Using deep learning to illuminate cell structure

The Allen Integrated Cell unites two cutting-edge technologies to visualize and understand the organization of the major organelles and structures that comprise human induced pluripotent stem cells.

​Explore the 3D outputs of these models with our online integrated cell viewer.

swirl teaches you R programming and data science interactively, at your own pace, and right in the R console!

Since 1998, Software Carpentry has been teaching researchers the computing skills they need to get more done in less time and with less pain. Our volunteer instructors have run hundreds of events for more than 34,000 researchers since 2012. All of our lesson materials are freely reusable under the Creative Commons - Attribution license.

The Software Carpentry Foundation and its sibling project, Data Carpentry, have merged to become The Carpentries, a fiscally sponsored project of Community Initiatives, a 501(c)3 non-profit incorporated in the United States.

The mission of the National Center for Case Study Teaching in Science at the University at Buffalo is to promote the development and dissemination of materials and practices for case teaching in the sciences.  Our website provides access to an award-winning collection of peer-reviewed case studies.  We offer a five-day summer workshop and a two-day fall conference to train faculty in the case method of teaching science.  In addition, we are actively engaged in educational research to assess the impact of the case method on student learning.

What is CASES Online?

CASES Online is a collection of inquiry-based lessons to engage K-12 and undergraduate students in exploring the science behind real-world problems. Through CASES, you can transform your students into motivated investigators, self-directed and life-long learners, critical thinkers and keen problem solvers. Our cases are grounded in Problem-Based Learning (PBL), Investigative Case-Based Learning (ICBL), and related student-centered pedagogies. [more]

The Online Ethics Center (OEC) is a resource maintained by the Center for Engineering Ethics and Society (CEES) at the National Academy of Engineering (NAE).

Mission

The OEC mission is to

• provide engineers, scientists, faculty, and students with resources for understanding and addressing ethically significant issues that arise in scientific and engineering practice and from the developments of science and engineering; and
• serve those who promote learning and advance understanding of responsible research and practice in engineering and science.

The Science Case Network, a newly established Research Coordination Network for Undergraduate Biology Education, centers on expanding the use of and knowledge about two effective teaching approaches: case studies and problem based learning (PBL). The Science Case Network seeks to connect case study and PBL innovators, researchers, and user groups to further the understanding of the effectiveness of these methods.

Case studies and PBL have been shown to help undergraduates develop superior skills in question formulation and data analysis while they learn as much content as with traditional methods. Using these approaches, students collaboratively analyze a scenario that presents a biological issue within a realistic setting. Students then conduct investigations and report findings.

Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.

INTERACT, DISCOVER, LEARN!

As a national resource for molecular biology information, NCBI's mission is to develop new information technologies to aid in the understanding of fundamental molecular and genetic processes that control health and disease. More specifically, the NCBI has been charged with creating automated systems for storing and analyzing knowledge about molecular biology, biochemistry, and genetics; facilitating the use of such databases and software by the research and medical community; coordinating efforts to gather biotechnology information both nationally and internationally; and performing research into advanced methods of computer-based information processing for analyzing the structure and function of biologically important molecules.

The Science Case Network, a newly established Research Coordination Network for Undergraduate Biology Education, centers on expanding the use of and knowledge about two effective teaching approaches: case studies and problem based learning (PBL). The Science Case Network seeks to connect case study and PBL innovators, researchers, and user groups to further the understanding of the effectiveness of these methods.

Case studies and PBL have been shown to help undergraduates develop superior skills in question formulation and data analysis while they learn as much content as with traditional methods. Using these approaches, students collaboratively analyze a scenario that presents a biological issue within a realistic setting. Students then conduct investigations and report findings.

From Sunshine Brosi

From Sunshine Brosi

From Sunshine Brosi

Contains a link to the MathBench website and several papers describing the resources and their impact on student quantitative skills. There are also two handouts that list all of the modules and show which quantitative skills they target and in which courses they are typically used.

National Academies Report from 2016: "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor’s degree and more than two-thirds intending to earn a STEM associate’s degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be “stemmed” and greater efficiencies realized? These questions and others are at the heart of this study."

This report highlights the importance of community colleges, especially in emerging areas of STEM (Science, Technology, Engineering, and Mathematics) and preparation of the STEM workforce.  Community Colleges in the Evolving STEM Education Landscape: Summary of a Summit looks at the changing and evolving relationships between community colleges and four-year institutions, with a focus on partnerships and articulation processes that can facilitate student success in STEM; expanding participation of students from historically underrepresented populations in undergraduate STEM education; and how subjects, such as mathematics, can serve as gateways or barriers to college completion.

Free PDF version available.

These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

DeafTEC provides resources for high schools and community colleges that educate deaf and hard-of-hearing students in STEM-related programs.

THE CENTER FOR UNIVERSAL DESIGN is a national research, information, and technical assistance center that evaluates, develops, and promotes accessible and universal design in housing, buildings, outdoor and urban environments and related products.

A collection of suggestions for Universal Design approaches in various educational settings, from Pat Marsteller.

Carol Dweck's research on the impact of mindset on student success.

Tips for reducing stereotype threat in the classroom and beyond.

Claude Steele's research on what stereotype threat is, how it impacts people, and how to alleviate it.

From the website: People don’t always say what’s on their minds. One reason is that they are unwilling. For example, someone might report smoking a pack of cigarettes per day because they are embarrassed to admit that they smoke two. Another reason is that they are unable. A smoker might truly believe that she smokes a pack a day, or might not keep track at all. The difference between being unwilling and unable is the difference between purposely hiding something from someone and unknowingly hiding something from yourself.

The Implicit Association Test (IAT) measures attitudes and beliefs that people may be unwilling or unable to report. The IAT may be especially interesting if it shows that you have an implicit attitude that you did not know about. For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science.

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Visit the website to take an IAT on any of a variety of topics.