A major part of this course is interaction with students in two high school classes as part of a much broader collaborative research project to comprehend global viral diversity. Because of the interaction with high school students, the course has been given the designation "service learning" (click here for VCU's operational definition). With this designation, the course satisfies the 3-credit Urban Environment requirement for graduation specified in the Humanities and Sciences bulletin.

Nature of the Interaction

Several weeks into the semester, two Biotechnology classes from the Chesterfield Technical Center will visit VCU during the two lab periods. During that time, you will partner with a student to introduce him/her to ViroBIKE, a tool that will be used both to engage students in an interactive discovery of molecular biology and to aid in the analysis of viral DNA sequences. After this initial meeting, you and your mentee will meet on-line to make sure that the mentee can go through various tutorials in molecular biology and ViroBIKE. You will also share a viral sequence, which the two of you will figure out. Finally, you will serve as an uber-mentor, helping your mentee mentor a student in Swedan. It is anticipated that you will have at least 15 hours of contact with your mentee. The three of you will continue work on the viral sequence project.

You are going to be a major determinant in the success of student's participation in this project. Participation in this course implies accepting this role.

Your Objectives

• Help your mentee learn molecular biology and gain facility in BioBIKE
   
• Through this, learn it yourself (no better way to learn than to teach)
   
• Help your mentee learn how to mentor effectively
   
• Help all of us to:  
     (a) figure out how best to promote productive collaborations and          
     (b) determine what modifications in the computational environment will aid the process

Reflection and Feedback

This is a pilot project, from which we will learn how to expand the project to a global scale. Your input is vital! You will therefore keep a journal of your experience with ViroBIKE and your contact with your mentee(s). Every interaction should be logged in your thread maintained on the ViroBIKE website, within two days of the interaction. You should reflect on your experience, noting (but not limiting yourself to) the following:

• What were your goals for the session?
• What were your mentee's expectations and preconceptions?
• What concepts did your mentee take in without trouble? What concepts caused problems?
• What tools were useful to your mentee? What tools were confusing?
• What tools can you imagine that would facilitate the interaction?
• How did the interaction proceed? How might the interaction be improved?

Evaluation

Since this course satisfies the Urban Environment requirement and there's no way to dissociate this property from the course, it is necessary to satisfactorily fulfill the collaborative experience in order to pass the course as a whole. This means:

1. Interacting with your mentee(s), according to a schedule that will be provided later (determined mostly by the schedule of the high school class).
2. Interacting on-line with your mentee(s), within ViroBIKE
3. Interacting at least 15 hours
4. Logging your interactions on the ViroBIKE discussion page in a timely fashion
5. Completing a research project with your mentee(s) that is satisfying to all concerned.
6. Completing a report on your collaborative research project, the nature of which will be elucidated later (depends on the technological capabilities we can put together)

You will be evaluated on the basis of:

1. The interaction, as judged by your logs and the final questionnaire returned by your mentee and the mentee's instructor;
2. Your insights into the interaction, as judged by your logs;
3. Your results, as judged by your report

What if…

• What if my mentee is a real dunce?      
  Rejoice! You have the opportunity to make a big difference. Anyone can learn anything. If you persevere, you might find the magic button that helps even your mentee see the light. Take good notes of what works and what doesn't.

• What if my mentee doesn't need my help?
  Rejoice! That means that this person is going to be a real force in the research project. There's far too much for even two Nobel prize winners to do, so do not fear that you will run out of questions to ask of your viral sequence. A mentee who knows the game well means that both of you will be playing on a high level. Interesting!

• What if my mentee will not communicate?
  Do not rejoice. First of all, considering the nature of the students in the high school classes, this is not a likely scenario. Most likely, events will be driven by the student's desire to make progress in the project. But if you hear nothing, then take it upon yourself to contact your mentee, inquiring as to his/her progress, and emphasizing that you would like to interact no matter how much or how little (s)he brings to the table. If that doesn't start the fires going, then we may have a problem. See me quickly.

• What if I don't understand ViroBIKE?
  Ha ha! Surely you make with the joke. You will have a few weeks head start, and even if you are not thoroughly comfortable with ViroBIKE by that time, imagine how much less comfortable your mentee will be. However, it is expected that you will encounter problems now and again.