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Educational Resources - GEMF Program GEMF Program

GEMF PROGRAM

LI-COR Offers Genomics Solutions for Educators with the Genomics Education Matching Funds Program


GEMF Program Overview

Designed for the professional, academic or student researcher, the 4300 DNA Analysis System from LI-COR will accelerate your research and improve the quality of your data with near-infrared fluorescence technology.

LI-COR offers solutions and resources for administrators, educators, and students as well as matching funds programs that represent part of LI-COR's ongoing commitment to help train tomorrow's scientists and science teachers.

The Genomics Education Matching Funds (GEMF) Program is designed for faculty researchers and their students to gain access to cutting edge technology and incorporate it into the classroom. The program’s goal is to increase inquiry-based learning by providing the tools necessary to accelerate both students’ and instructors’ research and improve the quality of their science curriculum.

LI-COR Biosciences is awarding a limited number of matching fund grants (value up to $60,000) to eligible academic institutions within the United States to be used toward the purchase of LI-COR DNA Analyzer including the instrument, software and reagents. LI-COR GEMF grants are a 60% match from LI-COR with the institution providing 40%. Click here to apply.


GEMF Package

The GEMF Package Includes:


Designed for the professional, academic or student researcher, the 4300 DNA Analysis System from LI-COR will accelerate your research and improve the quality of your data with near-infrared fluorescence technology.

LI-COR 4300 DNA Analyzer
The 4300 is designed for multi-purpose operation. In addition to being an excellent research tool, the 4300 is designed to meet demanding undergraduate training and research environments. Features such as diode lasers (similar to a CD player) make the instrument rugged and dramatically reduce maintenance and operation expenses. The instrument can also operate on demand after periods of inactivity without any expensive start-up costs.

DNA sequencing is a very common application in genomics. Our GEMF program allows undergraduate students to have access to state of the art genomics equipment - LI-COR 4300 DNA Analyzer.

Sequencing Application Package
This package is ideal for sequencing single stranded, double stranded, or PCR product DNA. Labeled infrared primers are the primary chemistry, with infrared terminators available for special situations (e.g. single pass sequencing of a particular region).

Microsatellite genotyping is an application where variations in repeat sequence lengths can be used in population genetics, determination of lineage, and proximity to genes of interest.

Microsatellite Application Package
This package provides capabilities for microsatellite genotyping of diploid organisms. Microsatellites are commonly used for biodiversity, forensic mapping, and association analysis research. Microsatellite analysis requires knowledge of microsatellite regions for the target organism.

AFLP is a common application in genomics. Our GEMF program allows undergraduate students to have access to state of the art genomics equipment - LI-COR 4300 DNA Analyzer.

AFLP® Application Package
This package provides capabilities for AFLP® genotyping of diploid and/or polyploid organisms. AFLP analysis is commonly used for biodiversity or mapping research. AFLP analysis does not require knowledge of genomic sequence of the target organism.

HOW TO APPLY

The Application Process:

LI-COR Biosciences is awarding a limited number of matching fund grants (value up to $60,000) to eligible academic institutions within the United States and Puerto Rico to be used toward the purchase of LI-COR DNA Analysis System including the instrument, software and reagents. LI-COR GEMF grants are a 60% match from LI-COR with the institution providing 40%.

The application is quick and will take you about 15 minutes to complete. It asks for descriptions of the courses that will use the instrument and a brief paragraph about how the addition of the instrument to your curriculum will affect your institution. Click here to view the application.

Jackie Potts, LI-COR’s GEMF Program Coordinator will be happy to review your application and provide suggestions for improvement before you officially submit it. Please contact her at jackie.potts@licor.com before the deadline if you are interested.


Things to Think About Before Applying:

The GEMF grant from LI-COR covers 60% of the GEMF Package price. The remaining cost is the responsibility of the institution. Funding and grants can come from a variety of places.

The grant application requires that you include a course proposal outlining the use of the GEMF Package in your classroom. Before writing yours, take a look at courses that have been implemented by other universities. Solidify your ideas for the scope of the course, then develop a plan that best suits your particular goals.

Once you've decided on a course plan, you'll need to outline the equipment you need for your classroom. An example of an equipment checklist is provided here along with approximate costs of each application.


Click Here to View the Rules for the Matching Grants


For questions concerning the program, please contact:

Jackie Potts - GEMF Program Coordinator
LI-COR Biosciences
4647 Superior
Lincoln, NE 68504
jackie.potts@licor.com

AFLP is a registered trademark of Keygene, N.V.

Benefits of a Genomics Education Facility


Students Benefit

  • Hands-on research in the classroom enables students to acquire skills of critical thinking, problem identification, and time management.

  • When students learn how to operate scientific equipment and follow a project from start to finish, they develop the ability to think quickly and solve difficult problems.

  • By analyzing results, organizing ideas, and sharing work, students experience the inclusive part of science rather than just the textbook method.

  • Students who possess research skills will be well suited for applied research positions as well as non-research jobs.

  • Research in the classroom enhances student/faculty interaction


Instructors Benefit

  • Teachers can better meet increasing tenure and research requirements by combining teaching with research.

  • Instructors can integrate ongoing research studies via the class.

  • Research in the classroom enhances student/faculty interaction.


Universities Benefit

  • Scientific research in the classroom allows your university recognition as being one of the best in student training and will enhance recruitment.

  • Enhanced student/faculty interaction.

Testimonials

"The 4300 DNA Analysis System has been a wonderful addition to our undergraduate curriculum. It has stimulated the creation of new courses (Bioinformatics, Advanced Techniques), and has enhanced several existing courses (Genetics, Microbiology). It has also stimulated very significant student interest in research courses and as a result increased student interest in pursuing graduate programs outside of the usual professional schools. Often undergraduates at smaller schools do not have access to “the latest and greatest” in terms of equipment available for their use. Your program has enabled our students to have this rare ability to combine both new technology with small classes. One of my genetics students told me that he actually teased a friend from a large state university that he had access to a DNA sequence in his undergraduate class while his friend had no opportunity to use this new technology."

-- Brian Odom, Wingate University

"We are indebted for the generous support that you have provided. We have noted this opportunity with great enthusiasm, because it coincided with the recent growth of our young Department. In particular, we are experiencing an increase in student demand for hands-on instruction and training in genomics, population genetics, molecular evolution, and ecological and medical genetics."

--Hans Michael Kohn, William Marsh Rice University

"When first receiving the LI-COR DNA analysis system, we were very excited about using it in our courses and in student research projects; but to our surprise it has impacted the school/department much more than anticipated. Since receiving the LI-COR DNA analysis system, we have utilized it for student laboratory exercises in biochemistry and molecular biology, class tours (when there is no lab component to the course, such as Genetics), student research projects, as an additional piece of molecular biology equipment for new student recruitment, and as a hiring incentive for our new faculty member, who does systematics work. But what was unexpected, is that this piece of equipment has helped launch our research into new directions by providing a means for acquiring preliminary data, which in turn, will make us more competitive when applying for additional grant funds. Ultimately, new grant money will be used to acquire complementary equipment, such as the Odyssey, to furher Enhance our curriculum. Currently I am writing a USDA grant on my maize project which depends upon sequencing and cDNA AFLP data. Without the LI-COR DNA analyzer this would not have been possible. Thus the GEMF grant has served as a seed-type grant, initiating a cascade of outcomes, such as new directions in our research, preliminary data for future grants and new opportunities for undergraduate student involvement in research endeavors."

"A surprising arena for the impact of the LI-COR equipment was with regard to student recruitment. Recently, our admissions office visited our facilities to inventory/learn about the equipment we have available for student use. Their goal was to be able to better describe the biology curriculum to prospective students. One of the unique qualities of a small school is that we work directly with our students in the lab so they have many opportunities for hands-on experience with most of the equipment. The admissions team agreed that the promise of using instrumentation such as our electron microscope, NMR, flow cytometer and LI-COR sequencer, would be an attractive selling point for the science department and would be incorporated into their recruitment plans. Better recruitment means higher enrollment, more revenue, higher quality students; thus the means for a higher quality curriculum."

--Stacey Darling Novak, University of La Verne

"Our Biology program has benefited from the acquisition of the 4300L DNA Analysis System in several ways. First, it is the most modern piece of equipment that our department has purchased in several years. With advances in Molecular Biology being discovered at an alarming rate, our department failed to enhance our equipment to provide modern exercises for our students. Our students gained basic laboratory skills, but not at the level that makes them successful researchers. With the acquisition of the 4300L DNA Analysis System, we leaped from standard techniques to extraordinary advancements!"

"Next, it provided our students with modern technology that is not available to most students in Primary Undergraduate Universities (PUI). The Biology Department at High Point University is not funded by external granting agencies (NIH, NSF, etc.), so our only source of income is from our regular yearly budget. That does not allow for extravagant purchases that are outside the normal running of teaching laboratories. The acquisition of the 4300L DNA Analysis System allows our students to be set apart from other students with similar backgrounds, and will make them more attractive to perspective employers. It will also give them the expertise of advanced molecular biology equipment that will enhance their acceptance into professional schools."

"Lastly, the acquisition of the 4300L DNA Analysis System will provide an opportunity for the Biology Department to partner with School of Education at High Point University to develop workshops in Molecular Biology techniques for local high school science teachers. We currently have a working relationship with High Point Central High School, interacting with both teachers and students. We hope to establish additional collaborations with other schools in Guilford County, North Carolina (our county of residence). Since molecular biology has been dramatically portrayed in the entertainment industry, teens and college students find it exciting to study. If we help high school science teachers to maintain this excitement, we will be providing an exceptional learning environment for our teachers that will flow into their classrooms, as well."

--Dinene Crater, High Point University

"One unforeseen benefit of having the DNA Analyzer is that it has helped us recruit science students. As prospective students tour the science facility we always make a point of showing them the various instruments we have and we discuss with them the various research projects of UMF faculty and students. These students are impressed that we are carrying out DNA sequencing projects. The Natural Science Department has a history of producing graduates with a strong ecology background, and we tend to attract students with these interests, but with the sequencer we are now attracting more students with interest in molecular biology."

"As mentioned before, the DNA Analyzer has made it possible for students to carry out projects with a sequencing component. This has greatly enhanced our curriculum as a department, but specifically the curricula of the Genetics and Microbiology courses. By including DNA sequencing in the projects the students have an opportunity to experience sequencing firsthand rather than simply reading about it in a textbook. It has also provided valuable experience for those students pursuing summer internships or employment after graduation."

--Jean Doty, Univ of Maine at Farmington

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Obtaining Matching Funds

The GEMF grant from LI-COR covers 60% of the GEMF Package price. The remaining cost is the responsibility of the institution. Funding and grants can come from a variety of places. The following information may help in locating funds to cover the remaining cost of the GEMF Package:


Funding Opportunities:

Many GEMF award recipients have indicated their funding came from a variety of sources. Departmental grants, start-up funds, dean or president’s funds, NSF, CCLI, HHMI, and large gift donations are just a few. Here are some places you may want to look for funding:

  • Your University’s Presidential Discretionary Fund (Many recipients have indicated that their school has one - just ask)

  • Dean/Vice President/Provost budget

  • Department program resources

  • State and local government funds that can be used to impact under represented undergrads

  • Camile & Henry Dreyfus Fund

  • In broad terms, the programs support young faculty of exciting potential or early accomplishment, develop leadership in environmental chemistry, support undergraduate research with emeritus faculty, and openly solicit for projects that advance the chemical sciences at all levels.

  • Foundation Center Directory - www.foundationcenter.org

  • Grantsnet - http://www.grantsnet.org/

  • Waksman Foundation - http://www.waksmanfoundation.org

  • Grant Advisor – http://www.grantadvisor.com

  • Kresge Foundation http://www.kresge.org

  • Murdock Charitable Trust http://www.murdock-trust.org

  • Student Research Clubs (i.e. form a club and get club funding)

  • NCER (Environmental Protection Agency)

  • Community Individuals or corporations (Campus Provost should be able to help)

  • Local public trusts or foundations

  • AT&T Foundation focuses support on education, and they encourage efforts to win student interest and involvement in mathematics, science and engineering. They also support programs that focus on the use of technology to enhance teaching and learning.

  • Ford Foundation seeks to enhance educational opportunity, especially for low-income and chronically disadvantaged groups. They want you to write a brief letter of inquiry about your project before you write a full proposal. Applications are considered year-round.

  • General Electric Fund has two pre-college grant programs: College Bound and Early Years. College Bound is a partnership between schools and General Electric businesses focused on doubling the rate of college attendance from low-income and inner-city schools near General Electric communities. Early Years grants are given to low-income schools near General Electric facilities to support volunteers' work with elementary schools students learning to read, and to improve math and science. If you submit a grant application to the Fund, be sure you review their Eligibility Guidelines. You may submit grants at any time.

  • W. K. Kellogg Foundation has several different programs to which you can apply.

  • The Lilly Endowment does not have a website. It was established in 1937 by members of the Lilly family as a vehicle by which to pursue their personal philanthropic interests. The address is: Lilly Endowment, Inc., P. O. Box 88068, Indianapolis, IN 46208 Phone: 317-924-5471 Fax:317-926-4431

  • John D. & Catherine T. MacArthur Foundation is known mostly for its $500,000 Fellows program, but has a Human and Community Development Program for schools. Limited only for organizations in Chicago and Palm Beach County, FL and the regions immediately around them can be supported

  • Andrew W. Mellon Foundation has a program for Cost Effective Uses of Technology in Teaching, which could be used by regional groups of schools.

  • The David and Lucile Packard Foundation provides grants to non-profit organizations in the broad areas of Science and Children. The foundation has a special focus on the northern California counties of San Mateo, Santa Clara, Santa Cruz and Monterey.

  • Pew Charitable Trusts is a national philanthropy, but they maintain a strong commitment to the Philadelphia, PA area.

  • Rockefeller Foundation has a Working Communities component that encompasses improving all urban schools.

  • Wal-Mart Foundation has several initiatives supporting education, including Teacher of the Year. 97% of their funding is directed by the local Wal-Mart, Sam's Club and/or their distribution centers.

  • Robert W. Woodruff Foundation gives only to charities located in the state of Georgia. One of their program areas is elementary, secondary and higher education.

GEMF profiles also may list where they obtained their matching funds.

Webinars


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Genomics Education Matching Funds Informative Webinar

Jackie Potts, LI-COR's GEMF Coordinator, will give a short presentation on how the GEMF Program can increase inquiry-based learning in the classroom.

Watch Now
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"Inquiry-based Learning in Undergraduate Genomics Education"
- Dr. Cheryl Kerfeld

Dr. Cheryl Kerfeld discusses the value of inquiry based learning (IBL).

Watch Now
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UCLA's "Undergraduate Genomics Research Initiative"
- Dr. Cheryl Kerfeld

Dr. Cheryl Kerfeld discusses how IBL has been implemented into the undergraduate program at UCLA.

Watch Now

Frequently Asked Questions

Submit a Question Here

COST

  • What are Matching Funds?
    • Matching funds (for the GEMF program) is where LI-COR contributes approximately 60% of the funding towards the purchase of specified automated DNA analysis system packages. Your university is responsible for the other half of funding, often obtained via grants, fund raising events, alumni donations, etc. 
  • How have other schools been able to obtain matching funds?
    • Many schools find that obtaining the matching funds is not the primary issue, but rather the prioritization of such funds. By understanding how this technology will positively impact student recruitment and faculty collaboration, it is easier to for administrators to see the value of this program and elevate the priority for the necessary funding. Such funding is often obtained through alumni donations, grants and fund raising activities.
  • What is the price range for the package?
    • In order to simplify the GEMF program we have gone to a single package to meet all of your needs. In addition, we have increased the matching funds to 60/40. The system comes in around $41,000 after you receive the 60% match.
  • What are the typical operating (or hidden) costs of the system?
    • Please review the documents found on our Undergraduate Cost page to see the typical costs for sequencing, microsatellites, AFLP®, and gel chemistry.
  • How much is a service contract?
    • The first year of service is included. Subsequent service contracts are available at a cost of $3950 annually. Many schools consider such contracts as optional due to the reliability of the system.
  • Sequencing services are very cost effective. Why should I include this technology into my courses?
    • Although sequencing services are very cost effective, they are not educational. The GEMF program is designed to assist faculty in implementing hands-on learning into their curriculum. In order for students to excel, it is important to provide them with opportunities to be involved in all aspects of the research process. Further, the system is also excellent for teaching microsatellite and AFLP applications.

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INSTRUMENTATION

  • What are the space requirements for this instrument?
    • The 4300L is 33” X 20” X 18”. In addition to the instrument, you will also receive a desk top computer. Since the instrument can be networked, this computer does not have to be right next to the 4300. To read more about the 4300L DNA Analyzer’s specifications, please visit the 4300 Specifications page.
  • What happens if this instrument is not being used over the summer?
    • This instrument is designed so that it can be left off for a period of time to fit your schedule. The instrumentation is able to run on a sporadic basis, being left idle for weeks or even months if needed to fit within lab schedules, without any special operation or maintenance considerations.

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APPLICATION ASSISTANCE

  • What are Matching Funds?
    • Matching funds (for the GEMF program) is where LI-COR contributes approximately 60% of the funding towards the purchase of specified automated DNA analysis system packages. Your university is responsible for the other 40% of funding, often obtained via grants, fund raising events, alumni donations, etc.
  • I don’t have time to write fill out the application. How long does this take?
    • LI-COR recognizes the value of your time and has made the application process as simple as possible. There is an online grant application form to fill out which takes approximately 15 minutes to complete. The form is available here.
  • What does a winning proposal look like?
  • Will you review my applications and give me suggestions for areas of improvement?
    • We are happy to review your application. Please send it to Jackie.potts@licor.com at least 2 weeks prior to the deadline so that she has a change to read the application and send comments back to you.

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CURRICULUM

  • I am not sure what courses I would use this in. What are past recipients using the system for?
  • What is the expected time frame for incorporating the system into course work?
    • Typically, the 4300L DNA Analyzer is incorporated into one course during the first year, and then is slowly incorporated into additional relevant courses. In addition, many students participate in independent study utilizing the instrument.

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APPLY NOW

The application is quick and only takes about 15 minutes to complete.

Apply Now
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