback, confirming that the students enjoyed and benefited from the sessions.
Introducing our team members and their respective levels of study, many of whom were first-year students, served an additional purpose. By interacting with role models closer in age, the Year 12 students could better visualise themselves pursuing similar academic pathways, possibly even participating in iGEM in the future. This approach may have inspired them to consider future opportunities they could explore at university.
We believe that our presentations broadened the students' perspectives by raising their awareness of iGEM and other academic possibilities awaiting them at university. The introductory overview of iGEM helped frame their understanding, ensuring they knew about opportunities beyond standard coursework.
Moreover, the outreach events were supported by biosciences student ambassadors, who guided the prospective students throughout the day. These ambassadors engaged positively with the content of our presentations, encouraging students to ask questions and engage in discussions.
For our team, presenting early in the summer gave us valuable experience in public speaking and the opportunity to refine our communication skills. We learned how to present complex scientific content in a way that was both accessible and academically stimulating for a younger audience, preparing us for similar engagements in the future.
Outward Visits
Overview
The visit consisted of two members of the iGEM team going into Meadowhead School and running a 1 hour session for 26 Year 7 students. The focus of the session was to introduce synthetic biology to the students, in particular what DNA and plasmids were. A presentation was completed first before a practical session, allowing the students to extract DNA from fruit.
The aims of the session were to introduce synthetic Biology to the students, along with the potential uses it has. We also aimed to raise the aspirations of students and encourage them to consider higher education as an option in the future by acting as role models. A component of this was attempting to make higher education STEM courses seem less overwhelming, this was done through a practical which mimicked a lab technique done to extract DNA-in this instance from fruit.
Content of Presentation
The first part of the presentation was the two members of the team introducing themselves, explaining their university course and what iGEM was. Following this, an explanation of the structure and function of DNA was given to the students. The next element of the presentation focused on plasmids, we first explained what a plasmid was and listed the different components a plasmid may have. The students were then given a matching task where they were asked to match the part of the plasmid to the function it had. We then went through the answers to this task before describing the uses plasmids have in the field of synthetic biology and the role they have in genetic modification. A particular example given was how insulin was produced using genetic modification of bacteria which allows treatments for diabetic patients. Finally the presentation explained the practical the students would be doing in the second part of the session.
Practical
A demonstration of the practical was first performed by the iGEM members, demonstrating safe and proper procedure. The practical followed this procedure to extract DNA from fruit, this mimicked the miniprep technique used to isolate DNA that has been used throughout the iGEM project. The students were then asked to pair up and carry out the practical which they all did without complaint. Throughout this part of the session, any questions were answered by the iGEM members. The practical was completed by all groups and there were no complaints during the session.
Reflection on impact and skills gained:
While it is difficult to judge, the session seemed to have largely achieved its aims. The students were attentive during the presentation and seemed interested at all times. The explanation on Insulin seemed to have a particular impact on the students as it emphasised the impact that synthetic biology and genetic modification can have on people’s lives.
The reveal that one of the members of the iGEM team who visited used to go to Meadowhead High School will also have hopefully had an impact on many of the students as they may not have considered that people from their school could go on to higher education. In this way, Mary acted as a role model and an example for the students to follow if they did take an interest in synthetic biology.
The practical was the part of the session that could have been improved most. Unfortunately, the ethanol that was used had not been kept cold and therefore may have been ineffective and the reason that only some of the groups managed a positive result.
The visit was also very beneficial for the members of the team that attended, developing their communication skills, in particular to communicate scientific information to those at a different academic level.
Educating Public on use of AI
Overview
The use of AI, particularly machine learning tools, played a pivotal role in our iGEM project, and we wanted to share this knowledge with others. We recognized that many people find AI intimidating, so our goal was to demystify these tools and make them more approachable.
AI Walkthrough:
We organised an AI walkthrough event featuring guest speakers Felix Morey-Burrows, Isaac White, and Professor Mike Williamson. The primary aim was to familiarise participants with machine learning tools like Ligand MPNN and AlphaFold, helping them understand these tools rather than persuading them to use them. Our focus was on reducing intimidation so that people could confidently leverage these tools in their work. Additionally, we explored other resources such as ConSurf and ChimeraX.
The session walked participants through how we used these tools to redesign six protein variants with different levels of sequence conservation—two variants with 30% alteration, two with 50%, and two with 70%. We explained how the tools worked in combination, guiding participants through each step: downloading the necessary software, selecting the right versions, using specific features, and exploring alternative programs when appropriate.
Our guest speakers provided expert insights, further enriching the session. Felix Morey-Burrows introduced RFdiffusion, another deep learning tool, while Professor Mike Williamson discussed the limitations of AI, focusing on AlphaFold. His balanced perspective helped viewers critically assess whether these tools suited their own needs.
The walkthrough was held in person, live-streamed to a wider audience, and later uploaded to YouTube to ensure continued accessibility. This format allowed us to reach a broad audience, including future iGEM teams and others interested in synthetic biology.
We also have our handy AI Guide which you can read through here:
Poster session at the University of Warwick:
Our team, along with other iGEM teams, attended an iGEM meetup hosted by the University of Warwick, where we had the opportunity to present how AI tools were integrated into our project to redesign the phosphatase enzyme PafA. The goal of this session was to effectively communicate our project using a high level of scientific knowledge, ensuring that our content resonated with an audience of peers who shared a similar understanding of the field. This was excellent practice for us in articulating complex ideas to a knowledgeable audience.
Reflection on impact and skills gained:
The webinar had a meaningful impact, with over 30 participants registering online, six attending in person, and the YouTube video continuing to attract views. The growing number of views assures us that we’ve created a valuable learning resource for future iGEM participants and synthetic biologists alike. This aligns with one of our core educational goals: fostering scientific curiosity and providing accessible resources for the community.
For us, the guest speakers added tremendous value by expanding our knowledge of AI tools we hadn’t previously encountered. Their insights not only benefited the audience but also enriched our team's understanding of the evolving landscape of machine learning in synthetic biology.
The poster session was particularly beneficial for the attending team members, Coleen and Tom. It allowed them to engage with other iGEM teams, learn about their projects, and discuss how their work was progressing. These interactions provided an opportunity to exchange valuable insights and experiences, fostering a collaborative environment.
Additionally, the experience helped solidify our team's confidence in our project. Explaining it in detail to other iGEM participants required a deep understanding, which in turn reinforced our own grasp of the subject. This exercise ensured that we were well-prepared to articulate our project clearly and competently, both in future iGEM events and beyond.
Educating Public on Accessibility
Overview
This discovery motivated us to create a comprehensive Wiki Accessibility Guide, designed to help others transform inaccessible websites into fully accessible platforms. The guide walks readers through the process of fixing common accessibility issues, and simplifies the error codes generated by the accessibility checker (https://accessibe.com/accessscan) by breaking them down into more digestible, practical terms. This makes it easier for users to implement solutions and meet WCAG standards.
Our guide also includes specific guidelines tailored to different disabilities, including dyslexia, motor or physical impairments, and low vision. By addressing a wide range of accessibility needs, we aimed to make the guide applicable to various audiences, ensuring that wikis are usable by all.
To further disseminate this resource, one of our team leaders, Grace, organised and delivered a presentation on wiki accessibility at the UK iGEM meetup. In front of five other iGEM teams, she discussed the importance of accessibility not just for people with disabilities but for everyone. The talk covered common accessibility issues in wikis and introduced our accessibility guide as a practical tool for improving their own sites.
Reflection on impact and skills gained:
Our primary objective for the accessibility guide was to help iGEMers ensure their projects could be accessed and appreciated by a broader audience, and we believe we’ve made significant progress toward achieving that goal. By making our resource publicly available on our wiki, future iGEM teams will have the opportunity to incorporate these accessibility practices into their own wiki-building processes.
Feedback from the UK iGEM meetup was generally positive, which leads us to believe that our session on accessibility was well-received and useful for the attending teams.
The process of creating this guide was also highly educational for our team. It highlighted how easy it is for important content to be overlooked due to a lack of awareness about accessibility standards. Through this project, we gained a deeper understanding of the importance of inclusive design and the impact it can have on making scientific work more accessible to all.
Childrens' Activity Book
Overview
To nurture children's scientific curiosity, one of our key educational goals, we created a Children’s Activity Book aimed at children aged 8-11. Our focus was on introducing scientific concepts to younger generations in a fun and structured way that encourages a natural progression in knowledge. Rather than limiting the resource to classroom use, we wanted it to be widely accessible for parents as well, so it could be used both in schools and at home.
The book features the character "Superhero PafA," inspired by the phosphatase enzyme we redesigned using machine learning tools for our project. Through a series of interactive tasks—such as word searches, matching games, and crossword puzzles—children follow PafA’s adventures. They learn about environmental issues like algal blooms and eutrophication caused by excess fertilisers through the villain "Phosphogeddon." This villain represents the harmful consequences of overusing phosphate fertilisers. The tasks are designed to be engaging and educational, guiding children to help scientists give PafA a “power boost” by completing the activities.
We carefully presented these ideas in a way that wouldn’t overwhelm the children but would still introduce them to new scientific concepts. Each activity builds on the previous one, ensuring a cohesive learning experience.
Reflection on impact and skills gained:
Although we weren’t able to gather direct feedback from users, we hope that the book had a positive impact on the younger community. For distribution, we emailed primary schools with a copy of the book and a summary explaining its content and educational objectives.
This project allowed our team to hone the skill of simplifying complex scientific information for a younger audience. Team members Mary and Katie played a central role, drawing on familiar stories like "The Three Little Bears" and blending them with original storytelling to make the tasks more enjoyable. This experience taught us how to translate scientific knowledge into terms that not only non-experts but also children can easily grasp.
UK iGEM Meetup sponsored by Full Circle Labs and SynBioUK
Overview
To support one of our key educational goals of building a community and sharing resources and knowledge, our team hosted the UK iGEM meetup, which brought together teams from five UK universities and one international team from Belgium.
Day One:
The meetup coincided with our university’s open day, creating an ideal opportunity to connect prospective bioscience students with current students. Each participating iGEM team designed an engaging activity for students to try, including:
- Drawing on petri dishes with chromoproteins
- A pipetting race, matching images to pipetted liquids
- Learning to use a spectrophotometer and matching specific absorbances
- A science-themed matching game
At the end of the day, an award was given for the best student activity.
In addition to these activities, the teams displayed posters about their iGEM projects. This encouraged knowledge-sharing not only with students but also with their accompanying family and friends. The poster session allowed the general public to learn about cutting-edge synthetic biology research in a more accessible way.
Following this, our team leader Grace gave a talk on Wiki Accessibility, highlighting common issues and their importance. This was followed by team presentations where each team showcased their project and how they incorporated sustainable practices, as encouraged by our sponsor, Full Circle Labs.
A panel of judges, including Brooks Rady and Anirudh Jakhmola (our team advisors) and Marta Marcheluk (European iGEM Ambassador), evaluated the presentations using criteria similar to those in the iGEM judging handbook. Awards were given for the best presentation and the best implementation of sustainability practices. Teams received feedback from judges and audience members, who filled out feedback forms between presentations.
The day ended with social activities, including a scavenger hunt and a team tea, where participants formed friendships and strengthened collaboration.
Day Two:
The second day featured insightful talks from several external speakers. Alice Hodgson from Nanopore provided a balanced talk on working in the industry, sharing her experiences and career progression. Marta Marcheluk, the European iGEM Ambassador, spoke about the iGEM community, offering tips on how to get the most out of participating in iGEM. Alya Masoud Abdelhafid delivered a detailed presentation on iGEM startups, inspiring teams to think about the potential of their projects and sharing practical advice on how to launch a startup.
To break up the talks, we hosted a Biosciences Sports Day, where teams competed in fun tasks like parafilming a petri dish as quickly as possible, organised by team leaders Katie and Grace. Awards were also given to the winners of the sports day to keep the competitive spirit high.
Reflections on impact and skills gained:
The meetup successfully fulfilled our goal of contributing to a growing community where knowledge is shared, scientific curiosity is nurtured, and accessibility is prioritised.
This event allowed our team to develop numerous skills, particularly in event planning and organisation. Team leaders Katie and Grace took charge of planning activities, handling risk assessments, contacting speakers, and managing the schedule to ensure everything ran smoothly. Team member Coleen focused on advertising the meetup and keeping track of attendees. The team also managed logistics, such as booking spaces, arranging food and dietary accommodations, and ensuring all safety procedures were in place.
Feedback from attendees was overwhelmingly positive. Teams were pleased with the turnout and found the talks insightful and the activities engaging. Attendees appreciated the opportunity to participate in the educational activities during the University of Sheffield Open Day.
Having well-versed and enthusiastic external speakers significantly elevated the experience for both the attending teams and our own team. Their contributions enriched the knowledge-sharing experience, fostering a greater sense of community within the event.
Comic Book
Overview
To present our project in an engaging and approachable way, we developed a fun and visually captivating comic. Created entirely by our team member Coleen, who hand-drew each element, the comic introduces our project through a storyline that simplifies complex scientific concepts. By translating our project into a comic format, we made the science behind it less intimidating and more accessible to a wider audience.
Reflect on feedback and skills gained:
The comic format allowed us to explore new methods for communicating our scientific content to the public in a way that is both engaging and easy to digest. In creating the storyline, we had to thoroughly understand our project to determine how best to visually represent key concepts without losing clarity or detail. This process enhanced our ability to think creatively about scientific communication and to adapt complex information for broader audiences.
Conclusion
Education has been a central focus for our team, and we believe that the events, resources, and creative outputs we developed—such as the comic—will have a positive impact not only within the iGEM community but also for external audiences. By experimenting with different approaches to science communication, we aimed to make our project more accessible and inspiring to all.
References
- Allen, O. (2023) 'Phosphogeddon: Our planet's phosphate crisis', the Oxford Scientist, 5th July. Available at: Phosphogeddon: Our planet’s phosphate crisis
- accessiBE (2024). Available at: accessScan - Website Accessibility Checker - Free & Instant - accessiBe (Accessed: 23/09/2024).