Biology subjects

Elgin, S. C. R.

Publications and source records attributed to Elgin, S. C. R..

6 recordsLinked to original sources

bioRxiv2025

Heterochromatin-based silencing of a foreign tandem repeat in Drosophila melanogaster shows unusual biochemistry and temperature sensitivity

Eukaryotic genomes are packaged into chromatin, a regulatory nucleoprotein assembly. Establishment, maintenance, and interconversion of chromatin states is required for correct patterns of gene expression, genome integrity, and survival. Transcriptionally repressive heterochromatin minimizes mobilization of transposable elements and limits expansion of other repetitive DNA, but mechanisms for recognition of the latter sequences are not well established. We previously demonstrated in Drosophila melanogaster that transcripts derived from 1360 and Invader4 transposon insertions can trigger local conversion of transcriptionally permissive euchromatin to heterochromatin through the piRNA system, but only in a subset of genomic locations near existing blocks of heterochromatin. Here we show that a ~9 kb tandem array of the 36-nucleotide lac operator (lacO) sequence of Escherichia coli can form ectopic heterochromatin at a similar subset of sites, resulting in variegating expression of an adjacent reporter gene. Heterochromatin Protein 1a (HP1a) and histone deacetylation are required for lacO repeat-induced silencing, but, contrasting with previously described Position Effect Variegation (PEV), we do not observe increased histone H3 lysine 9 methylation. Silencing is effective at 25{degrees}C and suppressed at 18{degrees}C (in contrast to canonical PEV, which is enhanced at 18{degrees}C), indicating involvement of a temperature-sensitive component. Temperature switching experiments show that lacO repeat-induced heterochromatin formation is reversible throughout larval development following an HP1a-dependent initiation step in the early embryo. We conclude that the Drosophila nucleus can recognize a completely foreign tandem repeat as a target for heterochromatin formation, and that the heterochromatin structure established is distinct from that of endogenous tandem arrays.

genetics↗

bioRxiv2023

Long-read genome assemblies for the study of chromosome expansion: Drosophila kikkawai Drosophila takahashii, Drosophila bipectinata, and Drosophila ananassae

Flow cytometry estimates of genome sizes among species of Drosophila show a 3-fold variation, ranging from [~]127 Mb in Drosophila mercatorum to [~]400 Mb in Drosophila cyrtoloma. However, the assembled portion of the Muller F Element (orthologous to the fourth chromosome in Drosophila melanogaster) shows a nearly 14-fold variation in size, ranging from [~]1.3 Mb to > 18 Mb. Here, we present chromosome-level long read genome assemblies for four Drosophila species with expanded F Elements ranging in size from 2.3 Mb to 20.5 Mb. Each Muller Element is present as a single scaffold in each assembly. These assemblies will enable new insights into the evolutionary causes and consequences of chromosome size expansion.

genomics↗

bioRxiv2021

Building Back More Equitable STEM Education: Teach Science by Engaging Students in Doing Science

The COVID-19 pandemic is a national tragedy, one that has focused our attention on both the need to improve science education and the need to confront systemic racism in our country. We know that active learning strategies, in particular research experiences, can engage and empower STEM undergraduates, effectively closing the achievement gap for historically excluded persons. The apprenticeship model for STEM training - supervised research under a dedicated mentor - is highly effective, but out of reach for most students. Recent efforts have demonstrated that Course-based Undergraduate Research Experiences (CUREs) can be an effective approach for making STEM research accessible for all. Our meta-analysis of CUREs finds that published examples now cover the breadth of the typical undergraduate biology curriculum. A thoughtfully designed CURE can go beyond foundational knowledge and analytical thinking to include career-related skills, e.g., teamwork and communication. Similarly, it can be designed with equity as a foundational principle, taking into account the unique contributions of all students and their varying needs. We provide here an example framework (The "Do Science Framework") for making STEM training more effective and inclusive using CUREs. While CUREs do not inherently address equity, there can be no equity in STEM education without equal access to research participation, and progress toward this goal can be achieved using CUREs. However, implementing new CUREs is not a trivial undertaking, particularly at schools with high teaching loads and little or no research infrastructure, including many community colleges. We therefore propose a National Center for Science Engagement to support this transition, building on experiences of current nationally established CUREs as well as the work of many individual faculty. In the aftermath of the COVID-19 pandemic, academia has a renewed responsibility to dismantle structural inequities in education; engaging all STEM students in research can be a key step.

scientific communication and education↗

bioRxiv2019

G-OnRamp: Generating genome browsers to facilitate undergraduate-driven collaborative genome annotation

Scientists are sequencing new genomes at an increasing rate with the goal of associating genome contents with phenotypic traits. After a new genome is sequenced and assembled, structural gene annotation is often the first step in analysis. Despite advances in computational gene prediction algorithms, most eukaryotic genomes still benefit from manual gene annotation. Undergraduates can become skilled annotators, and in the process learn both about genes/genomes and about how to utilize large datasets. Data visualizations provided by a genome browser are essential for manual gene annotation, enabling annotators to quickly evaluate multiple lines of evidence (e.g., sequence similarity, RNA-Seq, gene predictions, repeats). However, creating genome browsers requires extensive computational skills; lack of the expertise required remains a major barrier for many biomedical researchers and educators.\n\nTo address these challenges, the Genomics Education Partnership (GEP; https://gep.wustl.edu/) has partnered with the Galaxy Project (https://galaxyproject.org) to develop G-OnRamp (http://g-onramp.org), a web-based platform for creating UCSC Assembly Hubs and JBrowse genome browsers. G-OnRamp can also convert a JBrowse instance into an Apollo instance for collaborative genome annotations in research and educational settings. G-OnRamp enables researchers to easily visualize their experimental results, educators to create Course-based Undergraduate Research Experiences (CUREs) centered on genome annotation, and students to participate in genomics research.\n\nDevelopment of G-OnRamp was guided by extensive user feedback from in-person workshops. Sixty-five researchers and educators from over 40 institutions participated in these workshops, which produced over 20 genome browsers now available for research and education. For example, genome browsers for four parasitoid wasp species were used in a CURE engaging 142 students taught by 13 faculty members -- producing a total of 192 gene models. G-OnRamp can be deployed on a personal computer or on cloud computing platforms, and the genome browsers produced can be transferred to the CyVerse Data Store for long-term access.

scientific communication and education↗

bioRxiv2018

G-OnRamp: A Galaxy-based platform for creating genome browsers for collaborative genome annotation

SummaryG-OnRamp provides a user-friendly, web-based platform for collaborative, end-to-end annotation of eukaryotic genomes using UCSC Assembly Hubs and JBrowse/Apollo genome browsers with evidence tracks derived from sequence alignments, ab initio gene predictors, RNA-Seq data, and repeat finders. Researchers can use the G-OnRamp output to visualize large genomics datasets, and can utilize the output to drive collaborative genome annotation projects in both research and educational settings.\n\nAvailability and ImplementationThe G-OnRamp virtual machine images and tutorials are freely available on the G-OnRamp web site (http://g-onramp.org/deployments). The G-OnRamp source code is freely available under an Academic Free License version 3.0 through the goeckslab GitHub repository (https://github.com/goeckslab).\n\nContactgoecksj@ohsu.edu\n\nSupplementary information:

genomics↗

bioRxiv2017

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

Bioinformatics is becoming increasingly central to research in the life sciences. However, despite its importance, bioinformatics skills and knowledge are not well integrated in undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing genomic research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of life sciences faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists, as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondents degree of training, time since degree earned, and/or the Carnegie classification of the respondents institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate life sciences students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.\n\nSignificance StatementBioinformatics, an interdisciplinary field that uses techniques from computer science and mathematics to store, manage, and analyze biological data, is becoming increasingly central to modern biology research. Given the widespread use of bioinformatics and its impacts on societal problem-solving (e.g., in healthcare, agriculture, and natural resources management), there is a growing need for the integration of bioinformatics competencies into undergraduate life sciences education. Here, we present a set of bioinformatics core competencies for undergraduate life scientists developed using the results of a large national survey and the expertise of our working group of bioinformaticians and educators. We also present results from the survey on the importance of bioinformatics skills and the current state of integration of bioinformatics into biology education.

bioinformatics↗