Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning

Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J.

doi:10.1002/bmb.21120

Cited by 12 publications

(7 citation statements)

References 31 publications

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“…The last theme is "mobile" with the concepts "mobile", "education" and "networks" The emergence of the smartphones and mobile internet (e.g., 4G and 5G) "created a new social lifestyle" [188]. Thus, mobile applications are becoming increasingly important not only for m-banking, mgovernment and m-supply channels, but also for the "transformation of network teaching from the desktop computer to mobile teaching" [189].…”

Section: Automated Content Analysis Results For Articles From 5/1996 mentioning

confidence: 99%

The Interaction between Internet, Sustainable Development, and Emergence of Society 5.0

Roblek¹,

Meško²,

Bach³

et al. 2020

Preprint

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(1) Background: The importance of this article is to analyze the technological developments in the field of the Internet and Internet technologies and to determine their significance for the sustainable development which will result in the emergence of the Society 5.0; (2) The authors used automated content analysis for the analysis of 552 articles published in 306 scientific journals indexed by SCII and/or SCI - EXPANDED (Web of Science (WOS) platform) between the years 1996 and 4/2020. The goal of the research was to present the relationship between the internet and sustainable development. (3) Results: The results of the analysis show that the top four most important themes in the selected journals were “development”, “information”, “data”, and “business and services”. (4) Conclusions: Our research approach emphasizes the importance of the culmination of scientific innovation with the conceptual, technological and contextual frameworks of the internet and internet technology usage and its impact on sustainable development and emergence of the Society 5.0

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Section: Automated Content Analysis Results For Articles From 5/1996 mentioning

confidence: 99%

The Interaction between Internet, Sustainable Development, and Emergence of Society 5.0

Roblek¹,

Meško²,

Bach³

et al. 2020

Preprint

View full text Add to dashboard Cite

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“…Few workshops have TAs teach their peers EBTP. For example, over the course of four years, Roden et al (16) implemented and assessed a 2-day, presemester ST workshop. Teaching assistants learned a ST practice in small groups, then, using the jigsaw method, shared their focal technique with their peers.…”

Section: Cherry On Topmentioning

confidence: 99%

“…However, there is a great deal of variability in the duration and content of these workshops, and often the focus is more on course logistics than on pedagogy (13). The Summer Institutes on Scientific Teaching (14,15)-with its emphasis on active learning, inclusive teaching, and assessment-has formed the basis for TAPD and workshops at several institutions (16,17). In some workshops, TAs actively model teaching practices to their peers (16); however, in most PD sessions, Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?…”

Section: Introductionmentioning

confidence: 99%

Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

Patrick

Barron

Brown

et al. 2021

J Microbiol Biol Educ.

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Evidence-based teaching practices (EBTP)—like inquiry-based learning, inclusive teaching, and active learning (AL)—have been shown to benefit all students, especially women, first-generation, and traditionally minoritized students in science fields. However, little research has focused on how best to train teaching assistants (TAs) to use EBTP or on which components of professional development are most important. We designed and experimentally manipulated a series of presemester workshops on AL, dividing subjects into two groups. The Activity group worked in teams to learn an AL technique with a workshop facilitator. These teams then modeled the activity, with their peers acting as students. In the Evidence group, facilitators modeled the activities with all TAs acting as students. We used a mixed-methods research design (specifically, concurrent triangulation) to interpret pre- and postworkshop and postsemester survey responses. We found that Evidence group participants reported greater knowledge of AL after the workshop than Activity group participants. Activity group participants, on the other hand, found all of the AL techniques more useful than Evidence group participants. These results suggest that actually modeling AL techniques made them more useful to TAs than simply experiencing the same techniques as students—even with the accompanying evidence. This outcome has broad implications for how we provide professional development sessions to TAs and potentially to faculty.

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“…Active learning is highly supported by the American Association for the Advancement Science [246], which publishes teaching materials that anyone can access at www.scienceintheclassroom.org. In the classroom, it is been shown that students and teachers (namely graduate students) who participate in active learning gain skills that drive analytical thinking [247], [248]. In museums, passive learning with guided tours results in lower levels of learning for children on the tour [249], whereas a well-designed activity supported by active learning pedagogy allows children to come to learning on their own [250].…”

Section: Active Learning In Science Education Pedagogy and Its Need In Higher Educationmentioning

confidence: 99%

Mechanisms to investigate the nervous system : genetic engineering with adeno-associated viruses

Torregrosa¹

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Since the discovery of the adeno-associated virus (AAV) in 1965, AAVs have been harnessed as delivery vehicles for targeted transfer of DNA or RNA sequences for gene editing. Depending on the AAV cargo, the gene can systematically manipulate DNA, RNA, or amino acids affecting a cell's natural function adding to our fundamental understanding in systems such as the central and peripheral nervous systems. This research uses AAV delivery for both optogenetics and CRISPR-Cas to 1) engineer an in vitro model to stimulate the sympathetic and parasympathetic neurons connecting to heart muscle cells and 2) validate a technique to quantitatively measure the efficiency and tropism of in vivo central nervous system AAV delivery. This dissertation impacts the field by 1) simplifying and controlling the complex signaling of the ANS-cardiac connection and 2) implementing gene knock out to quantify AAV delivery efficiency. Finally, in the broader impact of my work, I share unorthodox communication experiences during my Ph.D.Optogenetics is a technique to control the cells and tissue regions of the nervous system with light. AAVs can deliver a messenger RNA sequence that codes for a light sensitive ion channel/pump, called an opsin, that allows researchers to control cell depolarization with light stimulation. Optogenetics can control sympathetic and parasympathetic neurons in the autonomic nervous system (ANS) that synapse the heart creating a systematic reaction measured by heartbeat. A simplified ANS-cardiac in vitro model with independent optogenetic control of sympathetic and parasympathetic neurons was engineered to isolate the neuronal contributions to heart muscle cells.An efficient and versatile gene-editing technique exploiting clustered regularly interspaced short palindromic repeats along with a Cas nuclease (CRISPR-Cas) can permanently edit a DNA or RNA sequence. AAVs can deliver CRISPR-Cas sequences targeting a specific gene to knock out resulting in a protein reduction. This protein reduction can be measured and correlated to the AAV delivery efficiency.Not only can this high throughput, quantitative efficiency screen has tissue type resolution but the potential iii for cell-type resolution if the gene codes for a specific cell marker protein. A screen was optimized to measure AAV transduction efficiency in neurons, astrocytes, and oligodendrocytes in the central nervous system. v

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Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning

Cited by 12 publications

References 31 publications

The Interaction between Internet, Sustainable Development, and Emergence of Society 5.0

The Interaction between Internet, Sustainable Development, and Emergence of Society 5.0

Building Excellence in Scientific Teaching: How Important Is the Evidence for Evidence-Based Teaching when Training STEM TAs?

Mechanisms to investigate the nervous system : genetic engineering with adeno-associated viruses

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