Educating Young Educators: A Pedagogical Internship for Undergraduate Teaching Assistants     

Iyah Romm  Susannah Gordon-Messer  Melissa Kosinski-Collins 《CBE life sciences education》2010,9(2):80-86

Although undergraduates have long held a role as teaching assistants for introductory science courses at liberal arts colleges and universities, educational institutions often do not provide these students with opportunities to explore science teaching and pedagogy. At Brandeis University, we designed an internship course to help increase the motivation, understanding, and knowledge of teaching pedagogy for undergraduate teaching assistants that is offered concurrently with their teaching responsibilities. Weekly sessions with faculty mentors are guided by readings in current science education literature, and throughout the semester students are asked to develop new course material based on the pedagogical frameworks discussed. To evaluate the effectiveness of this course, we surveyed students at the close of the semester. We found an overall increase in student confidence levels with regard to teaching and better awareness of the difficulties faced in science education. All students who participated in the course expressed interest in participating in future educational internships. We believe that the Educating Young Educators internship has the potential to be a catalyst for personal and professional growth from a novice into an informed young educator.  相似文献   

“Beyond BIO2010: Celebration and Opportunities” at the Intersection of Mathematics and Biology     

John R. Jungck  Holly D. Gaff  Adam P. Fagen  Jay B. Labov 《CBE life sciences education》2010,9(3):143-147

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1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

Integrated Biology and Undergraduate Science Education: A New Biology Education for the Twenty-First Century?     

Jay B. Labov  Ann H. Reid  Keith R. Yamamoto 《CBE life sciences education》2010,9(1):10-16

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Educational Challenges of Molecular Life Science: Characteristics and Implications for Education and Research     

Lena A.E. Tibell  Carl-Johan Rundgren 《CBE life sciences education》2010,9(1):25-33

Molecular life science is one of the fastest-growing fields of scientific and technical innovation, and biotechnology has profound effects on many aspects of daily life—often with deep, ethical dimensions. At the same time, the content is inherently complex, highly abstract, and deeply rooted in diverse disciplines ranging from “pure sciences,” such as math, chemistry, and physics, through “applied sciences,” such as medicine and agriculture, to subjects that are traditionally within the remit of humanities, notably philosophy and ethics. Together, these features pose diverse, important, and exciting challenges for tomorrow''s teachers and educational establishments. With backgrounds in molecular life science research and secondary life science teaching, we (Tibell and Rundgren, respectively) bring different experiences, perspectives, concerns, and awareness of these issues. Taking the nature of the discipline as a starting point, we highlight important facets of molecular life science that are both characteristic of the domain and challenging for learning and education. Of these challenges, we focus most detail on content, reasoning difficulties, and communication issues. We also discuss implications for education research and teaching in the molecular life sciences.  相似文献   

Developing Student Collaborations across Disciplines,Distances, and Institutions     

Jeff Knisley  Esfandiar Behravesh 《CBE life sciences education》2010,9(3):364-369

Because quantitative biology requires skills and concepts from a disparate collection of different disciplines, the scientists of the near future will increasingly need to rely on collaborations to produce results. Correspondingly, students in disciplines impacted by quantitative biology will need to be taught how to create and engage in such collaborations. In response to this important curricular need, East Tennessee State University and Georgia Technological University/Emory University cooperated in an unprecedented curricular experiment in which theoretically oriented students at East Tennessee State designed biophysical models that were implemented and tested experimentally by biomedical engineers at the Wallace H. Coulter Department of Biomedical Engineering at Georgia Technological University and Emory University. Implementing the collaborations between two institutions allowed an assessment of the student collaborations from before the groups of students had met for the first time until after they had finished their projects, thus providing insight about the formation and conduct of such collaborations that could not have been obtained otherwise.  相似文献   

Using the Principles of BIO2010 to Develop an Introductory,Interdisciplinary Course for Biology Students     

Kelly E. Matthews  Peter Adams  Merrilyn Goos 《CBE life sciences education》2010,9(3):290-297

Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council''s BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students'' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.  相似文献   

An Investigative,Cooperative Learning Approach to the General Microbiology Laboratory          下载免费PDF全文

Kyle Seifert  Amy Fenster  Judith A. Dilts  Louise Temple 《CBE life sciences education》2009,8(2):147-153

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.  相似文献   

A Statistical Analysis of Student Questions in a Cell Biology Laboratory     

Elena L. Keeling  Kelly M. Polacek    Ella L. Ingram 《CBE life sciences education》2009,8(2):131-139

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分段逆向调强优化方法在乳腺癌调强放疗计划设计中的应用研究     

靳富  柳先锋  何亚男  杨勇  王颖 《中国科技信息》2012,(17):48-49

目的:制作乳腺癌调强放疗计划时,采用分段逆向调强优化方法以达到更好的靶区剂量和保护肺、心脏等危及器官。方法:应用Eclipse8.6计划系统针对10例乳腺癌患者(肿瘤原发部位左右侧各5例)分别制定T1,T2模式调强放疗计划,处方剂量均为DT50Gy/25次。T1模式采用左乳300°、330°、0°、30°、60°、90°和120°方向射野,右乳60°、30°、0°、330°、300°、270°和240°方向射野,设置优化参数进行逆向优化和剂量运算。T2模式采用与T1模式相同的角度方向设野,第一段总剂量24Gy,分次剂量2Gy,分12次治疗,设置优化参数进行逆向优化和剂量运算;第二段总剂量26Gy,分次剂量2Gy,分13次照射,设置优化参数,采用"Base dose plan"功能选择基于第一段治疗计划以总量50Gy来逆向优化和剂量运算。将两段计划相加作为T2模式的治疗计划,通过剂量体积直方图比较两种模式下计划的靶体积和危及器官剂量分布。结果:T1、T2模式调强放疗计划的靶体积均满足临床剂量要求,对于左侧乳腺癌,适形指数分别为0.727±0.034、0.751±0.034(t=-6.20,P=0.003);对于右侧乳腺癌,适形指数分别为0.691±0.058、0.729±0.048(t=-5.39,P=0.006)。对左侧乳腺癌,T2模式的左肺V10(%)、左肺V20(%)、左肺V30(%)、全肺V10(%)、全肺V20(%)、全肺V30(%)和心脏V10(%)均大于T1模式,分别增大5.0%、2.7%、3.7%、4.6%、2.6%、3.8%和4.4%。对于右侧乳腺癌,无充分证据说明危及器官各指标有差别。结论:与T1模式相比,采用分段逆向调强优化方法能更好的优化靶区的剂量分布,但对左侧乳腺癌而言,会略微增加左肺、全肺和心脏剂量受量。  相似文献