Personal DNA testing in college classrooms: perspectives of students and professors.
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Discourse on the integration of personal genetics and genomics into classrooms is increasing; however, limited data have been collected on the perspectives of students and professors. We conducted a cross-sectional survey of undergraduate and graduate students as well as professors at two major universities to assess attitudes regarding the use of personal DNA testing and other personalized activities in college classrooms. Students indicated that they were more likely to enroll (60.2%) in a genetics course if it offered personal DNA testing; undergraduate students were more likely than graduate students to enroll if personal DNA testing was offered (p=0.029). Students who majored in the physical sciences were less likely to enroll than students in the biological or social sciences (p=0.019). Students also indicated that when course material is personalized, the course is more interesting (94.6%) and the material is easier to learn (87.3%). Professors agreed that adding a personalized element increases student interest, participation, and learning (86.0%, 82.6%, and 72.6%, respectively). The results of this study indicate that, overall, students and professors had a favorable view of the integration of personalized information, including personal DNA testing, into classroom activities, and students welcomed more opportunities to participate in personalized activities.
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Published Version (Please cite this version)10.1089/gtmb.2012.0404
Publication InfoDaley, Lori-Ann A; Wagner, Jennifer K; Himmel, Tiffany L; McPartland, Kaitlyn A; Katsanis, Sara H; Shriver, Mark D; & Royal, Charmaine D (2013). Personal DNA testing in college classrooms: perspectives of students and professors. Genetic testing and molecular biomarkers, 17(6). pp. 446-452. 10.1089/gtmb.2012.0404. Retrieved from https://hdl.handle.net/10161/17571.
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Instructor in the Duke Initiative for Science & Society
Sara Huston Katsanis is faculty instructor in the Initiative for Science & Society at Duke University. Her policy research focuses on genetic testing applications in humanitarian efforts, medicine and law enforcement. She researches ethical and policy challenges in the applications of genomics to human identification in contexts, such as human trafficking, migration, and adoption fraud. Past research explored direct-­to-­consumer genetic testing, pharmacogeneti
Professor of African and African American Studies
Charmaine Royal is Professor of African & African American Studies, Biology, Global Health, and Family Medicine & Community Health at Duke University. She also has appointments in the Duke Initiative for Science & Society and the Kenan Institute for Ethics. At the Duke Social Science Research Institute, she directs the Center on Genomics, Race, Identity, Difference and the Center for Truth, Racial Healing & Transformation. Dr. Royal’s research, scholarship, and t
Alphabetical list of authors with Scholars@Duke profiles.