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Full-Text Articles in Biology
Professional Development For Early Career Dber Scholars Through In-Person And Virtual Career Panel Workshops, Miranda M. Chen Musgrove, Elizabeth Genné-Bacon, Kelsey Gray, Ashley B. Heim, Anupriya Karippadath, Rita Margarida Magalhães, Brie Tripp, Anna J. Zelaya
Professional Development For Early Career Dber Scholars Through In-Person And Virtual Career Panel Workshops, Miranda M. Chen Musgrove, Elizabeth Genné-Bacon, Kelsey Gray, Ashley B. Heim, Anupriya Karippadath, Rita Margarida Magalhães, Brie Tripp, Anna J. Zelaya
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
In discipline-based education research (DBER), early career scholars, such as graduate students and postdoctoral researchers, observe a slew of possible career pathways. Yet, there is a lack of opportunities to learn about such pathways, particularly when transitioning from traditional science, technology, engineering, or math (STEM) disciplinary training into a DBER position. Thus, the DBER Scholars-in-Training Professional Development subcommittee was created within the Society for the Advancement of Biology Education Research (SABER) community to develop a collection of workshops that would serve the greatest professional development needs of early career scholars entering DBER. Through a series of surveys disseminated over multiple …
Roles Matter: Graduate Student Perceptions Of Active Learning In The Stem Courses They Take And Those They Teach, Lorelei E. Patrick, Leigh Ann Howell, Everett William Wischusen
Roles Matter: Graduate Student Perceptions Of Active Learning In The Stem Courses They Take And Those They Teach, Lorelei E. Patrick, Leigh Ann Howell, Everett William Wischusen
Biological Sciences Faculty Publications
Despite many calls to reform undergraduate science, technology, engineering, and math (STEM) education to incorporate active learning into classes, there has been little attention paid to graduate level classrooms or courses taught by graduate students. Here, we set out to understand if and how STEM graduate students’ perceptions of active learning change in the classes they take versus those they teach. We found that graduate students had taken relatively few graduate level classes using active learning and they felt that more time should be devoted to active learning in the courses they were taking. Teaching assistants felt that they were …
Teaching Computation In Neuroscience: Notes On The 2019 Society For Neuroscience Professional Development Workshop On Teaching, William Grisham, Mathew Abrams, Walt E. Babiec, Adriene L. Fairhall, Robert E. Kass, Pascal Wallisch, Richard F. Olivo
Teaching Computation In Neuroscience: Notes On The 2019 Society For Neuroscience Professional Development Workshop On Teaching, William Grisham, Mathew Abrams, Walt E. Babiec, Adriene L. Fairhall, Robert E. Kass, Pascal Wallisch, Richard F. Olivo
Biological Sciences: Faculty Publications
The 2019 Society for Neuroscience Professional 1Development Workshop on Teaching reviewed current tools, approaches, and examples for teaching computation in neuroscience. Robert Kass described the statistical foundations that students need to properly analyze data. Pascal Wallisch compared MATLAB and Python as programming languages for teaching students. Adrienne Fairhall discussed computational methods, training opportunities, and curricular considerations. Walt Babiec provided a view from the trenches on practical aspects of teaching computational neuroscience. Mathew Abrams concluded the session with an overview of resources for teaching and learning computational modeling in neuroscience.
Supportive Structures For Successful Science Teachers’ Professional Development, C. Schaben, C. Cutucache, N. Grandgenett, E. Mulkerrin, R. J. Hougham
Supportive Structures For Successful Science Teachers’ Professional Development, C. Schaben, C. Cutucache, N. Grandgenett, E. Mulkerrin, R. J. Hougham
Biology Faculty Proceedings & Presentations
The Omaha Public Schools (OPS) Science Office collaborates closely with community partners to facilitate a private foundation grant that seeks to improve science education by focusing on in-service, science teachers’ professional learning in the context of professional development (PD) experiences and targeted graduate coursework. The three goals of the K-12 Comprehensive Science Teaching and Learning Grant are to 1) increase student achievement in science, 2) increase teacher effectiveness, and to 3) align and enhance science curriculum. At the end of year one, 83 teacher participants have taken graduate courses, attended professional conferences, completed action research projects, and/or have participated in …
Perceptions Of Active Learning Between Faculty And Undergraduates: Differing Views Among Departments, Lorelei E. Patrick, Leigh Ann Howell, William Wischusen
Perceptions Of Active Learning Between Faculty And Undergraduates: Differing Views Among Departments, Lorelei E. Patrick, Leigh Ann Howell, William Wischusen
Biological Sciences Faculty Publications
There have been numerous calls recently to increase the use of active learning in university science, technology, engineering, and math (STEM) classrooms to more actively engage students and enhance student learning. However, few studies have investigated faculty and student perceptions regarding the effectiveness of active learning or the barriers to its implementation. Previous work surveying a single class in a single department has suggested that faculty and students have different perceptions of the effectiveness of active learning strategies and the barriers faculty face when implementing these teaching strategies. We expand on these previous findings by surveying a larger and more …