• UC Davis Bioinformatics Core
• Online
• October 5-9, 2020
• Workshop web site

This workshop will cover the basic computational and statistical concepts needed before performing bioinformatics analysis:

• Access to a multi-core (24 cpu or greater), "high" memory 64Gb or greater Linux server.
• Familiarity with the 'command line' and constructing scripts/pipelines.
• Basic knowledge of how to install software
• Basic knowledge of R (or equivalent) and statistical programming
• Basic knowledge of Statistics and model building

The course will include experimental data organization, basic command line and high performance computing concepts, how to install software, use help, run applications, and the basics of building scripts and pipelines. Also covered will be basic R programming, working with data tables and generating figures, basic statistical concepts, and statistical model building. There are no prerequisites for this workshop other than an interest in bioinformatics! The workshop will be on the UC Davis campus, and will run from 9am to 5:00pm each day and include light breakfast, lunch, and snacks.

The goal of these multi-week activities is to use Cancer Biology as a theme to introduce concepts in the cell cycle, cell biology, genetics and signal transduction.

These activities are appropriate for high school and Introductory Biology classes.

Learning Objectives:

1. Identify the different stages of the cell cycle.
2. Estimate the duration of the different stages of the cell cycle from microscopic examination of onion root tips slides.
3. Relate deficiencies in cell cycle regulation to development of cancer
4. List the names, chromosomal location and functions of genes identified in various types of cancer
5. Describe how mutations in cancer driver genes can result to abnormal cell biology and development of cancer cells

"Project Biodiversify provides ready-to-use examples of research concepts that highlight a diverse set of biologists.We aim to align our research examples with core biology curricula and, at the same time, highlight and humanize researchers as role models for students from many walks of life.  Our database is always growing – so check back often for updates!"

"Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience."

National Academies of Sciences, Engineering, and Medicine. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. Washington, DC: The National Academies Press. https://doi.org/10.17226/24622.

Preprint of the manuscript on the development and national validation of the BioSkills Guide.

Alexa Clemmons, Jerry Timbrook, Jon Herron, Alison Crowe

doi: https://doi.org/10.1101/2020.01.11.902882

 https://kpcrossacademy.org/techniques/case-studies/

A nice overview of the field of synthetic genomics with a focus on future projects and the rationale for engaging in these studies.

A terrific introduction to the synthesis and modification of genomes, the subfield of synthetic biology known as synthetic genomics.

A great introduction to the history and development of the field with discussions of some of the milestone achievements.

An older review (2005), but still a great gentle introduction to the engineering principles that make synthetic biology distinct from other realms of biology.

A report on the survey done by the NIMBioS QB@CC Working Group.  Authored by Lisa Corwin, Stacey Kiser, Sondra LoRe, Jillian Miller and Melissa Aikens.

This book discusses the phenomenon of stereotype threat. It is defined as the contingency experienced by the awareness of a stereotype associated with one’s identity. This awareness research shows can result in decreased academic performance. The author includes in the later chapters very clear suggestions on teaching strategies to reduce the potential of ST in the classroom.This book discusses the phenomenon of stereotype threat. It is defined as the contingency experienced by the awareness of a stereotype associated with one’s identity. This awareness research shows can result in decreased academic performance. The author includes in the later chapters very clear suggestions on teaching strategies to reduce the potential of ST in the classroom.

test

State University of New York at Geneseo Biology Department invites applications for a tenure track Biologist (Biochemist) at the rank of Assistant Professor to begin in August 2020. The duties of the position include teaching courses at the undergraduate level, conducting research involving undergraduate students, advising students, and providing service to the department and college.

Duties include:
- Teaching a course in biochemistry as well as other biology courses
- Maintaining a research program in biochemistry that engages undergraduate students
- Academic advising
- Service to the college and community

Our priority is teaching excellence. We seek someone with a strong commitment to teaching in a liberal arts setting and who is prepared to teach both introductory courses and advanced courses in their area of expertise. A commitment to working effectively with students from diverse backgrounds is essential.

Required Qualifications: The candidate must have a PhD in a relevant discipline conferred by the time of appointment and must be qualified to teach an undergraduate course in biochemistry and additional lecture and lab courses for Biology, Neuroscience and Biochemistry majors. The candidate must have a demonstrated interest in teaching. The candidate will be expected to develop and maintain a research program in biochemistry that engages undergraduate students and can be carried out at an undergraduate institution. The candidate will be expected to maintain research productivity sufficient to publish in peer-reviewed journals and to submit grants.

Preferred Qualifications: Candidates should have experience in teaching courses and laboratories in biology and/or biochemistry. Candidates should have relevant research publications and postdoctoral research experience in biochemistry.

The successful candidate will also have demonstrated a commitment to fostering an inclusive working/teaching environment. In addition, the successful candidate will have demonstrated a commitment and ability to work effectively with a diverse group of students, faculty, staff and constituents in support of campus and department missions.

To apply, submit an online faculty application at https://jobs.geneseo.edu Applicants must upload a cover letter, a teaching portfolio with evidence of teaching effectiveness, a statement of research plans that would involve undergraduates, and a CV. In addition, applicants should be prepared to supply contact information (email address) for three references.

Review of completed applications will begin upon receipt. To be guaranteed consideration, applications must be completed by January 1, 2020.

If using Interfolio to submit letters of reference, please follow the special instructions at this link: https://www.interfolio.com/dossier/

SUNY Geneseo is an Equal Opportunity/Affirmative Action employer, committed to recruiting, supporting and fostering a diverse community of outstanding faculty, staff and students. All qualified applicants will receive consideration for employment without regard to race, color, religion, national origin, disability or protected veteran status. For our full non-discrimination statement, see: http://www.geneseo.edu/affirmativeaction.

All applicants are subject to drug and criminal background checks. See our full Background Investigation Statement at http://www.geneseo.edu/hr/employment.

Desmos produces tools that make math accessible. Their graphing calculator is compatible with screen readers, and includes audible representations of graphs. 

The goal of the Accessibility Toolkit – 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.

Employers, instructors of technical subjects, and mathematics educators who participated in a three-day conference on January 12-15, 2018, concluded that students’ mathematical competence should be strengthened by enhancing their ability to solve problems found in real-world contexts. The Needed Math Conference,..focused on bringing to light how mathematics education might better reflect the concepts and skills that are prerequisites for postsecondary education technical programs ... 

This document provides links to research articles and creative commons licensed images of some ancient vegetables and fruits.   It was the basis for the display referenced in the case "A curious display."

Activity that explores implicit knowledge, alt-text, and long descriptions using images of chromosomes as example content.  This was used to help teachers see how images could be helpful in diagnosing misconceptions as well as the teachers' own implicit knowledge.  Images are Creative Commons licensed and can be modified for educational uses. 

Case study introducing GMOs

Digital Resources for STEM Educators and Recommendations for Cyberlearning Initiatives

Results from the National Science Foundation Digital Library/Distributed Learning Program Evaluation

• Clinton, V. & Khan, S. (2019). Efficacy of open textbook adoption on learning performance and course withdrawal rates: A meta-analysis. AERA Open, 5(3): 1-20. DOI: https://doi.org/10.1177/2332858419872212 

• Feldstein, A., Martin, M., Hudson, A., Warren, K., Hilton, J., & Wiley, D.   (2012). Open textbooks and increased student access and outcomes. European Journal of Open, Distance and E- Learning, 2  (online, http://www.eurodl.org/?p=archives&year=2012&halfyear=2&article&article=533)

• Fischer, L., Hilton, J., Robinson, J., & Wiley, D. (2015). A multi-institutional study of the impact of open textbook adoption on the learning outcomes of postsecondary students. Journal of Computing in Higher Education, 27(3), 159.

• Hilton, J., & Laman, C. (2012). Case study: One college's use of an open psychology textbook. Open Learning, 27(3), 265.

• Martin, M. T., Belikov, O. M., Hilton, J., Wiley, D., & Fischer, L. (2017).   Analysis of student and faculty perceptions of textbook costs in higher education. Open Praxis, 9(1), 79.

• Pawlyshyn, N., Braddlee, Casper, L., & Miller, H. (2013). Adopting OER: A case study of cross- institutional collaboration and innovation. EDUCAUSE Review, November.(online, https://er.educause.edu/articles/2013/11/adopting-oer-a-case-study-of-crossinstitutional-collaboration-and-innovation)