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Past Programs and Links

Past Minisymposia

2010 Education Minisymposium
Cell Biology Education: Where's the Math?"

Co-Chairs: Caroline Kane, University of California, Berkeley, and Susan Wick, University of Minnesota

This minisymposium explored why and how to infuse quantitative thinking into what has traditionally been considered a very visual discipline. Speakers highlighted the need for training math-savvy cell biology students who can do the quantitative analysis needed for the next wave of substantive discoveries. Faculty scientist educators John Jungck (Beloit College and Pat Marsteller (Emory University) offered concrete examples about how to engage faculty in modifying course content to include more quantitative analyses.

Next, Omar Quintero (Penn State College of Medicine) illustrated specifically how wet labs can be modified so that students have more time to analyze data instead of putting all their energy into learning laboratory techniques.

Julien Berro, a postdoctoral fellow at Yale University, encouraged attendees to spend time with a mathematician to model one's favorite cellular process, and to invite a mathematician into the laboratory to test the model. He also provided a specific example of how the model suggests experiments and how the experimental results lead to model revision—much like the course of science.

A graduate student, Julia Philip (University of Notre Dame), described a binding simulation tool for any polymer binding protein. The tool, which is useful and accessible for researchers and educators, provides tangible and understandable "reasons" that both thermodynamics and kinetics are needed to describe regulation of binding parameters. Finally, an undergraduate student, Samantha Lindemann (University of Minnesota, Duluth), presented the use of statistics in a teaching setting to evaluate Mendelian genetics and to demystify the statistical approach; she was developing learning modules that allowed her undergraduate research to couple the science and the math.

2009 Minisymposium
Undergraduate Biology Curriculum in the 21st Century
Co-Chairs: Caroline Kane, University of California, Berkeley, and Mark Rose, Princeton University

A New, Interdisciplinary Foundation for the Life Sciences. R.A. Lue; Molecular and Cellular Biology, Harvard University, Cambridge, MA
Integrated Introductory Science Curriculum for Undergraduates at Princeton. D. Botstein; Lewis-Sigler Institute, Princeton University, Princeton, NJ
Mathematics Plus Biology Equals Improved Curriculum. A. Campbell, L. J. Heyer, C. J. Paradise; Biology, Davidson College, Davidson, NC, Mathematics, Davidson College, Davidson, NC, Genome Consortium for Active Teaching, Davidson, NC
The Genomics Education Partnership, 2009. S. Elgin, S. Bhalla, A. Goodman, L. Mays-Hoopes, G. Regisford, A. Rosenwald, W. Leung, C. Shaffer, D. Lopatto; Biology, Washington University, St. Louis, MO, Johnson C Smith University, Charlotte, NC, Cal Poly San Luis Obispo, San Luis Obispo, CA, Pomona College, Claremont, CA, Prairie View A&M University, Prairie View, TX, Georgetown University, Washington, DC, Grinnell College, Grinnell, IA
Undergraduate Laboratory Renaissance: A Research Integrated Curriculum. J. Roecklein-Canfield, R. Gurney, N. Lee; Chemistry, Simmons College, Boston, MA
StarBiochem: 3D Protein Visualization in the Classroom. L. M. Aleman, C. Shubert, G. Walker; Biology, Massachusetts Institute of Technology, Cambridge, MA, Office of Educational Innovation and Technology, Massachusetts Institute of Technology, Cambridge, MA
See report in Jan/Feb 2010 ASCB Newsletter, p. 24. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx.

Past Education Workshops

2010 Education Workshop
Process Oriented Guided Inquiry Learning (POGIL): A Student-Centered Approach to Instruction
Rick Moog, Franklin and Marshall College, and Vicky Minderhout, Seattle University

This workshop was intended primarily for undergraduate educators. The presenters introduced the fundamentals of POGIL, including activity structure and classroom facilitation principles, and participants experienced a POGIL classroom from the student perspective. POGIL is an instructional approach based on research on how students learn. In a POGIL classroom, students work in groups with assigned roles on specially designed activities that guide them through a learning cycle to construct an understanding of key concepts, with the instructor serving as a facilitator of this learning experience. In addition to mastering course content, students also develop and improve important process skills such as teamwork, critical thinking, problem solving, and assessment. The workshop was run using the POGIL instructional philosophy, with participant-centered activities as the predominant mode of presentation. Data related to the effectiveness of the approach in terms of student performance was also presented. To learn more, visit www.pogil.org.

2009 Education Workshop
Opening the Gates to Science: Fostering Cutting-Edge Student Learning
Denise Drane and Gregory Light, Northwestern University

Interested in advancing cutting-edge student learning? This workshop will draw upon data collected from the Gateway Science Workshop program, a 10-year, carefully evaluated project aimed at improving the experience, performance, and retention of students in large, lecture-based gateway science courses. The workshop will share critical lessons of undergraduate science education and their implications for teaching biology and other science courses. Topics will include promoting peer mentoring, engaging students in conceptual problem solving and collaborative group work, fostering underrepresented students, and developing research training.
See report in Jan/Feb 2010 ASCB Newsletter, p. 25. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx.

2008 Education Workshop
Quantitative Biology and Modeling
Raquell Holmes, Ion Moraru, James Schaff, and Ann Cowan, Center for Cell Analysis and Modeling, University of Connecticut Health Center

Want to catch up with the quantitative and computational approaches increasingly being used in basic cell biological research? In this hands-on workshop, participants will learn to use image data and biological concepts to construct quantitative models within the Virtual Cell, a Web-based application, freely available for use in classrooms and research. Try it at home first (http://vcell.org/login/login.html), and bring your questions to the workshop! Participants are encouraged to bring fully charged laptops to this session.

2007 Education Workshop
Clickers—The Greatest New Teaching Tool Since Chalk: How to Use and Not Misuse Audience Response Systems
William B. Wood, University of Colorado, Boulder

Want to finally learn how to use clickers in the classroom? With the use of iClicker response pads (to be provided), participants will take part in demonstrations and discussion of various ways clickers can be used to facilitate and assess student conceptual understanding. Small working groups will be given a cell biology teaching scenario and asked to create clicker questions, which will then be discussed by the group as a whole.

Past Undergraduate Programs

2010 Undergraduate Program
Where the Cytoplasm Meets the Cell Cortex: How Chance Encounters Build Cells and Scientists
Amy S. Gladfelter, Dartmouth College

Why do scientists who want to learn more about cells study fungus? Fungal systems are amenable to genetics, can be grown in large quantities, and are less complicated than mammalian systems. This presentation focused on the path that led Gladfelter to her current study of two research questions: 1) How do cells build a dynamic but persistent septin cytoskeletal structure at the cell cortex? 2) How do nuclei establish functional neighborhoods of distinct cytoplasm in their vicinity and carry these neighborhoods with them as they migrate through cells? Gladfelter showed how live cell imaging can be combined with statistical modeling and molecular genetics to understand how cells establish distinct functional domains of the cell cortex and the cytoplasm.

2009 Undergraduate Program
Worming Out Functions of Septins in Neurons
Fern Finger, Rennselaer Polytechnic Institute

Why are septin proteins found in animals and fungi of interest? Because human septins are implicated in cancer and neurodegenerative diseases. One approach is to study septin functions during development of the Caenorhabditis elegans nervous system. While there are 14 human septin genes, the roundworm, C. elegans, has only two septin genes, and the worm septins are not required for embryonic cell divisions. Worms are, therefore, an ideal, simple model system in which to study functions of septins in animal development. During embryonic development, a nerve cell (neuron) extends a long process called an axon. The axon will connect the neuron to nerve or muscle cells with which the neuron will communicate. However, the mechanisms by which axons extend, enabling them to find these other cells and establish communication, are not fully understood. Although septins are best known for functioning in separation of the two daughter cells at the end of cell division, they are also present in nondividing cells, such as neurons, suggesting that septins have other functions. Previous studies have identified the two worm septins as important for the extension of axons.
See report in Jan/Feb 2010 ASCB Newsletter, p. 31. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx. Finger website: www.rpi.edu/dept/bio/faculty/profiles/finger.html

2008 Undergraduate Program
Visualizing How Cellular Legos Build Railroads and Keep Chromosomes on Track
Eva Nogales, University of California, Berkeley, and Lawrence Berkeley National Laboratory/HHMI

Microtubules are cellular polymers that define the major railroads for intracellular transport. Their functions are essential for the life of the cell and include the formation of the mitotic spindle structure that separates chromosomes during cell division. Microtubules are extremely dynamic and switch between growing and shrinking phases due to changes in the shape of their assembly unit, tubulin, that are linked to the capacity of this protein to self-assemble. How the assembly and disassembly of microtubules is coupled to the movement of the chromosomes they are attached to during mitosis, is a fascinating mechanistic problem that we are trying to address by direct visualization of the proteins involved in the process.

2007 Undergraduate Program
Seeing in the Dark: How Fluorescent Proteins Are Shaping Biology
Jennifer Lippincott-Schwartz, National Institute of Child Health and Human Development/NIH

One of the most ground-breaking recent discoveries in science has been the use of biofluorescent proteins. These “visible” molecules can be attached to proteins as molecular tags or labels. Once inside cells or organisms, these tags can be observed in real time and allow the geography, movement, and interaction of proteins to be studied in living tissue. These biofluorescent proteins are found in nature in luminescent organisms, such as jelly fish, bacteria, and beetles. Scientists were able to purify and characterize the light-generating source of several bioluminescent organisms. Later, they discovered another protein, called green fluorescent protein (GFP), which did not generate light but converted light to a different color. GFP and similar proteins have spurred a revolution in biological research and opened up new avenues of research and investigation. Speaker program will be followed by undergraduate poster presentations and light refresh

Past K-12 Science Education Workshops

2010 K–12 Science Education Workshop
Cells, Cell Communication, and Stem Cells: Teaching Resources
Louisa A. Stark, Genetic Science Learning Center, University of Utah

Participants experienced online, multimedia teaching materials and hands-on activities that assist students in learning basic concepts about cells, how communication signals are passed within and between cells, and the role of stem cells. They explored two learning modules–Amazing Cells and Stem Cell–from the Genetic Science Learning Center's award–winning websites: Learn.Genetics (http://learn.genetics.utah.edu) and Teach.Genetics (http://teach.genetics.utah.edu). Materials appropriate for both high school and undergraduate biology courses were shared.

2009 K–12 Science Education Workshop
No More Eyelashes and Air Bubbles…New Ways to Use Microscopes in High School Labs
David Epel, Department of Biological Sciences, Stanford University, and Pamela Miller, Hopkins Marine Station, Stanford University

Help your students finally appreciate the wonderful word of the cell! Microscopes are often underutilized because there simply is not enough time for teachers to provide needed one-on-one tutorials for each student—to show them how to adjust the eyepieces, use the light, and focus on the specimen. Consequently, most students see air bubbles or their eyelashes, and you lose the opportunity to show them the marvels of the cell. This workshop will introduce you to a set of Web-based laboratory modules. Use of these modules in the classroom will enable your students to learn 1) to use the microscope in a timely and effective manner, 2) how to measure cells or cell structures under the microscope, and 3) how representative cells look under different modes of microscopy, such as phase, Normaski, scanning, and transmission electron microscopy. After using these virtual labs, students can go on to use real microscopes on real cells and tissues.
See report in Jan/Feb 2010 ASCB Newsletter, p. 30. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx. Virtual Urchin website: http://virtualurchin.stanford.edu

2008 K–12 Science Education Partnership Lunch
Exploring Cells without Microscopes—Engaging Tools and Techniques for Students of All Ages
Karen Kalumuck and Kristina Yu, The Exploratorium

No microscopes? No problem! Join this session of hands-on, interactive explorations of cells using stunning imagery from the Exploratorium’s Microscope Imaging Station, and activities developed by scientists and teachers from the Exploratorium Teacher Institute. K–20 educators, scientists involved in outreach, and other curious minds will take away a suite of concrete, classroom-tested activities and inspiration for developing their own explorations. Box lunch included.
Exploratorium Microscope Imaging Station website: www.exploratorium.edu/imaging_station/index.php

2007 K–12 Science Education Partnership Lunch
Biotechnology in the K–12 Classroom: Strategies for Teaching and Outreach
Julie Edmonds, Carnegie Academy for Science Education, Carnegie Institution of Washington

Students of all ages are fascinated with the exciting field of biotechnology! Workshop presenters will engage participants in simple, hands-on activities that are useful for bringing biotechnology experiments into the K–12 classroom, and will lead discussions on successful models for initiating and sustaining biotechnology programs at local schools and colleges.
About the Carnegie Academy for Science Education: www.case.ciw.edu/about

Past High School Programs

2010 High School Program
How the Turtle Got Its Shell; How the Bat Got Its Wing: Evolution through Developmental Changes
Scott Gilbert, Swarthmore College

Philadelphia-area high school teachers were invited to bring their students to hear a short presentation designed to excite them about the life sciences. Gilbert's research concerns how the turtle forms its shell, which consists of 59 bones that are not found in other vertebrates. He showed how the new science of evolutionary developmental biology is attempting to study "the arrival of the fittest" by looking at the changes in gene expression occurring during development. After the lecture and Q&A, students and their teachers toured the Exhibit Hall.

2009 High School Program
CSI (Cell Science Investigations): Clathrin-Mediated Endocytosis
Sandra L. Schmid, The Scripps Research Institute

Just like whole organisms, individual cells in the body must obtain nutrients, communicate with each other, and react to their surroundings. The cell is separated from its environment by a limiting plasma membrane. Entry into the cell is tightly regulated and occurs by a process called clathrin-mediated endocytosis or CME. CME involves assembly of coat proteins, in particular clathrin onto the inner surface of the plasma membrane to form coated pits. Coated pits become deeper and rounder and eventually pinch off as coated vesicles that carry surface-bound molecules (nutrients, signaling hormones, etc.) into the cell. Learn how the CSI team is identifying the cellular machinery required for CME (rounding up the suspects) and determining their mechanism of action (modus operandi).
See report in Jan/Feb 2010 ASCB Newsletter, p. 34. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx. Schmid lab website: www.scripps.edu/cb/schmid

2008 High School Program
Using Venomous Fish-Hunting Cone Snails to Develop Drugs
Baldomero M. Olivera, University of Utah

There are 700 different species of venomous cone snails; approximately 100 specialize in hunting fish with venom. Analysis of these venoms has led to the discovery of venom components that are promising drug leads—one has become an approved drug to relieve severe pain. Studies of the cone snails suggest that marine biodiversity may be a great source for drug leads in the future.
Olivera lab website: www.biology.utah.edu/olivera

2007 High School Program
Getting In Shape: New Clues from the Fly Embryo
Jennifer Zallen, Sloan-Kettering Institute

Ever wonder why you’re not an amorphous blob? And why people look like people and not like giraffes or whales? Every animal has a characteristic shape and form that we can easily recognize. These shapes are defined early on in the embryo, when the cells that make up the body reorganize to produce the correct three-dimensional structure. These cells use directional signals that act as microscopic traffic signs, telling them where to go, where not to go, and when to stop. Single cells can travel on their own, but they can also caravan, moving in groups of cells that respond as a unit to directional cues. In this talk, we will explore the hidden world of the fruit fly embryo by filming cells in motion to discover the signals that move the head away from the feet. The same types of processes set up the basic layout of the body plan in many animals, from flies to humans.
Zallin lab website: www.mskcc.org/mskcc/html/48576.cfm

Past Postdoc Workshops

2010 Postdoc Workshop
Getting Out of the Box: Transitioning to a Career Outside of Academic Research

Panelists representing careers in a science museum, biotechnology company, scientific entrepreneurship, and science writing discussed their professions and offered career advice for graduate students, postdocs, and early-career scientists entering the job market. Time wase allotted for a question-and-answer period.

Moderator: Kyle Draheim, University of Massachusetts Medical School
Panelists: Ellie Cantor, Scientific Entrepreneur; Claudia Low, Science Writer; Graham Long, Director of Marketing & Business Development, TGR BioSciences; and Steven L. Snyder, Vice President, Exhibit and Program Development, Franklin Institute

2009 Postdoc Workshop
Getting Out of the Box: Transitioning to a Career Outside of Academic Research

Panelists representing careers in a secondary educational institution, science core facility, science museum, consulting company, and technology company will discuss their profession and offer career advice for graduate students, postdocs, and early career scientists entering the job market. Time will be allotted for a question-and-answer period.
Moderator: Shawn A. Galdeen, Rockefeller University
Panelists: Amy Greenwood, Project Leader, The Boston Consulting Group, Anthony Pelletier, Faculty, The Bishops School, La Jolla, CA, Michael Wall, Director, Biodiversity Research Center of the Californias, San Diego Natural History Museum, Jennifer Waters, Microscopy Director, Department of Cell Biology, Harvard Medical School, Connie Yarian, North America Technical Service Manager, QIAGEN
See report in Jan/Feb 2010 ASCB Newsletter, p. 30. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx.

2008 Postdoc Workshop
Getting Out of the Box: Transitioning to a Career Outside of Academic Research

Panelists representing careers in liberal arts education, community education, science writing, industry, and patent law will provide a brief overview of how they made the transition to a career outside of academia. This workshop, open to all early career scientists, will be followed by a question and answer period.
Moderator: Shawn A. Galdeen, University of Massachusetts Medical School
Robert L. Morris, Professor, Wheaton College; Hemai Parthasarathy, VP of Life Sciences, Feinstein Kean Healthcare; James H. Sabry, Co-Founder and Chairman of the Board, Cytokinetics, Inc.; Limin Zheng, IP Associate, Fish & Richardson P.C.; Jennifer Frazier, Project Director, The Exploratorium

2007 Postdoc Workshop
Getting Out of the Box: Transitioning to a Career Outside of Academic Research

Panelists representing teaching, science policy, government, science writing, industry, and patent law will briefly discuss how they made the
transition to careers outside of academia. This workshop, open to all early career scientists, will be followed by a question and answer and networking period.
Moderator: Melanie Styers, University of Alabama at Birmingham
Kavita Berger, AAS
Nicole C. Christacos, Quest Diagnostics
Stacie Propst, Research!America
Elisa Konieczko, Gannon University
Deanna Heier, Science Writer, Clinical Options
Alyssa Tippens, MedErgy Marketing, Inc.
Representative from the U.S. Patent and Trademark Office

Past Education Initiative Forums

2010 Education Initiative Forum
Guiding Students to "Think Like a Scientist": Summer Research and K–12 Teacher Preparation
Elisa Stone, Cal Teach, University of California, Berkeley

How do students learn how to formulate questions, test ideas, collect and analyze data, solve problems, and support arguments with evidence? How do teachers gain the skills required to teach the inquiry process and the nature of science? We show that engaging math and science pre–service teachers in summer research experiences under the guidance of practicing scientists—accompanied by a weekly seminar that explicitly ties the sophisticated research they are doing to student learning and classroom teaching—gives them a deeper firsthand understanding of research, the nature of science, inquiry teaching practices they may implement in their future classrooms, and how to apply research approaches to their own teaching practice.

2010 Education Initiative Forum
A New Perspective on Postdoctoral Training: FIRST Postdoctoral Fellowship

Kristy J. Wilson, Emory University

The Fellowship in Research and Science Teaching (FIRST) postdoctoral program combines cutting-edge research at Emory University and a mentored teaching experience at a minority-serving institution in Atlanta. Data demonstrate that FIRST fellows are at least as successful (paper publication, academic job, and grant funding rates) as traditionally trained postdocs. This evolving program empowers postdocs with the tools to be successful by enabling them to gain experience in balancing the dual commitments of teaching and research.

Two presentations selected from submitted education abstracts on novel approaches to cell biology education will be held during this time slot between major scientific Symposia.

2010 Education Initiative Forum
Clash of the Titans! Analysis of Biological Concept Retention in Blended Web vs. Traditional Instruction
Karen Resendes, Westminster College

Education is at a major crossroads and what really works in the classroom is being hotly contested. Do small classrooms with dynamic teachers instill motivation and enthusiasm in students or is this an antiquated ideal? This study addressed the question of whether blended Web/classroom or distance education approaches are nothing more than sophisticated methods of presenting the same biological concepts by evaluating students' responses from three different classroom settings: 1) a traditional small (20 students) class, 2) a large (500 students ) blended class, and 3) a large (250 students ) distance education class with no teaching. Our data comparing pre- and post-exam answers indicate that each scenario is equally effective. This suggests that the modern student can assimilate information independent of the various educational environments available.

2010 Education Initiative Forum
The Open Learning Initiative: An Effective Content Delivery System in Cell Biology Education?

Gordon Rule, Carnegie Mellon University

Do you want to avoid early morning classroom blank stares? Do you want to know what your students don't, prior to lecture? Then you may want to consider OLI, a course delivery system that provides cutting-edge student assessment while delivering animations, simulators, and visualization of 3D structures.

2009 Education Initiative Forum
Teaching in Africa: Interactive Teaching of Experimental Design and Data Analysis
Eva Gluenz, University of Oxford

Have you ever thought about teaching in Africa, or possibly another underdeveloped area? Hear from Eva Gluenz, University of Oxford, about “virtual practicals,” or teaching modules for small group teaching. Originally designed for a series of ASCB-organized workshops on molecular cell biology and bioinformatics for young biomedical scientists in Africa, the virtual practicals consist of a “lab” of five students guided by one or two tutors. The lab works together to design, perform, and analyze a series of experiments that answer a specific scientific
See report in Jan/Feb 2010 ASCB Newsletter, p. 28. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx.

2009 Education Initiative Forum
Stepping Away from the Podium: Transforming Biology Majors’ Introduction to
the Foundations of Biology by Engaging Them as Colleagues
David Matthes, University of Minnesota
See report in Jan/Feb 2010 ASCB Newsletter, p. 27. Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx. www.gcd.umn.edu/html/faculty_pages/matthes.html

2008 Education Initiative Forum
Learning Scientific Content with Research and Reflection on Life and Death Issues
Kelly Wentz-Hunter, Roosevelt University

Learn about an interesting undergraduate/graduate course, Cancer Biology, which was designed not only to teach in-depth scientific content of cellular and molecular aspects of cancer biology but also to fully engage students in the social and emotional aspects of cancer. Students were required to become active in the university and cancer communities through the formation of an American Cancer Society Colleges Against Cancer student organization. In addition, the instructor “gave” students a type of cancer and had the students keep journals of their treatments, struggles, and prognosis throughout the semester. This presentation will highlight the social justice and creative writing portions of the course.

2008 Education Initiative Forum
Science Faculty with Education Specialties (SFES): Findings from a Cross-Disciplinary Research Study
Kimberly Tanner, San Francisco State University

Research findings will be presented from the first cross-disciplinary research study of science faculty with education specialties (SFES)—scientists who take on specialized roles in science education within their departments, including biology departments. SFES occupy a potentially pivotal role in science education reform efforts, yet there has been little systematic investigation of these positions. The data, collected from science departments in the nation’s largest university system—California State University—can inform biology departments considering SFES faculty hires and scientific trainees in the biological sciences considering these types of careers.

2008 Education Initiative Forum
The Young Scientist Program at Washington University in St. Louis
Abigail Buchwalter, Washington University in St. Louis

Learn about the Young Scientist Program (YSP), a unique science education outreach program that was conceived by and continues to be led by the graduate and medical students at Washington University. YSP is a proven model for student-run partnerships between academic institutions and public school systems.

2007 Education Initiative Forum
Integrating Quantitative Modeling into Cell Biology
Leslie M. Loew, University of Connecticut Health Center, and Raquell M. Holmes, Boston University and University of Connecticut Health Center

Learn about the use of simulation tools, Stella and Virtual Cell, to teach quantitative cell biology and modeling. Through course projects, labs, and exercises, students learn to extract quantitative values, construct models, and develop an understanding of biological concepts and experimental methods. The distinct strategies and objectives used in undergraduate and graduate courses, including assessment of student learning, will also be discussed.

2007 Education Initiative Forum
Encouraging Students to Develop Scientific Thinking Skills: New Methods for Assessing Performance
Elisa Stone, Berkeley High School

Traditional ways of assessing students often measure the science concepts students learn, but do not address the skills students must develop to explore meaningful scientific questions. In a research laboratory, these skills include formulating questions, using controls, analyzing data, making models, and collaborating with other scientists. Stone will discuss her assessment tools that successfully measure and promote the use of such scientific research skills in the classroom.

2007 Education Initiative Forum
Yeast and Oxygen: Incorporating Functional Genomics Research into Three Integrated Undergraduate Laboratory Classes
Clare O’Connor, Boston College

The availability of genomic information and clone resources for model organisms offers the opportunity for biology departments to provide original research experiences to large numbers of undergraduate students. Students enrolled in three advanced laboratory classes at Boston College design and conduct research projects centered around a common theme of oxidative stress defense in yeast, with the goal of publishing their results in peer-reviewed journals. Classes meet regularly for research conferences and use the Boston College Biology Commons (BC2) website as a central resource and discussion forum.

Past Informal Presentations at the Educational Resources/Minorities Affairs Committee Booth

2010 Informal Presentations at the Educational Resources/MAC Booth
Demonstration of ASCB’s The Cell: An Image Library, David Orloff, ASCB
Tuning Your Résumé for Maximum Impact, Sue Wick, University of Minnesota
iBioSeminars/iBioMagazine: New Resources for Science Education, Karen Dell, University of California, San Francisco
New Faculty Members: Survival Tips for Undergraduate Academic Advisors, Latanya Hammonds Odie, Georgia Gwinnett College
Fellowship Opportunities at UNCF/Merck, Jerry Bryant, United Negro College Fund (UNCF)/Merck
A Virtual Microscope and Virtual Spectrophotometer for Your Classroom, Joel Goodman, University of Texas Southwestern Medical Center
Getting Your PhD—How Do You Get There? Tamiko Porter, Prairie View A&M University
Interviewing Successfully for an Academic Position, Tracie Gibson, University of Texas of the Permian Basin
Maintaining a Research Program at an Undergraduate Teaching Institution, Triscia Hendrickson, Morehouse College
How Poor Math Backgrounds Impede Student Success in Laboratory Classes and Research, Francine Norflus, Clayton State University
The Right Moves to Be a Successful Scientist, Johanna Porter Kelley, Winston-Salem State University

2009 Informal Presentations at the Educational Resources/Minorities Affairs Committee Booth
How to Start a Research Program at a Small Liberal Arts College, Shubhik DebBurman, Lake Forest College
How the Linkage Fellowship Award Helps Your Career, Thomas Onorato, LaGuardia Community College/CUNY
Fellowship Opportunities at UNCF/Merck, Jerry Bryant, United Negro College Fund (UNCF)/Merck
Scientific Animation for Research and Education, Gael McGill, Harvard Medical School and Digizyme
Obtaining Research Funding at a Small Undergraduate Institution, Fran Norflus, Clayton State University
How to Get a Job at a Primarily Undergraduate Institution, Elisa Konieczko, Gannon University
Scientific Animation for Research and Education, Graham Johnson, The Scripps Research Institute
Navigating the Road to the Ph.D., Renee Reams, Florida A&M University
Science Today: The Synergetic Impact of Networking across Major and Minority Institutions, Julie Dutil, Ponce School of Medicine
Scientific Animation for Research and Education, Drew Berry, Walter and Eliza Hall Institute
Activities That Enhance Career and Graduate School Opportunities for Undergraduates, Oluseyi Vanderpuye, Albany State University
Scientific Animation for Research and Education, Janet Iwasa, Harvard Medical School
See report in Jan/Feb 2010 ASCB Newsletter, p. 34, Newsletters can be downloaded by ASCB members at: www.ascb.org/iweb/membership/membercontentnews.aspx.

2008 Informal Presentations at the Educational Resources/Minorities Affairs Committee Booth
Keystone Symposia Opportunities, Including Scholarship and Travel Awards, Laina King, Keystone Symposia
Biology Faculty with Education Specialties, Kimberly Tanner, San Francisco State University
Darn That Eyelash: A Virtual Microscopy Tutorial for High School Students, David Epel, Stanford University, and Pam Miller, Hopkins Marine Station of Stanford University
Fellowship Opportunities at United Negro College Fund/Merck, Jerry Bryant, UNCF/Merck
How to Start and Maintain a Research Program at a Liberal Arts College, Shubhik DebBurman, Lake Forest College
Strategies and Tips for Being an Effective Undergraduate Advisor, Elisa Konieczko, Gannon University
Challenges of Performing Research at a Small Undergraduate Institution, Fran Norflus, Clayton State University
Improving Verbal and Oral Scientific Communication Skills of Undergraduate Cell Biologists
Cindy Arrigo, New Jersey City University
Postdoc Roundtable: Pay, Mentoring, Networking, Etc., Veronica Lopez, Pennsylvania State University, MAC Postdoctoral Fellow Member
Getting Started with Clickers: Potential Pitfalls and Pointers, William B. Wood, University of Colorado, Boulder

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