Microbiome research offers significant promise for advancing public health, medicine, environmental science, and industry. The topic also lends itself well to engaging students and teaching a "new biology" that integrates several disciplines, including computational biology. However, access to microbiome education remains limited, particularly at under-resourced institutions. We conducted a poll showing that over 90% of faculty expressed strong interest in microbiomes; however, only 48% reported that their institutions offer related courses or modules. The most commonly cited barrier was a lack of time and/or funding for design or implementation. A secondary barrier was limited access to professional development or a supportive community of practice. Through case vignettes and reflective analysis, we explore successful efforts to incorporate microbiome education at under-resourced institutions, highlighting the role of faculty development, collaboration, curriculum design, and external funding. These cases demonstrate that implementation is possible with varying levels of investment. We conclude by emphasizing the need for innovative and collaborative strategies, along with sustained resources, to support microbiome education and empower the next generation of genomic data scientists from diverse educational backgrounds.
Ayalew et al. (Fri,) studied this question.