Undergraduate research in the biochemistry, cell, and molecular biology program at Drake University uses apprenticeship, cooperative-style learning, and peer mentoring in a cross-disciplinary and cross-community educational program. We call it the one-room schoolhouse approach to teaching undergraduate research. This approach is cost effective, aids learning, supports the development of science and transferable management skills, is productive, and supports diversity. It allows a small set of faculty to involve large numbers of students in research and maintain a productive scholarship program. It provides students with skills in scientific research and transferable skills that they apply to a wide set of careers.
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http://dx.doi.org/10.1002/bmb.20134 | DOI Listing |
PLoS One
January 2025
Department of Psychology, Toronto Metropolitan University, Toronto, Ontario, Canada.
During the COVID-19 pandemic, the use of videoconferencing platforms became ubiquitous in postsecondary education around the world, making it crucial to understand how to maximize the efficacy of synchronous online classes. Given that social information can act as a motivation and improve memory, the current study tested the hypothesis that brief social presence during an online class would act as a social reward that would increase delayed memory for lecture information. Undergraduate students attended a mock synchronous class during which they viewed a pre-recorded science lecture, and social presence was manipulated by having participants turn on their cameras before and after the lecture (high social presence) or having cameras remain off during the entire class (low social presence).
View Article and Find Full Text PDFThis study explores the process of becoming-scientist-with, a dynamic and relational concept that redefines science identity development as a nonlinear, evolving journey. Focused on a Black male student, Travis, the study examines how his science identity was shaped through entanglements with various material and discursive forces across multiple science, technology, engineering, math, and medicine (STEMM) learning spaces. Becoming-scientist-with is conceptualized as a continual negotiation of identity within these environments, emphasizing the roles of power, systemic racism, and institutional practices in shaping students' experiences.
View Article and Find Full Text PDFImmunol Rev
March 2025
Graduate Program in Translational Biology, Medicine, and Health, Virginia Tech, Roanoke, Virginia, USA.
A robust innate immune response is essential in combating viral pathogens. However, it is equally critical to quell overzealous immune signaling to limit collateral damage and enable inflammation resolution. Pattern recognition receptors are critical regulators of these processes.
View Article and Find Full Text PDFJ Med Educ Curric Dev
January 2025
Department of Radiology, Brigham and Women's Hospital, Harvard Medical School, Boston, Massachusetts, United States.
Large group collaborative teaching approaches are rapidly gaining popularity in undergraduate medical education. The case-based collaborative Learning (CBCL) pedagogy was instituted for pre-clerkship teaching at Harvard Medical School in 2015 with subsequent implementation at other medical schools. CBCL emphasizes inductive reasoning, integrates basic and clinical sciences, stimulates curiosity, and fosters teamwork.
View Article and Find Full Text PDFIBRO Neurosci Rep
June 2025
Department of Medical Laboratory Science, School of Allied Health Sciences, University of Cape Coast, Cape Coast, Ghana.
Introduction: Sleep plays a crucial role in health, well-being, and academic performance. Despite the recognized importance of good sleep for students, there is a need for a deeper understanding of the sleep problems faced by university students to inform effective campus support services and interventions. This study aimed to evaluate sleep quality among university students by assessing differences in key sleep parameters between sex and age groups.
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