Oxford Nanopore Education
Oxford Nanopore is working with educators to provide life science literacy for the next generation. If you're interested in becoming a part of this, read more about our Education Beta programmeLearn about Education Beta
Why Oxford Nanopore Education?
Oxford Nanopore Education aims to make a profound impact on society by embracing inclusivity and equipping the next generation in pursuit of Oxford Nanopore Technologies's vision: to enable to analysis of anything, by anyone, anywhere.
By upskilling future scientists and technologists we enable them to address and overcome some of the world’s most pressing challenges, utilising tools previously unavailable to student populations. This aligns closely with our corporate values for accessible and equitable science driven by a Community of passionate, inquisitive and engaged individuals.
Our goals for education are approached through two methods:
- We enable our Community, helping to amplify their efforts in the classroom brought about through utilising their creativity and personal interests
- We partner with education institutions, combining their expertise with our unique toolset to provide opportunities not previously available to student populations
Through this we look to enhance the skills of students at undergraduate level and below, creating a better future for us all.
Education from the Nanopore Community
Jon Hale: Daffodil DNA
This school-level project was created and lead by teacher Jon Hale on the Island of Jersey. Brought to life through collaboration with The University of Dundee, The Royal Society and The James Hutton Institute, schools across Scotland and now England are sequencing novel chloroplast genomes using living collections from the National Trust for Scotland Brodie Castle and Croft 16. You can learn more about the results of the project and how to get involved here.
Ashley Beck: Nanopore sequencing in the undergraduate classroom
Nanopore sequencing provides an excellent platform for integrating education and research, and in this example was applied by Ashley Beck of Carroll College, Montanan for undergraduate students to investigate environmental impacts on microbial diversity using the MinION device. Projects focused on a mining-contaminated river, a lead-contaminated smelter site, and local drinking water. The resultant work highlighted the 16S composition results, but also reported on the student experience through survey analysis, identifying key themes regarding technical ability and perception of research.