1. Using core competencies in curriculum design
Exploring and Refining Core Competencies for Bioinformatics Curriculum & Competencies Task Force, ISCB Education Committee and GOBLET
Using core competencies in curriculum design

2. Introduction Provide curricular guidelines that others may reuse.
Seek input from a variety of perspectives.
Surveys conducted in 2011 and 2012.

3. 2012 Surveys core facility directors (Fran Lewitter)
career opportunities (Lonnie Welch)
existing curricula (Russell Schwartz)

4. Table 1. Summary of the skill sets of a bioinformatician, identified by surveying bioinformatics core facility directors and examining bioinformatics career opportunities.
Welch L, Lewitter F, Schwartz R, Brooksbank C, Radivojac P, et al. (2014) Bioinformatics Curriculum Guidelines: Toward a Definition of Core Competencies. PLoS Comput Biol 10(3): e doi: /journal.pcbi

5. Categories of Bioinformatics Training
Bioinformatics scientists
use computational methods to advance the scientific understanding of living systems
exemplars: discovery biologist, academic molecular life science researcher, molecular life science educator, core facility scientist
Bioinformatics engineers
create novel computational methods needed for scientific discovery
exemplars: software developer, algorithm designer, database administrator
Clinical practitioners
access bioinformatics resources to perform job duties in specific application domains
exemplars: physician, nurse, genetic counselor

6.  Competency
User
Scientist
Engineer
(a) An ability to apply knowledge of computing, biology, statistics and mathematics appropriate to the discipline.  X
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution. 
(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs in scientific environments. 
(d) An ability to use current techniques, skills, and tools necessary for computing practice. 
(e) Apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.
(f) Apply design and development principles in the construction of software systems of varying complexity.
(g) Function effectively on teams to accomplish a common goal.
(h) An understanding of professional, ethical, legal, security and social issues and responsibilities. 
(i) Communicate effectively with a range of audiences.
(j) Analyze the local and global impact of bioinformatics and genomics on individuals, organizations, and society. 
(k) Recognize the need for, and engage in, continuing professional development. 
(l) Effectively manage research projects and teams.
(m) Have a detailed understanding of the scientific discovery process, and of the role of bioinformatics in it
(n) Apply statistical research methods in the contexts of molecular biology, genomics, medical and population genetics research.
(o) Knowledge of general biology, in-depth knowledge of at least one area of biology, and understanding of biological data generation technologies.

7. Welch L, Lewitter F, Schwartz R, Brooksbank C, Radivojac P, Gaeta B, Schneider V. “Bioinformatics Curriculum Guidelines: Toward a Definition of Core Competencies.” PLoS Comput Biol 10(3), 2014.

8.  Competencies for _______________________________________________________
Bloom’s Level
(a) An ability to apply knowledge of computing, biology, statistics and mathematics appropriate to the discipline. 
(b) An ability to analyze a problem, and identify and define the computing requirements appropriate to its solution. 
(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs in scientific environments. 
(d) An ability to use current techniques, skills, and tools necessary for computing practice. 
(e) Apply mathematical foundations, algorithmic principles, and computer science theory in the modeling and design of computer-based systems in a way that demonstrates comprehension of the tradeoffs involved in design choices.
(f) Apply design and development principles in the construction of software systems of varying complexity.
(g) Function effectively on teams to accomplish a common goal.
(h) An understanding of professional, ethical, legal, security and social issues and responsibilities. 
(i) Communicate effectively with a range of audiences.
(j) Analyze the local and global impact of bioinformatics and genomics on individuals, organizations, and society. 
(k) Recognize the need for, and engage in, continuing professional development. 
(l) Effectively manage research projects and teams.
(m) Have a detailed understanding of the scientific discovery process, and of the role of bioinformatics in it
(n) Apply statistical research methods in the contexts of molecular biology, genomics, medical and population genetics research.
(o) Knowledge of general biology, in-depth knowledge of at least one area of biology, and understanding of biological data generation technologies.

9. Using the competencies for curriculum design (breakouts)
For each competency, identify the target level you are aiming for the students using Bloom’s taxonomy
Also estimate the “starting” level the majority of students would be at
When there is a “gap” between starting and target, suggest some ways in which it can be filled (courses or modules or activities)

11. https://cft. vanderbilt. edu/wp-content/uploads/sites/59/Bloomtaxonomy

12. Example: Bioinformatics Masters program for computer science graduates
Core competency
Desired target level (Bloom’s)
Starting student level (Bloom’s)
Proposed courses/modules/activities
(c) An ability to design, implement, and evaluate a computer-based system, process, component, or program to meet desired needs in scientific environments. 
Evaluate
Nothing required
(n) Apply statistical research methods in the contexts of molecular biology, genomics, medical and population genetics research.
Analyze
Remember
Include a statistics or biological statistics course (equivalent to 2nd year undergraduate statistics)

13. Reflection on the exercise:
Is this process useful for curriculum design? How would you improve it?
Are the ISCB competencies appropriate? What changes would you suggest?

14. Breakouts
Training: design a training course or set of courses for introducing clinicians to medical bioinformatics
Course: design an introductory bioinformatics course for biology majors (sophomore undergraduates)
Degree program: design a 2-years bioinformatics masters program for computer science/engineering graduates