Abstract
Initially, research disciplines operated independently, but the emergence of trans-disciplinary sciences led to convergence research, impacting graduate programs and research laboratories, especially in bioengineering and material engineering as presented here. Current graduate curriculum fails to efficiently prepare students for multidisciplinary and convergence research, thus creating a gap between the students and research laboratory expectations. We present a convergence training framework for graduate students, incorporating problem-based learning under the guidance of senior scientists and collaboration with postdoctoral researchers. This case study serves as a template for transdisciplinary convergent training projects - bridging the expertise gap and fostering successful convergence learning experiences in computational biointerface (material-biology interface). The 18-month Advanced Data Science Workshop, initiated in 2019, involves project-based learning, online training modules, and data collection. A pilot solution utilized Jupyter notebook on Google collaborator and culminated in a face-to-face workshop where project presentations and finalization occurred. The program started with 9 experts in the four diverse fields creating 14 curated projects in data science (Artificial Intelligence/Machine Learning), material science, biofilm engineering, and biointerface. These were integrated into convergence research through webinars by the experts. The experts chose 8 of the 14 projects to be part of an all-day in-person workshop, where over 20 learners formed eight teams that tackled complex problems at the interface of digital image processing, gene expression analysis, and material prediction. Each team was comprised of students and postdoctoral researchers or research scientists from diverse domains including computer science, materials science, and biofilm research. Some projects were selected for presentation at the international IEEE Bioinformatics conference in 2022, with three resulting Machine Learning (ML) models submitted as a journal paper. Students engaged in problem discussions, collaborated with experts from different disciplines, and received guidance in decomposing learning objectives. Based on learner feedback, this successful experience allows for consolidation and integration of convergence research via problem-based learning into the curriculum. Three bioengineering participants, who received training in data science and engineering, have received bioinformatics jobs in biotechnology industries.