This page has only limited features, please log in for full access.
Engineers are increasingly called on to develop sustainable solutions to complex problems. Within engineering, however, economic and environmental aspects of sustainability are often prioritized over social ones. This paper describes how efficiency and sustainability were conceptualized and interrelated by students in a newly developed second-year undergraduate engineering course, An Integrated Approach to Energy. This course took a sociotechnical approach and emphasized modern energy concepts (e.g., renewable energy), current issues (e.g., climate change), and local and personal contexts (e.g., connecting to students’ lived experiences). Analyses of student work and semi-structured interview data were used to explore how students conceptualized sustainability and efficiency. We found that in this cohort (n = 17) students often approached sustainability through a lens of efficiency, believing that if economic and environmental resources were prioritized and optimized, sustainability would be achieved. By exploring sustainability and efficiency together, we examined how dominant discourses that privilege technical over social aspects in engineering can be replicated within an energy context.
Laura Gelles; Joel Mejia; Susan Lord; Gordon Hoople; Diana Chen. Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course. Sustainability 2021, 13, 7188 .
AMA StyleLaura Gelles, Joel Mejia, Susan Lord, Gordon Hoople, Diana Chen. Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course. Sustainability. 2021; 13 (13):7188.
Chicago/Turabian StyleLaura Gelles; Joel Mejia; Susan Lord; Gordon Hoople; Diana Chen. 2021. "Is It All about Efficiency? Exploring Students’ Conceptualizations of Sustainability in an Introductory Energy Course." Sustainability 13, no. 13: 7188.
What do engineering students in 2020 need to know about energy to be successful in the workplace and contribute to addressing society’s issues related to energy? Beginning with this question, we have designed a new course for second-year engineering students. Drawing on the interdisciplinary backgrounds of our diverse team of engineering instructors, we aimed to provide an introduction to energy for all engineering students that challenged the dominant discourse in engineering by valuing students’ lived experiences and bringing in examples situated in different cultural contexts. An Integrated Approach to Energy was offered for the first time in Spring 2020 for 18 students. In this paper, we describe the design of the course including learning objectives, content, and pedagogical approach. We assessed students’ learning using exams and the impact of the overall course using interviews. Students demonstrated achievement of the learning objectives in technical areas. In addition, interviews revealed that they learned about environmental, economic, and social aspects of engineering practice. We intend for this course to serve as a model of engineering as a sociotechnical endeavor by challenging students with scenarios that are technically demanding and require critical thinking about contextual implications.
Gordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability 2020, 12, 9145 .
AMA StyleGordon Hoople, Diana Chen, Susan Lord, Laura Gelles, Felicity Bilow, Joel Mejia. An Integrated Approach to Energy Education in Engineering. Sustainability. 2020; 12 (21):9145.
Chicago/Turabian StyleGordon Hoople; Diana Chen; Susan Lord; Laura Gelles; Felicity Bilow; Joel Mejia. 2020. "An Integrated Approach to Energy Education in Engineering." Sustainability 12, no. 21: 9145.
The global pandemic of COVID-19 brought about the transition to Emergency Remote Teaching (ERT) at higher education institutions across the United States, prompting both students and the faculty to rapidly adjust to a different modality of teaching and learning. Other crises have induced disruptions to academic continuity (e.g., earthquakes, hurricanes), but not to the same extent as COVID-19, which has affected universities on a global scale. In this paper, we describe a qualitative case study where we interviewed 11 second-year Integrated Engineering students during the Spring 2020 semester to explore how they adapted to the transition to remote learning. Our results revealed several student challenges, how they used self-discipline strategies to overcome them, and how the faculty supported students in the classroom through a compassionate and flexible pedagogy. Faculty members showed compassion and flexibility by adjusting the curriculum and assessment and effectively communicating with students. This was especially important for the women participants in this study, who more frequently expressed utilizing pass/fail grading and the personal and gendered challenges they faced due to the pandemic. During this unprecedented crisis, we found that a key element for supporting students’ well-being and success is the faculty members communicating care and incorporating flexibility into their courses.
Laura A. Gelles; Susan M. Lord; Gordon D. Hoople; Diana A. Chen; Joel Alejandro Mejia. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences 2020, 10, 304 .
AMA StyleLaura A. Gelles, Susan M. Lord, Gordon D. Hoople, Diana A. Chen, Joel Alejandro Mejia. Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19. Education Sciences. 2020; 10 (11):304.
Chicago/Turabian StyleLaura A. Gelles; Susan M. Lord; Gordon D. Hoople; Diana A. Chen; Joel Alejandro Mejia. 2020. "Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19." Education Sciences 10, no. 11: 304.
Energy is a foundational topic across engineering disciplines; however, energy concepts are typically introduced in a disjointed fashion across multiple courses. Students often have difficulty making connections across disciplines that leverage their own personal funds of knowledge. For example, many students often fail to connect their personal experience with technology (e.g. home appliances) with the engineering concepts (e.g. 1st law of thermodynamics) introduced in class. We are exploring a reconceived approach for introducing students to these important concepts. The authors, with expertise in four different engineering disciplines, recognize that many discourses in engineering exist in tension with each other. The context in which we teach energy is too often narrowly defined and framed by both hegemonic disciplinary literacies (i.e., mechanical engineers tend to focus heavily on steam tables) and dominant cultural perspectives (i.e., White, male, colonial, and heteronormative). Our objective is to redefine the teaching and learning of energy in engineering to recognize the broad diversity that exists within the world around energy. This paper, submitted as a work in progress, describes our vision for a new course that brings together energy concepts from traditional middle year courses such as thermodynamics and circuits. We propose to use culturally sustaining pedagogies (CSPs) to provide all students with a stronger foundation and a broader perspective. CSPs seek to value and cultivate the cultural and social pluralism that creates a democratic educational experience and have been shown to increase student engagement and improve student outcomes in K-12 education. We hypothesize that the use of CSPs will help with breaking down the false dichotomy of engineering problems as strictly “social” or “technical.” In this paper, we briefly review approaches taken to teach energy in engineering. We then examine CSPs and make the case for how they might be used within engineering. We discuss our preliminary ideas for the course itself. The goal of this paper is to stimulate discussion within the ASEE community to improve course effectiveness in enhancing student learning. This project is part of a larger overall effort at [University] to integrate social justice themes across the curriculum of a new general engineering department. This paper will present our progress towards instantiating in the classroom the broader vision laid out for our program.
Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .
AMA StyleGordon D. Hoople, Joel Alejandro Mejia, Diana A. Chen, Susan M. Lord. Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.
Chicago/Turabian StyleGordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. 2020. "Reimagining Energy: Deconstructing Traditional Engineering Silos Using Culturally Sustaining Pedagogies." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.
This work-in-progress paper describes a new initiative at the Shiley-Marcos School of Engineering to help our students integrate, and sometimes reconcile, their personal values with their engineering identity. In this paper, we describe how we are collaborating with the Office for Mission and Ministry on our campus to use the language of vocation in an engineering context to help our students develop a critical awareness about the choices they will make upon graduation. We present a brief introduction to the literature on vocation and reflection in higher education, discuss our approach to teaching this material in our first-year User-Centered Design course, and examine the impact of the activity on students through preliminary analysis of survey data. We find that students value discussion of these topics, but more work needs to be done to connect the concepts of vocation and engineering.
Diana A. Chen; Mark R. Peters; Gordon D. Hoople; Joel Alejandro Mejia; Susan M. Lord. Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .
AMA StyleDiana A. Chen, Mark R. Peters, Gordon D. Hoople, Joel Alejandro Mejia, Susan M. Lord. Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.
Chicago/Turabian StyleDiana A. Chen; Mark R. Peters; Gordon D. Hoople; Joel Alejandro Mejia; Susan M. Lord. 2020. "Vocation In the Engineering Curriculum: Challenging Students to Recognize Their Values." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.
In this ‘Work in Progress’ paper, we present our efforts to develop a new concentration area in biomedical engineering (BME) within a newly created Integrated Engineering major at a primarily undergraduate institution that has been a “Changemaker”-designated campus since 2011. The goal with the development of our BME concentration area is to provide students with an engineering curriculum that is explicitly sociotechnical in nature. By sociotechnical we mean that our students should understand engineering is not simply technical problem solving but requires an understanding of how engineering solutions must integrate both social and technical elements. This is a theme across our entire Integrated Engineering major and is of particular relevance for students interested in biomedical applications.
Mark A. Chapman; Gordon D Hoople; G. Bryan Cornwall. Board 2: Work in Progress: Development of a Biomedical Engineering Concentration Area within an Integrated Engineering Major Emphasizing Sociotechnical Thinking. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .
AMA StyleMark A. Chapman, Gordon D Hoople, G. Bryan Cornwall. Board 2: Work in Progress: Development of a Biomedical Engineering Concentration Area within an Integrated Engineering Major Emphasizing Sociotechnical Thinking. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.
Chicago/Turabian StyleMark A. Chapman; Gordon D Hoople; G. Bryan Cornwall. 2020. "Board 2: Work in Progress: Development of a Biomedical Engineering Concentration Area within an Integrated Engineering Major Emphasizing Sociotechnical Thinking." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.
This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of teaching practices known as culturally sustaining pedagogies (CSPs). It is sponsored through the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden what is accepted as engineering knowledge, and help individuals acknowledge the differing values and perspectives of others. This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is promoting inclusion within engineering to support broader participation and thus increased diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the first year of this project, the PIs are focused on identifying non-canonical examples of energy that will form the basis of the new class. This poster and associated paper will report on the new examples of energy identified by the PIs.
Gordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering. 2019 ASEE Annual Conference & Exposition Proceedings 2020, 1 .
AMA StyleGordon D. Hoople, Joel Alejandro Mejia, Diana A. Chen, Susan M. Lord. Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering. 2019 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.
Chicago/Turabian StyleGordon D. Hoople; Joel Alejandro Mejia; Diana A. Chen; Susan M. Lord. 2020. "Board 66: Reimagining Energy Year 1: Identifying Noncanonical Examples of Energy in Engineering." 2019 ASEE Annual Conference & Exposition Proceedings , no. : 1.
The practice of engineering often involves problem solving in multidisciplinary and interdisciplinary teams. Undergraduate engineering students often are trained in disciplinary concepts and techniques of their specializations, but rarely given opportunities to reflect upon how they work with collaborators. Here, we discuss a course that brings students from engineering and non-engineering fields together to grapple with a technical and conceptual challenge: designing and building drones for humanitarian purposes. This paper describes an “Engineering Peace” course and discusses preliminary findings from surveys, focus groups, and observations regarding the course’s effects on students’ multidisciplinary and interdisciplinary skills. This material allows us to analyze the emergence of professional formation as engineers and non-engineers work together. While we understand this study to be limited in scope, the feedback provides preliminary evidence for collaborative research across disciplines and how professional skills are fostered in the classroom.
Elizabeth Reddy; Gordon D Hoople; Austin Choi-Fitzpatrick; Michelle M. Camacho. Peace Engineering: Investigating Multidisciplinary and Interdisciplinary Effects in a Team-Based Course About Drones. 2018 ASEE Annual Conference & Exposition Proceedings 2020, 1 .
AMA StyleElizabeth Reddy, Gordon D Hoople, Austin Choi-Fitzpatrick, Michelle M. Camacho. Peace Engineering: Investigating Multidisciplinary and Interdisciplinary Effects in a Team-Based Course About Drones. 2018 ASEE Annual Conference & Exposition Proceedings. 2020; ():1.
Chicago/Turabian StyleElizabeth Reddy; Gordon D Hoople; Austin Choi-Fitzpatrick; Michelle M. Camacho. 2020. "Peace Engineering: Investigating Multidisciplinary and Interdisciplinary Effects in a Team-Based Course About Drones." 2018 ASEE Annual Conference & Exposition Proceedings , no. : 1.
Public opinion about energy issues has created an ideological divide between renewable and non-renewable energy sources. In engineering education, energy concepts are sometimes divided and analyzed by disciplinary boundary lines. In an effort to explore how to better teach energy concepts to our students, we sought to first understand how students conceptualize energy. This paper outlines a survey that was administered to students a school of engineering at a private liberal arts university to gain insight into students' understanding of energy concepts and issues (n=82). The survey consisted of questions to gauge students' interests in energy, existing technical understanding, and energy tendencies. The data collected from the survey was used to create and tailor a new energy class to the students so the concepts can be built around student interest and embodied knowledge.
Madeline Nelson; Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. What is Energy? Examining Engineering Students’ Conceptions of Energy. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .
AMA StyleMadeline Nelson, Gordon D. Hoople, Joel Alejandro Mejia, Diana Chen, Susan M. Lord. What is Energy? Examining Engineering Students’ Conceptions of Energy. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.
Chicago/Turabian StyleMadeline Nelson; Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. 2020. "What is Energy? Examining Engineering Students’ Conceptions of Energy." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.
This NSF project focuses on the development of a new, required energy course that considers ways to best include, represent, and honor students from all backgrounds using a collection of pedagogical approaches known as culturally sustaining pedagogies (CSPs). It is sponsored by the Division of Undergraduate Education (DUE) Improving Undergraduate STEM Education: Education and Human Resources (IUSE: EHR) program. Energy is a modern and foundational concept across engineering disciplines, but it is typically introduced to students in notoriously disengaging Thermodynamics courses. Many of these courses have roots in the Industrial Revolution and are characterized by particularly ethnocentric (White), masculine, and colonial knowledge. CSPs have been used successfully in K-12 settings, yielding particular benefits for traditionally underserved students, but have yet to be explored in undergraduate engineering. CSPs encourage students to connect their lived experiences to course topics, broaden conceptualizations of energy, and help individuals acknowledge the differing values and perspectives of others. This research seeks to (1) identify energy examples outside of those traditionally used in thermodynamics; (2) develop and teach a course that integrates these non-traditional examples using CSPs; and (3) deepen educators understanding of how CSPs impact student learning, mindsets, and attitudes. These materials are being disseminated so that other faculty may use CSPs to engage their students. An overarching goal of this work is to promote inclusion within engineering to support broader participation and thus increase diversity. CSPs may be a key tool in changing the dominant discourse of engineering education, improving the experience for those students already here and making it more welcoming to those who are not. In the second year of this project, the PIs are focused on developing course materials (e.g. lesson plans, learning outcomes) for the new class based on what was learned in Year One about CSPs. This poster and associated paper will report on the PIs’ progress in course development.
Gordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. Reimagining Energy Year 2: Integrating CSPs into Course Development. 2020 ASEE Virtual Annual Conference Content Access Proceedings 2020, 1 .
AMA StyleGordon D. Hoople, Joel Alejandro Mejia, Diana Chen, Susan M. Lord. Reimagining Energy Year 2: Integrating CSPs into Course Development. 2020 ASEE Virtual Annual Conference Content Access Proceedings. 2020; ():1.
Chicago/Turabian StyleGordon D. Hoople; Joel Alejandro Mejia; Diana Chen; Susan M. Lord. 2020. "Reimagining Energy Year 2: Integrating CSPs into Course Development." 2020 ASEE Virtual Annual Conference Content Access Proceedings , no. : 1.
Polymers have been shown to have viable applications in the biomedical field, from controlled drug delivery systems to biological implants. The preparation and processing of polymers into bio-systems have nevertheless encountered some technical challenges in part customization and adverse effects to the human body functions and recovery. This study proposes the utilization of 3D printing technology and supercritical carbon dioxide (scCO2) processing to deliver a drug-impregnated polymeric material system which can be engineered and tuned to suit a particular implantation procedure and dramatically improve patient outcomes. In this work, an acrylate-based polymer is 3D-printed using stereolithography, then impregnated with flurbiprofen drug using scCO2. Drug loading above 24 % by mass is achievable under the tested conditions. The correlation of drug loading and material surface roughness with different process parameters, including 3D printing layer thickness, scCO2 processing temperature, pressure and treatment time, are investigated and empirically modeled using the linear regression methods.
Truc T. Ngo; Lauren Hoffman; Gordon D. Hoople; William Trevena; Udeema Shakya; Gregory Barr. Surface morphology and drug loading characterization of 3D-printed methacrylate-based polymer facilitated by supercritical carbon dioxide. The Journal of Supercritical Fluids 2020, 160, 104786 .
AMA StyleTruc T. Ngo, Lauren Hoffman, Gordon D. Hoople, William Trevena, Udeema Shakya, Gregory Barr. Surface morphology and drug loading characterization of 3D-printed methacrylate-based polymer facilitated by supercritical carbon dioxide. The Journal of Supercritical Fluids. 2020; 160 ():104786.
Chicago/Turabian StyleTruc T. Ngo; Lauren Hoffman; Gordon D. Hoople; William Trevena; Udeema Shakya; Gregory Barr. 2020. "Surface morphology and drug loading characterization of 3D-printed methacrylate-based polymer facilitated by supercritical carbon dioxide." The Journal of Supercritical Fluids 160, no. : 104786.
In this study we investigate how faculty and students think about engineering us-ing a technique new to engineering education: card sorting. In card sorting partic-ipants sort stimuli (cards) into groups, in the process revealing how they catego-rize information. Here we examine how both engineering faculty (n=23) and first-year undergraduate students (n=62) categorize engineering scenarios. We found engineering faculty sort based on cross-disciplinary engineering activities rather than engineering disciplines. This is a surprising result as our educational frameworks are based around disciplines, and yet they are not the primary way in which faculty think. First-year students, on the other hand, showed little consen-sus on how to sort the scenarios. As a part of this paper we unveil an online card sorting platform Collection and Analysis of Research Data for Sorting (CARDS). CARDS allows researchers to create card sorting tasks, distribute them to participants for remote data collection, and analyze quantitative results.
Diana A. Chen; Gordon D. Hoople; Nico Ledwith; Eric Burlingame; Seth D. Bush; Gregory E. Scott. Exploring Faculty and Student Frameworks for Engineering Knowledge Using an Online Card Sorting Platform. International Journal of Engineering Pedagogy (iJEP) 2020, 10, 62 -81.
AMA StyleDiana A. Chen, Gordon D. Hoople, Nico Ledwith, Eric Burlingame, Seth D. Bush, Gregory E. Scott. Exploring Faculty and Student Frameworks for Engineering Knowledge Using an Online Card Sorting Platform. International Journal of Engineering Pedagogy (iJEP). 2020; 10 (1):62-81.
Chicago/Turabian StyleDiana A. Chen; Gordon D. Hoople; Nico Ledwith; Eric Burlingame; Seth D. Bush; Gregory E. Scott. 2020. "Exploring Faculty and Student Frameworks for Engineering Knowledge Using an Online Card Sorting Platform." International Journal of Engineering Pedagogy (iJEP) 10, no. 1: 62-81.
In an interdisciplinary project-based course, the topic of ‘drones’ served as an essential boundary object both for the students themselves and instructors. Instructors developed the course to facilitate productive exchanges between students from schools of engineering and peace studies involved. In this critical participation paper, we use an experimental reflection and analysis method to explore the instructors’ experience with this class. We demonstrate how this boundary object both facilitated some of the most desirable outcomes related to interdisciplinary partnerships and interfered with them by making collaboration without consensus – or explicit disagreements – possible. The kinds of troublesome surprises that instructors reflect on might be understood as indicative of ecologies of ideas, priorities, and practices that students and instructors bring to the classroom. We suggest that other instructors might also benefit from reflecting on their experiences with interdisciplinarity in the way that we have here.
Elizabeth Reddy; Gordon Hoople; Austin Choi-Fitzpatrick. Interdisciplinarity in Practice: Reflections on Drones as a Classroom Boundary Object. Engineering Studies 2019, 11, 51 -64.
AMA StyleElizabeth Reddy, Gordon Hoople, Austin Choi-Fitzpatrick. Interdisciplinarity in Practice: Reflections on Drones as a Classroom Boundary Object. Engineering Studies. 2019; 11 (1):51-64.
Chicago/Turabian StyleElizabeth Reddy; Gordon Hoople; Austin Choi-Fitzpatrick. 2019. "Interdisciplinarity in Practice: Reflections on Drones as a Classroom Boundary Object." Engineering Studies 11, no. 1: 51-64.
Gordon Hoople; Austin Choi-Fitzpatrick. Engineering Empathy: A Multidisciplinary Approach Combining Engineering, Peace Studies, and Drones. 2017 ASEE Annual Conference & Exposition Proceedings 2018, 1 .
AMA StyleGordon Hoople, Austin Choi-Fitzpatrick. Engineering Empathy: A Multidisciplinary Approach Combining Engineering, Peace Studies, and Drones. 2017 ASEE Annual Conference & Exposition Proceedings. 2018; ():1.
Chicago/Turabian StyleGordon Hoople; Austin Choi-Fitzpatrick. 2018. "Engineering Empathy: A Multidisciplinary Approach Combining Engineering, Peace Studies, and Drones." 2017 ASEE Annual Conference & Exposition Proceedings , no. : 1.
Diana Chen; Gordon Hoople. Contextualizing a New General Engineering Curriculum in the Liberal Arts. 2017 ASEE Annual Conference & Exposition Proceedings 2018, 1 .
AMA StyleDiana Chen, Gordon Hoople. Contextualizing a New General Engineering Curriculum in the Liberal Arts. 2017 ASEE Annual Conference & Exposition Proceedings. 2018; ():1.
Chicago/Turabian StyleDiana Chen; Gordon Hoople. 2018. "Contextualizing a New General Engineering Curriculum in the Liberal Arts." 2017 ASEE Annual Conference & Exposition Proceedings , no. : 1.
Gel-seq enables researchers to simultaneously prepare libraries for both DNA and RNA from 100 cells. The advent of next generation sequencing has fundamentally changed genomics research. Unfortunately, standard protocols for sequencing the genome and the transcriptome are incompatible. This forces researchers to choose between examining either the DNA or the RNA for a particular sample. Here we describe a new device and method, collectively dubbed Gel-seq, that enables researchers to simultaneously sequence both DNA and RNA from the same sample. This technology makes it possible to directly examine the ways that changes in the genome impact the transcriptome in as few as 100 cells. The heart of the Gel-seq protocol is the physical separation of DNA from RNA. This separation is achieved electrophoretically using a newly designed device that contains several different polyacrylamide membranes. Here we report on the development and validation of this device. We present both the manufacturing protocol for the device and the biological protocol for preparing genetic libraries. Using cell lines with uniform expression (PC3 and Hela), we show that the libraries generated with Gel-seq are similar to those developed using standard methods for either RNA or DNA. Furthermore, we demonstrate the power of Gel-seq by generating a matched genome and transcriptome library from a sample of 100 cells collected from a mouse liver tumor.
Gordon D. Hoople; Andrew Richards; Yan Wu; Kota Kaneko; Xiaolin Luo; Gen-Sheng Feng; Kun Zhang; Albert P. Pisano. Gel-seq: whole-genome and transcriptome sequencing by simultaneous low-input DNA and RNA library preparation using semi-permeable hydrogel barriers. Lab on a Chip 2017, 17, 2619 -2630.
AMA StyleGordon D. Hoople, Andrew Richards, Yan Wu, Kota Kaneko, Xiaolin Luo, Gen-Sheng Feng, Kun Zhang, Albert P. Pisano. Gel-seq: whole-genome and transcriptome sequencing by simultaneous low-input DNA and RNA library preparation using semi-permeable hydrogel barriers. Lab on a Chip. 2017; 17 (15):2619-2630.
Chicago/Turabian StyleGordon D. Hoople; Andrew Richards; Yan Wu; Kota Kaneko; Xiaolin Luo; Gen-Sheng Feng; Kun Zhang; Albert P. Pisano. 2017. "Gel-seq: whole-genome and transcriptome sequencing by simultaneous low-input DNA and RNA library preparation using semi-permeable hydrogel barriers." Lab on a Chip 17, no. 15: 2619-2630.