Bioengineering and Bioinformatics Summer Institutes: meeting modern challenges in undergraduate summer research          下载免费PDF全文

Butler PJ  Dong C  Snyder AJ  Jones AD  Sheets ED 《CBE life sciences education》2008,7(1):45-53

Summer undergraduate research programs in science and engineering facilitate research progress for faculty and provide a close-ended research experience for students, which can prepare them for careers in industry, medicine, and academia. However, ensuring these outcomes is a challenge when the students arrive ill-prepared for substantive research or if projects are ill-defined or impractical for a typical 10-wk summer. We describe how the new Bioengineering and Bioinformatics Summer Institutes (BBSI), developed in response to a call for proposals by the National Institutes of Health (NIH) and the National Science Foundation (NSF), provide an impetus for the enhancement of traditional undergraduate research experiences with intense didactic training in particular skills and technologies. Such didactic components provide highly focused and qualified students for summer research with the goal of ensuring increased student satisfaction with research and mentor satisfaction with student productivity. As an example, we focus on our experiences with the Penn State Biomaterials and Bionanotechnology Summer Institute (PSU-BBSI), which trains undergraduates in core technologies in surface characterization, computational modeling, cell biology, and fabrication to prepare them for student-centered research projects in the role of materials in guiding cell biology.  相似文献   

Understanding the impact of guiding inquiry: the relationship between directive support,student attributes,and transfer of knowledge,attitudes, and behaviours in inquiry learning     

Ido Roll  Deborah Butler  Nikki Yee  Ashley Welsh  Sarah Perez  Adriana Briseno  Katherine Perkins  Doug Bonn 《Instructional Science》2018,46(1):77-104

Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address these gaps in the context of an interactive Physics simulation on electric circuits (https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc). 49 students in the Non-Directive condition received a set of goals to focus their inquiry, in addition to implicit support built into the simulation. 48 students in the Directive condition received, in addition to these, also detailed directions and prompts. Log-file analysis found that directive support led to more formal testing and less exploration. Clustering identified two groups of learners: one with higher incoming knowledge (Higher Knowledge), the other with higher incoming perceptions of competence and control (Higher PoCC). Working with the simulation improved knowledge and attitudes across cluster groups, so that prior differences all but disappeared. With regard to guidance, adding directive support improved knowledge gains for the Higher Knowledge group, yet suppressed their attitudinal growth. The same support had no effect on knowledge gains for the Higher PoCC group, yet it boosted their attitudinal growth. A transfer activity, where directive support was no longer available, found that impact on attitudes carried forward, yet impacts on behaviours and knowledge were short-lived. Overall, the study highlights the complex interaction between guidance and student attributes. For some, supporting short-term knowledge gains may inadvertenly lead to longer term negative impact on attitudes towards inquiry.  相似文献   

Reading program—Remedial,integrated, and innovative     

Susan R. Butler 《Annals of dyslexia》1991,41(1):119-127

An innovative integrated remedial reading program has been developed based on recent research findings. My longitudinal studies have revealed that poor reading compounds itself over the years. The majority of children with reading disabilities currently remain in regular classrooms with varying techniques being used depending upon individual school directives and current educational theory. Despite current remedial techniques, the poorer reader tends to remain so throughout the school years. Innovative techniques must be developed in the hope of altering this pattern. This paper presents one alternative strategy which can be used to upgrade reading skills and break the cycle of reading failure. The Reading Assistance Tutorial Pack (R.A.T. Pack) is a carefully sequenced series of activities that enables the learner to experience the motivating and reinforcing properties of success through all stages of phonetic and reading skills development. It is a systematic, multidisciplinary remedial reading program based on sound behavior, psycholinguistic and cognitive theories of learning—incorporating listening, speaking, seeing, writing, thinking, and comprehension skills. The R.A.T. Pack demands a high percentage of on-task behavior and trains phonological processing strategies. Functional language use is promoted through enjoyable activities involving sentence construction, cloze passages, puzzles, games, and other creative manipulations of the surface features of languages. The program has proven successful in schools, homes, and clinics.  相似文献   

Promoting scientific understanding through electronic discourse     

Soo-Young Lee  Nancy Butler Songer 《Asia Pacific Education Review》2001,2(1):32-43

This paper illustrates the on-going efforts of an innovative science program called “Kids as Global Scientists” to take full advantage of Internet technology for better learning and teaching. We analyzed electronic communication between students and scientists on the Message Board and the development of students’ scientific understanding through electronic communications. Our research shows that the Internet has great potential to foster the development of students’ scientific understanding, which is difficult to achieve through traditional instruction alone. Despite increasing interest in the use of the Internet in the classroom, research on the educational benefits of the Internet on learning and teaching are still limited. This study will serve in this continuing research base in order to help expand our understanding by opening a discussion around the following questions: What are the characteristics of new learning opportunities and interaction patterns that students experienced? What new classroom dynamics and challenges are introduced as a result of the use of our technological innovations?  相似文献   

Joint Attention in Human and Chimpanzee Infants in Varied Socio-Ecological Contexts     

Kim A. Bard  Heidi Keller  Kirsty M. Ross  Barry Hewlett  Lauren Butler  Sarah T. Boysen  Tetsuro Matsuzawa 《Monographs of the Society for Research in Child Development》2021,86(4):7-217

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Visual-Tutorial System for Teaching Media Utilization     

Lucius Butler 《British journal of educational technology : journal of the Council for Educational Technology》1979,10(2):119-125

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Selling Translation Rights     

Deirdre Smerillo 《Publishing Research Quarterly》2008,24(4):285-293

Advancing technologies and new political landscapes have made the process of buying and selling translation rights more complicated. The translation contract is a complex document that varies from proprietor to proprietor. The article features a chart that is intended to serve as a framework for understanding the typical contract a publisher will be asked to sign when purchasing translation rights from an American proprietor.  相似文献   

Pupil task involvement in secondary science classrooms     

J. E. Butler  W. F. Beasley  D. Buckley  L. Endean 《Research in Science Education》1980,10(1):93-106

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Ameliorating gender differences in attitudes about science: A cross-national study     

Jane Butler Kahle  Léonie J. Rennie 《Journal of Science Education and Technology》1993,2(1):321-334

The outcomes of two studies reported here indicate that the teacher inservice workshops, combined with activity-based science lessons, affected students' attitudes and perceptions about electricity. Australian and U.S. studies produced different patterns explored and explained in the paper.This material is based upon research supported by the National Science Foundation under grant MDR-88-50570 in the United States and supported by a grant from the Special Projects Program of the Commonwealth Schools Commission in the Education of GirlsDD section of Projects of National Significance in Australia. Any opinions, findings and conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the National Science Foundation or the Commonwealth Schools Commission.  相似文献   

Students as observers of teacher techniques     

Lenora F. Butler 《Research in higher education》1980,13(2):137-146

Business administration students served as classroom observers of teaching models employed by their psychology instructors. As part of a larger study, five teachers (experimental) attempted to modulate from their traditional or typical style of teaching by implementing first one, and then a second, teaching model. A daily log, completed by students at the end of a class period, indicated the degree of success of model implementation. Daily logs were also completed by teachers. When compared to those logs completed by a trained observer, student logs were found to yield a reasonably accurate record of model implementation. It was recommended that student observations of teacher techniques be used more frequently for purposes of research and professional development in postsecondary education.  相似文献