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Journal articles on the topic 'Faculty of biology'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Lockwood, Stephanie A., Amanda J. Miller, and Meghan M. Cromie. "Preparing Future Biology Faculty." American Biology Teacher 76, no. 1 (2014): 17–21. http://dx.doi.org/10.1525/abt.2014.76.1.5.

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Formal professional development programs for biology graduate students interested in becoming faculty members have come far; however, programs that provide advanced teaching experience for seasoned graduate teaching assistants are scarce. We outline an advanced program that focuses on further training of graduate teaching assistants in pedagogy and mentoring opportunities within a biology department. The Graduate Teaching Scholars Program provides opportunities for individualized instruction and learning while working with a faculty mentor. Graduate teaching scholars attend workshops, have the

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2

Iwema, Carrie L. "Faculty of 1000 Biology." Journal of the Medical Library Association : JMLA 96, no. 3 (2008): 278–79. http://dx.doi.org/10.3163/1536-5050.96.3.024.

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3

Leiber, Justin. "Faculty before folk." Behavioral and Brain Sciences 21, no. 4 (1998): 579–80. http://dx.doi.org/10.1017/s0140525x98331271.

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Pace Atran, (1) folk physics, (2) folk biology, and (3) folk psychology rest on informationally encapsulated modules that emerge before language: a gifted austic person who can see objects and animals perfectly well can nonetheless be incommunicatively mind blind.

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Owens, Melinda T., Gloriana Trujillo, Shannon B. Seidel, et al. "Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching." CBE—Life Sciences Education 17, no. 1 (2018): ar2. http://dx.doi.org/10.1187/cbe.17-06-0106.

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Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department’s faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institut

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Couch, Brian A., William B. Wood, and Jennifer K. Knight. "The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students." CBE—Life Sciences Education 14, no. 1 (2015): ar10. http://dx.doi.org/10.1187/cbe.14-04-0071.

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Measuring students’ conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding

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Pakhomov, Olexandr. "The Biology, Ecology and Medicine Faculty of Dnipropetrovsk National University after Oles’ Gonchar." Acta Agraria Debreceniensis, no. 38 (November 3, 2010): 15–17. http://dx.doi.org/10.34101/actaagrar/38/2754.

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The historical rewiev of Biology, Ecology and Medicine Faculty is presented. The Faculty of Biology, Ecology and Medicine has 7 Departments, Aquarium complex, Zoological Museum, Vivarium and Herbarium. It works in cooperation with the Research Institute of Biology, Botanical Garden, O. L. Bel’gard International Biosphere Station, and Biological Station of DNU and forms the regional Centre of Science, Education and Culture in the field of Biology, Ecology and Nature Conservation in Central Ukraine. The Faculty proposes courses in the following specialities: Biology, Zoology, Botany, Microbiolog

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Presley, Morgan L., Rebecca Gehringer, and Deborah L. Hanuscin. "Using Natural Selection Concept Inventories in College Biology Classrooms to Improve Teaching and Learning." American Biology Teacher 79, no. 2 (2017): 91–94. http://dx.doi.org/10.1525/abt.2017.79.2.91.

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The purpose of this study was to investigate how assessment instruments could be used in the college biology classroom for purposes other than researching instructional strategies (as they have been used in the past). Through participatory action research, a science educator and a biology faculty member examined how the CINS (Concept Inventory of Natural Selection) could be incorporated into the biology faculty member's classroom instruction. This paper shows that biology faculty members can use assessment instruments to build in-class activities and labs, to formatively assess student knowled

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Hammrich, Penny L. "Preparing Graduate Teaching Assistants to Assist Biology Faculty." Journal of Science Teacher Education 12, no. 1 (2001): 67–82. http://dx.doi.org/10.1023/a:1016660814622.

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Long, David E. "Science ideals and science careers in a university biology department." Learning and Teaching 7, no. 1 (2014): 29–45. http://dx.doi.org/10.3167/latiss.2014.070103.

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In an ethnographic study set within a biology department of a public university in the United States, incongruity between the ideals and practice of science education are investigated. Against the background of religious conservative students' complaints about evolution in the curriculum, biology faculty describe their political intents for fostering science literacy. This article examines differences that emerge between the department's rhetorical commitment to improve science understanding amongst their students and the realities of course staffing and anxieties about promotion and tenure. B

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Schinske, Jeffrey N., Virginia L. Balke, M. Gita Bangera, et al. "Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty." CBE—Life Sciences Education 16, no. 2 (2017): mr1. http://dx.doi.org/10.1187/cbe.16-10-0289.

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Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology E

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D’Avanzo, Charlene. "Post–Vision and Change: Do We Know How to Change?" CBE—Life Sciences Education 12, no. 3 (2013): 373–82. http://dx.doi.org/10.1187/cbe.13-01-0010.

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The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially

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Drobyk, N. M., M. M. Barna, L. S. Barna, V. Z. Kurant та A. I. Herts. "ХІМІКО-БІОЛОГІЧНИЙ ФАКУЛЬТЕТ ТЕРНОПІЛЬСЬКОГО НАЦІОНАЛЬНОГО ПЕДАГОГІЧНОГО УНІВЕРСИТЕТУ ІМЕНІ ВОЛОДИМИРА ГНАТЮКА: ІСТОРІЯ, СЬОГОДЕННЯ, ПЕРСПЕКТИВИ (до 80-річчя заснування)". Scientific Issue Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Biology 79, № 1-2 (2020): 119–27. http://dx.doi.org/10.25128/2078-2357.20.1-2.17.

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The facts and figures related to the 80-year history of formation and development of the Faculty of Chemistry and Biology of Ternopil Volodymyr Hnatiuk National Pedagogical University are provided. The main stages of foundation, development of the faculty, achievements of the teaching staff in educational and research work are highlighted. The structural elements of the faculty are characterized: the department of botany and zoology, general biology and methods of instruction of natural sciences, chemistry and methods of its teaching, laboratory of biology and ecology “Holytskyi botany a

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Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth. "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology." CBE—Life Sciences Education 7, no. 4 (2008): 368–81. http://dx.doi.org/10.1187/cbe.08-05-0024.

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We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardi

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Thompson, Jennifer Jo, and Danielle Jensen-Ryan. "Becoming a “Science Person”: Faculty Recognition and the Development of Cultural Capital in the Context of Undergraduate Biology Research." CBE—Life Sciences Education 17, no. 4 (2018): ar62. http://dx.doi.org/10.1187/cbe.17-11-0229.

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We argue that cultural capital plays an underexamined role in students’ recognition as budding scientists by faculty. By triangulating interview data from undergraduates and faculty mentors in a multi-institutional biology research network, we identified a set of intersecting domains of capital that help render students recognizable to faculty. We argue that faculty recognition often reflects a (mis)alignment between the cultural capital that students possess and display and what faculty expect to see. To understand why mis- or underrecognition occurs, and how this influenced students’ opportu

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Jeong, Soojeong, Jennifer M. Blaney, and David F. Feldon. "Identifying Faculty and Peer Interaction Patterns of First-Year Biology Doctoral Students: A Latent Class Analysis." CBE—Life Sciences Education 18, no. 4 (2019): ar59. http://dx.doi.org/10.1187/cbe.19-05-0089.

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Faculty and peer interactions play a key role in shaping graduate student socialization. Yet, within the literature on graduate student socialization, researchers have primarily focused on understanding the nature and impact of faculty alone, and much less is known about how peer interactions also contribute to graduate student outcomes. Using a national sample of first-year biology doctoral students, this study reveals distinct categories that classify patterns of faculty and peer interaction. Further, we document inequities such that certain groups (e.g., underrepresented minority students)

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Smith, Julia I., Elijah D. Combs, Paul H. Nagami, et al. "Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology." CBE—Life Sciences Education 12, no. 4 (2013): 628–44. http://dx.doi.org/10.1187/cbe.13-05-0096.

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There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological kn

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Bennett, Karen L. "SDB Faculty Re-Boot Camp." Developmental Biology 331, no. 2 (2009): 383. http://dx.doi.org/10.1016/j.ydbio.2009.05.004.

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Brickman, Peggy, Cara Gormally, and Amedee Marchand Martella. "Making the Grade: Using Instructional Feedback and Evaluation to Inspire Evidence-Based Teaching." CBE—Life Sciences Education 15, no. 4 (2016): ar75. http://dx.doi.org/10.1187/cbe.15-12-0249.

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Typically, faculty receive feedback about teaching via two mechanisms: end-of-semester student evaluations and peer observation. However, instructors require more sustained encouragement and constructive feedback when implementing evidence-based teaching practices. Our study goal was to characterize the landscape of current instructional-feedback practices in biology and uncover faculty perceptions about these practices. Findings from a national survey of 400 college biology faculty reveal an overwhelming dissatisfaction with student evaluations, regardless of self-reported teaching practices,

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Bathgate, Meghan E., Oriana R. Aragón, Andrew J. Cavanagh, Jennifer Frederick, and Mark J. Graham. "Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching." CBE—Life Sciences Education 18, no. 2 (2019): ar22. http://dx.doi.org/10.1187/cbe.17-12-0272.

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Evidence-based teaching (EBT), such as active learning and formative assessment, benefits student learning but is not present in many college science classrooms. The choices faculty make about how to teach their science courses are influenced by their personal beliefs and motivations, as well as their departmental structures and institutional cultures. With data from 584 science, technology, engineering, and mathematics (STEM) faculty trained in EBT, we compare which of the following factors most relate to faculty’s use of EBT: 1) faculty’s personal motivations (e.g., teaching value, confidenc

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Elliott, Emily R., Robert D. Reason, Clark R. Coffman, et al. "Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered." CBE—Life Sciences Education 15, no. 2 (2016): ar22. http://dx.doi.org/10.1187/cbe.14-07-0112.

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Undergraduate introductory biology courses are changing based on our growing understanding of how students learn and rapid scientific advancement in the biological sciences. At Iowa State University, faculty instructors are transforming a second-semester large-enrollment introductory biology course to include active learning within the lecture setting. To support this change, we set up a faculty learning community (FLC) in which instructors develop new pedagogies, adapt active-learning strategies to large courses, discuss challenges and progress, critique and revise classroom interventions, an

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Červinka, Miroslav, František Bartoš, and Vladimír Půža. "Where from and Where to does the Medical Biology March or History of the Biology Department of the Faculty of Medicine in Hradec Králové." Acta Medica (Hradec Kralove, Czech Republic) 41, no. 1 (1998): 35–43. http://dx.doi.org/10.14712/18059694.2019.166.

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When I was invited to assemble the detailed history of Biology Department of our Faculty I went for it under the condition that this achievement would represent the result of a team endeavour where also personal observers would render account of the events witnessed by themselves. That is why I addressed Professor Půža and Professor Bartoš. The memories of these two persons thus also represent a part of this publication. Nevertheless, it turned out that neither their memories were able to cover the earliest period of time shortly after the establishment of our Faculty. Searching had to be spre

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Quitadamo, Ian J., Celia L. Faiola, James E. Johnson, and Martha J. Kurtz. "Community-based Inquiry Improves Critical Thinking in General Education Biology." CBE—Life Sciences Education 7, no. 3 (2008): 327–37. http://dx.doi.org/10.1187/cbe.07-11-0097.

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National stakeholders are becoming increasingly concerned about the inability of college graduates to think critically. Research shows that, while both faculty and students deem critical thinking essential, only a small fraction of graduates can demonstrate the thinking skills necessary for academic and professional success. Many faculty are considering nontraditional teaching methods that incorporate undergraduate research because they more closely align with the process of doing investigative science. This study compared a research-focused teaching method called community-based inquiry (CBI)

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Miller, Jason E., and Timothy Walston. "Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses." CBE—Life Sciences Education 9, no. 3 (2010): 284–89. http://dx.doi.org/10.1187/cbe.10-03-0046.

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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with

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Spell, Rachelle M., Judith A. Guinan, Kristen R. Miller, and Christopher W. Beck. "Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation." CBE—Life Sciences Education 13, no. 1 (2014): 102–10. http://dx.doi.org/10.1187/cbe.13-08-0169.

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Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research exper

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Lamanauskas, Vincentas. "SOME ISSUES ON BIOLOGY EDUCATION: AN INTERVIEW WITH ANDREJ ŠORGO." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 13, no. 3 (2016): 122–26. http://dx.doi.org/10.48127/gu-nse/16.13.122.

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Dr. Andrej Šorgo is Associate Professor of Biology Didactics at the Faculty of Natural Sciences and Mathematics, and a part time researcher at the Faculty of Electrical Engineering and Computer Science, University of Maribor. He got his Masters and PhD degrees in Biology from the University of Ljubljana. He has published textbooks and research articles and presented his work at a number of conferences. He has additionally over 20 years of experience as a secondary and higher vocational school teacher. He has won the award “Most innovative secondary school teacher”. More information is availabl

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Harvey, Caylyn, Kristen Eshleman, Kyosung Koo, Kevin G. Smith, Christopher J. Paradise, and A. Malcolm Campbell. "Encouragement for Faculty to Implement Vision and Change." CBE—Life Sciences Education 15, no. 4 (2016): es7. http://dx.doi.org/10.1187/cbe.16-03-0127.

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The seminal report Vision and Change outlined improvements necessary for undergraduate biology courses to accomplish widely recognized learning objectives. Over the past 8 years, we have developed a two-semester introductory biology course that incorporates the core concepts and competencies recommended in Vision and Change. Using published research on how students learn, we focused our efforts on three main areas of change: pedagogy, course content, and technology. We introduced active-learning strategies to improve our classroom environments, wrote an e-textbook that provides students with t

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Sinn, Robin N. "A comparison of library instruction content by biology faculty and librarians." Research Strategies 17, no. 1 (2000): 23–34. http://dx.doi.org/10.1016/s0734-3310(00)00021-5.

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Asmawati, Asmawati. "Department of Oral Biology Faculty of Dentistry Hasanuddin University Makassar, Indonesia." Journal of Dentomaxillofacial Science 10, no. 3 (2011): 156. http://dx.doi.org/10.15562/jdmfs.v10i3.275.

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Oral infections can be caused by the many microorganisms that occupy the oral cavity. Tongue is one of thevulnerable areas of the oral cavity occupied by microorganisms, in which colonized bacteria may cause disease.Mechanical tongue cleansing using tongue scraper can reduce anaerobic bacteria on dorsal of the tongue. Theobjective of this study was to observe the difference of anaerobic bacteria amount on dorsal of the tongue before andafter mechanical tongue cleansing using tongue scraper. This was laboratory experimental study with sampleconsists of 25 students selected by random sampling me

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D'Avanzo, Charlene, Charles W. Anderson, Laurel M. Hartley, and Nancy Pelaez. "A Faculty-Development Model for Transforming Introductory Biology and Ecology Courses." BioScience 62, no. 4 (2012): 416–27. http://dx.doi.org/10.1525/bio.2012.62.4.12.

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Pavković-Lučić, S., L. Radenović, and V. Kekić. "Behavioral Science at the Faculty of Biology, University of Belgrade, Serbia." Biotechnology & Biotechnological Equipment 24, sup1 (2010): 301–5. http://dx.doi.org/10.1080/13102818.2010.10817851.

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Walsh, Lisa L., Sandra Arango-Caro, Emma R. Wester, and Kristine Callis-Duehl. "Training Faculty as an Institutional Response to COVID-19 Emergency Remote Teaching Supported by Data." CBE—Life Sciences Education 20, no. 3 (2021): ar34. http://dx.doi.org/10.1187/cbe.20-12-0277.

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Biology faculty across the United States were surveyed to chronicle their experiences with the COVID-19 emergency transition to remote teaching. Polarizing differences were seen in faculty responses based on previous experience teaching online and formal training received. The results underline the importance of training and highlight difficulties to address.

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Goodman, Barbara E., Karen L. Koster, and Patrick L. Redinius. "Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories." Advances in Physiology Education 29, no. 2 (2005): 112–17. http://dx.doi.org/10.1152/advan.00054.2004.

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The teaching faculty for this course sought to address their own concerns about the quality of student learning in an impersonal large lecture biology class for majors, the difficulties in getting to know each student by name, and difficulties in soliciting answers and reactions from the students during the lecture. Questions addressed by this study were, Do active-learning activities in a small and personal lecture setting enhance student learning more than active-learning activities in large impersonal lectures? and Are students more satisfied with an educational experience in a small and pe

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Kowalski, Jennifer R., Geoffrey C. Hoops, and R. Jeremy Johnson. "Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology." CBE—Life Sciences Education 15, no. 4 (2016): ar55. http://dx.doi.org/10.1187/cbe.16-02-0089.

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Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research collaboration across departments. Specifically, we implemented three collaborative CUREs spanning chemical biology, biochemistry, and neurobiology that incorporated faculty members’ research interests and revolved around the central theme of visualizing biological processes like Mycobacterium tube

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Caudill, Lester, April Hill, Kathy Hoke, and Ovidiu Lipan. "Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines." CBE—Life Sciences Education 9, no. 3 (2010): 212–16. http://dx.doi.org/10.1187/cbe.10-03-0020.

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Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each

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Vander Waal Mills, Kristyn E., Mark Gucinski, and Kimberly Vander Waal. "Implementation of Open Textbooks in Community and Technical College Biology Courses: The Good, the Bad, and the Data." CBE—Life Sciences Education 18, no. 3 (2019): ar44. http://dx.doi.org/10.1187/cbe.19-01-0022.

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One challenge facing students today is high textbook costs, which pose a particularly difficult obstacle at community and technical colleges, where students typically have lower incomes and textbooks constitute a larger proportion of the overall cost of education. To address this, many advocate for using open-source textbooks, which are free in a digital format. However, concerns have been raised about the quality and efficacy of open textbooks. We investigated these concerns by collecting data from general biology classes at four community and technical colleges implementing traditionally pub

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Marshall, Jonathon C., Paul Buttars, Thomas Callahan, et al. "Letter to the Editors: In The Academic Job Market, Will You Be Competitive? A Case Study in Ecology and Evolutionary Biology." Israel Journal of Ecology and Evolution 55, no. 4 (2009): 381–92. http://dx.doi.org/10.1560/ijee.55.4.381.

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Over the last several decades, the percentage of permanent faculty positions at universities has declined significantly. Increasingly, courses are taught by adjunct instructors, graduate students, and postdoctoral fellows rather than by permanent faculty members. This creates intense competition for permanent positions. Data summarizing the general qualifications of newly hired first-time professors in permanent jobs are valuable for students contemplating graduate school and academic careers. These data should also help graduate students and postdoctoral fellows set goals that will enable the

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Anderson, Rozalyn. "A Geroscience Perspective on COVID-19 – Joint Program from the American Aging Association (AGE) and The Gerontological Society of America." Innovation in Aging 4, Supplement_1 (2020): 532. http://dx.doi.org/10.1093/geroni/igaa057.1716.

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Abstract Faculty will focus on the biology of aging as a contributor to the vulnerability in COVID-19. Faculty will present the latest concepts and insights that will advance our ability to confront this global outbreak. Our goal for this session is to connect with the concept of Geroscience and how ideas from aging biology research can be incorporated to improve outcomes and informed practice. Although the emphasis is on biology, the goal is to provide insight in a manner that is readily accessible to researchers across the aging spectrum that they might translate these ideas in the face of a

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McCarthy, Maeve L., and K. Renee Fister. "BioMaPS: A Roadmap for Success." CBE—Life Sciences Education 9, no. 3 (2010): 175–80. http://dx.doi.org/10.1187/cbe.10-03-0023.

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The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and biology faculty and has produced research insights and curriculum developments at the intersection of these two disciplines. The goals, structure, achievements, and curriculum initiatives are described in relation to the effects they have had to enhance t

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Essa, Amhaimmed, and Hassan Alshahopi. "Evaluation Teaching Performance of Faculty Members at the Faculty of Education, University of Sirte in Libya From the View Point of College Students as an Approach to Achieve Quality of University Education." International Journal for Quality Assurance 2, no. 2 (2019): 142–59. http://dx.doi.org/10.34028/ijqa/2/2/130.

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The present study aims to evaluate the teaching performance of the faculty member at the Faculty of Education, University of Sirte, from the point of view of the students of the faculty as an approach to achieve quality in university education. The study uses the descriptive analytical method using the evaluation card of the faculty member in the fields of lecture planning, preparation, human relations, and evaluation methods. The study reached a number of conclusions, most notably: - Evaluation of the performance of the faculty member at the Faculty of Education is moderate, reflecting the di

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Smith, Kenny. "How Culture and Biology Interact to Shape Language and the Language Faculty." Topics in Cognitive Science 12, no. 2 (2018): 690–712. http://dx.doi.org/10.1111/tops.12377.

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Smith, Shelley L., and Raymond A. Eve. "Texas Biology and Biological Anthropology Faculty Express Their Views on Teaching Evolution." Evolution: Education and Outreach 2, no. 4 (2009): 636–42. http://dx.doi.org/10.1007/s12052-009-0181-9.

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Rahayu, Sri Endarti, Rika Oktapianti, and Ikhsan Matondang. "Ethnobotany survey of medicinal plants used for traditional maternal healthcare by Serawai tribe, Seluma district, Bengkulu - Indonesia." Journal of Current Medical Research and Opinion 3, no. 04 (2020): 441–48. http://dx.doi.org/10.15520/jcmro.v3i04.275.

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Goins, Gregory, Mingxiang Chen, Catherine White, Dominic Clemence, Thomas Redd, and Vinaya Kelkar. "An Initiative to Broaden Diversity in Undergraduate Biomathematics Training." CBE—Life Sciences Education 9, no. 3 (2010): 241–47. http://dx.doi.org/10.1187/cbe.10-03-0043.

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At North Carolina A&T State University (NCATSU), there was a critical need to better coordinate genuine research and classroom experiences for undergraduates early in their academic career. We describe the development and implementation of a faculty alliance across academic departments to increase biomathematics research opportunities for underrepresented minorities. Our faculty alliance is called the Integrative Biomathematical Learning and Empowerment Network for Diversity (iBLEND). The fundamental purpose of the iBLEND alliance was to inspire underrepresented minorities to pursue resear

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Gregg, Christopher S., Jo Dale Ales, Steven M. Pomarico, E. William Wischusen, and Joseph F. Siebenaller. "Scientific Teaching Targeting Faculty from Diverse Institutions." CBE—Life Sciences Education 12, no. 3 (2013): 383–93. http://dx.doi.org/10.1187/cbe.12-05-0061.

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We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR's target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader

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Bhalla, Needhi. "Strategies to improve equity in faculty hiring." Molecular Biology of the Cell 30, no. 22 (2019): 2744–49. http://dx.doi.org/10.1091/mbc.e19-08-0476.

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Through targeted recruitment and interventions to support their success during training, the fraction of trainees (graduate students and postdoctoral fellows) in academic science from historically underrepresented groups has steadily increased. However, this trend has not translated to a concomitant increase in the number of faculty from these underrepresented groups. Here, I focus on proven strategies that departments and research institutions can develop to increase equity in faculty hiring and promotion to address the lack of racial and gender diversity among their faculty.

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Sperano, Isabelle, Ross Shaw, Robert Andruchow, et al. "Creative, Interdisciplinary Undergraduate Research: An Educational Cell Biology Video Game Designed by Students for Students." Scholarship and Practice of Undergraduate Research 4, no. 2 (2021): 5–14. http://dx.doi.org/10.18833/spur/4/2/7.

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In a three-year, practice-based, creative research project, the team designed a video game for undergraduate biology students that aimed to find the right balance between educational content and entertainment. The project involved 7 faculty members and 14 undergraduate students from biological science, design, computer science, and music. This nontraditional approach to research was attractive to students. Working on an interdisciplinary practice-based research project required strategies related to timeline, recruitment, funding, team management, and mentoring. Although this project was time-

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White, H. B. "PBL, Faculty Development, and Institutional Change." Biochemistry and Molecular Biology Education 29, no. 5 (2001): 204–5. http://dx.doi.org/10.1111/j.1539-3429.2001.tb00122.x.

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White, Harold B. "Commentary: Identifying and mentoring future faculty." Biochemistry and Molecular Biology Education 37, no. 1 (2009): 56–57. http://dx.doi.org/10.1002/bmb.20258.

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Trejo, JoAnn. "The burden of service for faculty of color to achieve diversity and inclusion: the minority tax." Molecular Biology of the Cell 31, no. 25 (2020): 2752–54. http://dx.doi.org/10.1091/mbc.e20-08-0567.

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The exclusion of Blacks/African-Americans, Latinx/Hispanics, and Indigenous people from science has resulted in their underrepresentation in the biomedical workforce, especially in academia. Faculty diversity at academic institutions is unacceptably low (<6%) and has remained unchanged in the past 20 years. Despite low representation, faculty of color are disproportionately tasked with service to enhance diversity and inclusion of the academy, often to the detriment of their research and academic success. This essay offers a perspective on the undue burden of service placed on underrepresen

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Nelms, April A., and Miriam Segura-Totten. "Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature." CBE—Life Sciences Education 18, no. 4 (2019): ar56. http://dx.doi.org/10.1187/cbe.18-05-0077.

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Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load

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