Journal articles on the topic 'Degree Discipline: Biomedical Science'
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Alcalay, Myriam, Barbara Alicja Jereczek-Fossa, Matteo Pepa, Stefania Volpe, Mattia Zaffaroni, Francesca Fiore, Giulia Marvaso, et al. "Biomedical omics: first insights of a new MSc degree of the University of Milan." Tumori Journal 108, no. 1 (September 29, 2021): 6–11. http://dx.doi.org/10.1177/03008916211047268.
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The advent of technologies allowing the global analysis of biological phenomena, referred to as "omics" (genomics, epigenomics, proteomics, metabolomics, microbiomics, radiomics, and radiogenomics), has revolutionized the study of human diseases and traced the path for quantitative personalized medicine. The newly inaugurated Master of Science Program in Biomedical Omics of the University of Milan, Italy, aims at addressing the unmet need to create professionals with a broad understanding of omics disciplines. The course is structured over 2 years and admits students with a bachelor’s degree in biotechnology, biology, chemistry, or pharmaceutical sciences. All teaching activities are fully held in English. A total of nine students enrolled in the first academic year and attended the courses of radiomics, genomics and epigenomics, proteomics, and high-throughput screenings, and their feedback was evaluated by means of an online questionnaire. Faculty with different backgrounds were recruited according to the subject. Due to restrictions imposed by the coronavirus disease 2019 (COVID-19) pandemic, laboratory activities were temporarily suspended, while lectures, journal clubs, and examinations were mainly held online. After the end of the first semester, despite the difficulties brought on by the COVID-19 pandemic, the course overall met the expectations of the students, specifically regarding teaching effectiveness, interpersonal interactions with the lecturers, and courses organization. Future efforts will be undertaken to better calibrate the overall workload of the course and to implement the most relevant suggestions from the students together with omics science evolution in order to guarantee state-of-the-art omics teaching and to prepare future omics specialists.
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Wagner, PhD, BCE, ME, Vaughn E., and Elichia A. Venso, PhD. "Chemical and bioterrorism: An integrated emergency management approach at the undergraduate level." Journal of Emergency Management 2, no. 4 (October 1, 2004): 50. http://dx.doi.org/10.5055/jem.2004.0045.
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The accredited Environmental Health Science BS degree program at Salisbury University, a member institution of the University System of Maryland, has developed an integrated chemical and bioterrorism course for undergraduate students and emergency management professionals. The one-credit class meets once a week. Course design is adapted from the Federal Emergency Management Agency’s (FEMA) integrated approach to chemical and bioterrorist defensive training strategies. Course objectives are to gain knowledge of specific chemical and biological agents; become familiar with peacetime equivalents and surrogate agents; understand biomedical and environmental factors related to agent exposures; become familiar with integrated response strategies; and gain understanding of government policy issues, agency coordination, and field operations.Student input is based on specific discipline group response and participation in a simulated bioagent release. Discipline groups include public and emergency health, media, critical incident stress analysis, and conflict resolution. Student evaluations of the first course offered in the fall semester of 2002 indicated that the simulated release exercise gave each student an increased awareness of multiagency response necessary to mitigate bioterrorist-initiated events. Evaluation results also suggested the following modifications: include at least one community professional in each discipline group, extend the course to two credits, and schedule the class in late afternoon to accommodate working professionals.
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Bourell, D. L., and H. L. Marcus. "The College-Wide Interdisciplinary Materials Science and Engineering Graduate Program." MRS Bulletin 15, no. 8 (August 1990): 46–48. http://dx.doi.org/10.1557/s0883769400058954.
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The college-wide interdisciplinary graduate program approach to graduate education is a viable alternative to the departmental structure for areas of study that span two or more traditional disciplines. This article will explore the nature of this organizational style using materials science and engineering as the example discipline. We will discuss the advantages and disadvantages of the graduate program approach in the light of more than 18 years of experience at the University of Texas at Austin.The primary task of any center for higher learning is the education of students in an environment conducive to the open exchange and dissemination of ideas and knowledge. Traditionally, the university has approached this task by assembling scholars with common foundations of expertise into a collective group, the department. Besides the obvious function of providing a structured setting for the concentration of scholars with similar interests, the department also serves as the front line of faculty governance for matters including tenure, promotion, salary, resource management, and distribution. For example, course content and degree requirements are initiated at the department level. Thus the organizational structure of the college, and hence of the university, is firmly built on the traditional concept of department, a concept that has served education well.However, there are liabilities to the departmental structure since its natural tendency is to compartmentalize knowledge with the concomitant academic provincialism. This mindset poses a particularly serious problem for a number of subject areas that are intrinsically multidisciplinary. Several examples in the field of engineering science are biomedical engineering, manufacturing and industrial engineering, nuclear engineering, environmental engineering and also materials science and engineering.
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Troy, Jesse D., Megan L. Neely, Steven C. Grambow, and Gregory P. Samsa. "The Biomedical Research Pyramid: A Model for the Practice of Biostatistics." Journal of Curriculum and Teaching 10, no. 1 (February 9, 2021): 10. http://dx.doi.org/10.5430/jct.v10n1p10.
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Biostatisticians apply statistical methods to solve problems in the biological sciences. Successful practioners of biostatistics have advanced technical knowledge, are skilled communicators, and can seamlesslessly integrate with interdisciplinary scientific teams. Despite the breadth of skills required for success in this field, most biostatistics education programs place heavier emphasis on development of technical skills than skills necessary for collaborative work, including critical thinking, writing, and public speaking. Our master’s degree program in biostatistics aims for stronger integration of education in collaborative work alongside development of technical knowledge in biostatistics. Toward that end, we propose a model that provides students with a mental map for practicing biostatistics, and that can serve as a tool for faculty to create hands-on learning experiences for biostatistics students. The model helps students organize their knowledge of biostatistics, unifying the technical and collaborative aspects of the discipline in a single framework that can be applied across the broad array of activities that biostatisticians engage in. In this article we describe the model in detail and provide an initial assessment of whether the model might meet its intended purpose by applying the model to a common task for practicing biostatisticians and biostatistics students: describing the results of a medical research study.
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Graves, Joseph L. "The Myth of the Genetically Sick African." Genealogy 6, no. 1 (February 11, 2022): 15. http://dx.doi.org/10.3390/genealogy6010015.
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Western medicine has an unfortunate history where it has been applied to address the health of African Americans. At its origins, it was aligned with the objectives of colonialism and chattel slavery. The degree to which medical “science” concerned itself with persons of African descent was to keep them alive for sale on the auction block, or to keep them healthy as they toiled to generate wealth for their European owners. Medicine in early America relied upon both dead and live African bodies to test its ideas to benefit Europeans. As medicine moved from quackery to a discipline based in science, its understanding of human biological variation was flawed. This was not a problem confined to medicine alone, but to the biological sciences in general. Biology had no solid theoretical basis until after 1859. As medicine further developed in the 20th century, it never doubted the difference between Europeans and Africans, and also asserted the innate inferiority of the latter. The genomic revolution in the latter 20th century produced tools that were deployed in a biomedical culture still mired in “racial” medicine. This lack of theoretical perspective still misdirects research associated with health disparity. In contrast to this is evolutionary medicine, which relies on a sound unification of evolutionary (ultimate) and physiological, cellular, and molecular (proximate) mechanisms. Utilizing the perspectives of evolutionary medicine is a prerequisite for an effective intervention in health disparity and finally dispelling the myth of the genetically sick African.
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Ke, Qing. "Identifying translational science through embeddings of controlled vocabularies." Journal of the American Medical Informatics Association 26, no. 6 (March 1, 2019): 516–23. http://dx.doi.org/10.1093/jamia/ocy177.
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Abstract Objective Translational science aims at “translating” basic scientific discoveries into clinical applications. The identification of translational science has practicality such as evaluating the effectiveness of investments made into large programs like the Clinical and Translational Science Awards. Despite several proposed methods that group publications—the primary unit of research output—into some categories, we still lack a quantitative way to place articles onto the full, continuous spectrum from basic research to clinical medicine. Materials and Methods I learn vector representations of controlled vocabularies assigned to Medline articles to obtain a translational axis that points from basic science to clinical medicine. The projected position of a term on the translational axis, expressed by a continuous quantity, indicates the term’s “appliedness.” The position of an article, determined by the average location over its terms, quantifies the degree of its appliedness, which I term the level score. Results I validate the present method by comparing with previous techniques, showing excellent agreement yet uncovering significant variations of scores of articles in previously defined categories. The measure allows us to characterize the standing of journals, disciplines, and the entire biomedical literature along the basic-applied spectrum. Analysis on large-scale citation network reveals 2 main findings. First, direct citations mainly occurred between articles with similar scores. Second, shortest paths are more likely ended up with an article closer to the basic end of the spectrum, regardless of where the starting article is on the spectrum. Conclusions The proposed method provides a quantitative way to identify translational science.
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Porter, Dana O., Suat Irmak, Freddie Lamm, Thomas Marek, and Bradley Rein. "Challenges and Opportunities for Education in Irrigation Engineering." Transactions of the ASABE 63, no. 5 (2020): 1289–94. http://dx.doi.org/10.13031/trans.13943.
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Declining enrollments in a declining number of university degree programs in irrigation engineering are generating concern about the future of irrigation engineering expertise.Technical degree and certificate programs offer options for professionals in irrigation careers, especially those in landscape irrigation careers requiring licensure.Extension programs are evolving to include more on-demand internet-based and social media-based information delivery, as audiences have become more accustomed to these platforms.Addressing workforce and expertise needs in irrigation engineering is critically important, and it will involve equipping future professionals to address national and international challenges in agriculture.Abstract. Irrigation continues to be economically important in the U.S. and internationally, yet there is concern about future accessibility to appropriate expertise and the engineering preparation of irrigation professionals for both public and private sectors. Recent and impending retirements of academic and industry leaders, losses of some important academic programs (curricula/degree programs, research, and extension) in irrigation engineering, and reduced numbers of students threaten to significantly limit irrigation engineering capacity, especially in agricultural irrigation. Some of the challenges can be met through opportunities afforded by development of distance education programs; expansion of multi-state, multi-agency, multi-university collaborations; and increasing public-private partnerships, as well as through vigorous recruitment efforts. Recruitment can be strengthened by improving the competitiveness of salaries to be commensurate with other engineering disciplines, and by demonstrating and better explaining the abilities of the irrigation engineering profession to meet future challenges related to food, fiber, fuel, and ecosystem demands of a rapidly growing global population. While access to irrigation engineering expertise, especially domestic expertise, has declined, the need for such technical support and information for practitioners has not decreased. In fact, in many cases, technical advancements from public and industry developments have greatly outpaced the capacity for applied research and extension programs to robustly evaluate technologies and deliver objective, science-based recommendations. Growing knowledge gaps and time lags have exacerbated restlessness among some audiences, increasing the opportunities for promotion of unsubstantiated claims for some products that remain unchallenged, and further confusing appropriate selection from a growing array of available technologies. Keywords: Continuing education, Distance education, Extension, Irrigation engineering, Public-private partnerships, Technical support.
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Oliver, Kendra H., Christina Keeton, Roger Chalkley, and Elizabeth Bowman. "Virtual Vanderbilt Summer Science Academy highlighted the opportunity to impact early STEMM students career knowledge through narrative." PLOS ONE 16, no. 11 (November 10, 2021): e0258660. http://dx.doi.org/10.1371/journal.pone.0258660.
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Due to COVID-19 precautions, the Vanderbilt University summer biomedical undergraduate research program, the Vanderbilt Summer Science Academy (VSSA), rapidly transitioned from offering an in-person training program to a virtual seminar format. Our program typically supports undergraduate development through research and/or clinical experience, meeting with individuals pursuing postgraduate training, and providing career development advice. Evidence supports the idea that summer programs transform undergraduates by clarifying their interest in research and encouraging those who haven’t previously considered graduate studies. We were interested in exploring whether a virtual, synchronous program would increase participants’ scientific identity and clarify postgraduate career planning. Rather than create a virtual research exposure, our 5-week "Virtual VSSA" program aimed to simulate the casual connections that would naturally be made with post-undergraduate trainees during a traditional summer program. In seminars, presenters discussed 1) their academic journey, explaining their motivations, goals, and reasons for pursuing a career in science as well as 2) a professional story that illustrated their training. Seminars included Vanderbilt University and Medical School faculty, M.D., MD/Ph.D., as well as Ph.D. students from diverse scientific and personal backgrounds. In addition, weekly informational sessions provided an overview of the nature of each degree program along with admissions advice. Through pre-and post-program surveys, we found that students who registered for this experience already strongly identified with the STEMM community (Science, Technology, Engineering, Mathematics, and Medicine). However, participation in the Virtual VSSA increased their sense of belonging. We also uncovered a gap in participants’ understanding of postgraduate pathways prior to participation and found that our program significantly increased their self-reported understanding of postgraduate programs. It also increased their understanding of why someone would pursue a Ph.D. or Ph.D./MD versus M.D. These changes did not uniformly impact participants’ planned career paths. Overall, by providing personal, tangible stories of M.D., MD/Ph.D., and Ph.D. training, the Virtual VSSA program offered seminars that positively impacted students’ sense of belonging with and connection to the STEMM disciplines.
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Xenophontos, Stavroulla, Margarita Zachariou, Pavlos Polycarpou, Elena Ioannidou, Vera Kazandjian, Maria Lagou, Anna Michaelidou, George M. Spyrou, Marios A. Cariolou, and Leonidas Phylactou. "The Cyprus Institute of Neurology and Genetics, an emerging paradigm of a gender egalitarian organisation." PLOS ONE 17, no. 9 (September 15, 2022): e0274356. http://dx.doi.org/10.1371/journal.pone.0274356.
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Females are underrepresented in the science, technology, engineering, mathematics and medicine (STEMM) disciplines globally and although progress has been made, the gender gap persists. Our aim was to explore gender parity in the context of gender representation and internal collaboration at the Cyprus Institute of Neurology and Genetics (CING), a leading national biomedical organisation accredited as an equal opportunity employer. Towards this aim we (1) explored trends in gender parity within the different departments, positions and qualifications and in student representation in the CING’s postgraduate school and, (2) investigated the degree of collaboration between male and female researchers within the Institute and the degree of influence within its co-authorship network. We recorded an over-representation of females both in the CING employees and the postgraduate students. The observed female over-representation in pooled CING employees was consistent with a similar over-representation in less senior positions and was contrasted with an observed male over-representation in only one middle rank and culminated in gender equality in the top rank in employee hierarchy. In terms of collaboration, both males and females tended to collaborate with each other without any significant preference to either inter-group or intra-group collaboration. Further comparison of the two groups with respect to their influence in the network in terms of occupying the positions of highest centrality scores, indicated that both gender and seniority level (head vs non-head) were significant in shaping the authors’ influence, with no significant difference in those belonging in the same seniority level with respect to their gender. To conclude, our study has validated the formal recognition of the CING’s policies and procedures pertinent to its egalitarian culture through the majority of the metrics of gender equality assessed in this study and has provided an extendable paradigm for evaluating gender parity in academic organizations.
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Backeris, Peter, Janice Lynn Gabrilove, Caroline Eden, Crispin Goytia, and Kevin Costa. "2547." Journal of Clinical and Translational Science 1, S1 (September 2017): 52. http://dx.doi.org/10.1017/cts.2017.186.
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OBJECTIVES/SPECIFIC AIMS: Innovation in healthcare is increasingly dependent on technology and teamwork, requiring effective collaboration among diverse disciplines. However, large knowledge barriers exist between these diverse disciplines which hinders effective communication and the innovation processes. We organized an intensive team-based competition event, Sinai MedMaker Challenge, that engaged individuals with a wide range of backgrounds in medicine, biomedical research, computers science, and engineering to collaborate in solving medical problems with technology-based solutions. The learning objectives were to: enable participants to identify healthcare problems which lend themselves to technology-based solutions; delineate key behaviors critical to multidisciplinary team success; identify optimal strategies for communicating in teams; engage and inspire participants to apply knowledge of technology to meaningfully impact clinical care and well-being. METHODS/STUDY POPULATION: The Sinai MedMaker Challenge was a 48-hour team-based competition, modeled after previously held health “hackathons.” Adapting from guidelines provided by MIT Hacking Medicine, the event gathered participants from diverse backgrounds (clinicians, medical students, graduate students in biomedical science and humanities, software developers, engineers, and others), for the purpose of utilizing technology to address pressing problems in the diagnosis, management and/or treatment of pain and/or fatigue. The event flow can be outlined as follows: Phase 1—pre-event brainstorming via Slack and Sparkboard online platforms; Phase 2—problem review with clinical experts; Phase 3—solution pitches, formation of teams, development of prototype solutions; Phase 4—presentations and prizes awarded. The event was sponsored by ISMMS Institutes and Technology Companies. Mentors roamed throughout the event to support the teams in the technical, clinical, and business development aspects of their solutions. RESULTS/ANTICIPATED RESULTS: In total, 78 participants forming 14 teams, worked on the development of software and hardware prototypes (apps/websites, devices, wearables) to address a variety of pain and fatigue problems, culminating in final pitch presentations to a panel of judges comprised of academic experts; innovators and entrepreneurs in the technology start up space. Award recipients were: (1) PT partners, a wearable device for monitoring physical therapy post knee replacement; (2) SickleMeNot, an interactive, multimodal website/app for children designed to assess, monitor and manage pain; and (3) Biolumen, a functional biofeedback system, to treat chronic back pain. Evaluations revealed a high-degree of satisfaction with the event. Several teams continue to develop their prototypes. DISCUSSION/SIGNIFICANCE OF IMPACT: The Sinai MedMaker Challenge (1) was a compelling and productive forum to bring together students, trainees, faculty and other stakeholders to explore tech-based solutions for management, monitoring, and treatment of pain and fatigue; and (2) can be repeated annually, fostering a “Community of Practice,” and expanded to offer pre and post event opportunities to encourage iterative learning and ongoing creative output.
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Nazari, Elham, Mehran Aghemiri, Seyed Mohammad Tabatabaei, Sayyed Mostafa Mostafavi, Shokoufeh Aalaei, Saeed Eslami HasanAbady, and Hamed Tabesh. "Thesis Conducted by Student in Medical Informatics Field Based on Health Informatics Competencies Framework: A Study in Iran." Frontiers in Health Informatics 9, no. 1 (September 2, 2020): 42. http://dx.doi.org/10.30699/fhi.v9i1.230.
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Introduction: One of the challenges of multidisciplinary disciplines such as Medical Informatics, health information technology, etc., especially for those who have just started research in this field, is the lack of familiarity with research fields in this field. Medical Informatics has various research fields related to the use of technology in the field of health care with the aim of reducing costs, improving the quality of health care and reducing possible medical errors. Iran is a country where medical informatics is a fledgling field and few universities in This field is accepted by students. Due to the specializations and clinical facilities concentrated in each university, research is being done differently and with variety. At the same time, some important fields related to the field may be missed. Therefore, in this study, in order to identify the most researched fields in this field and the neglected fields of research, the dissertations done in the field of medical informatics in Iranian universities were reviewed based on the health informatics framework.Materials and methods: Defended dissertations available to master and doctoral students in medical informatics in the years 2001 to 2018 in the universities of Tehran, Iran, Tarbiat Modares, Shahid Beheshti, Shiraz, Tabriz and Mashhad were collected in this study. Three medical informatics graduates from different universities assigned dissertation titles to a competency and an area of skill based on the Health Informatics Competencies Framework. The second stage of the study was performed by two other experts (different from the previous three experts). At this stage, the opinions of three experts on thesis were compared. Each dissertation title was assigned to a specific competency and a specific area of skill by the majority opinion method. Results: The results showed that most of the master's and doctoral dissertations in medical informatics were in the field of information science and methods, in which area of skill (data analysis and visualization) and decision support systems and informatics for participatory health were more than others. PhD students and the area of skill (decision support system) and (Architecture of health IS) are more popular with postgraduate students, while PhD students at the University of Mashhad, Tehran and Shahid Beheshti in the field of methods and basic principles of activities More than other areas, information and communication technology, biomedical science and health were not considered. Shahid Beheshti University had the most activity in the skill (Realization of benefits from IS) in the master's degree and in the degree PhD in skill (Application Mathematical concepts) has the most activity, in total, the most Competencies in which dissertations have been done in the country Competency (information science and core principles and method s) have been. In the universities of Iran, Tehran and Mashhad, the frequency of dissertations in competency (core principles and methods) and in other universities in competency (information science) has been higher. Most research in the doctoral program in 2017 was related to the University of Mashhad. Most of the research in master's degree in 2014 was related to Iran University. Most of the research in the doctoral program in 2017 was related to Mashhad University.Conclusion: The results of this research can help field researchers in conducting new research in the field and can help in useful, scientific and effective design of research projects of researchers, university professors, educational planners and health care service providers. Also, due to the interdisciplinary nature of medical informatics, the use of professors in various fields and specialties in Iranian universities can be effective in defining topics for research for theses.
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Wiley, Kevin, Brian E. Dixon, Shaun J. Grannis, and Nir Menachemi. "Underrepresented racial minorities in biomedical informatics doctoral programs: graduation trends and academic placement (2002–2017)." Journal of the American Medical Informatics Association 27, no. 11 (October 14, 2020): 1641–47. http://dx.doi.org/10.1093/jamia/ocaa206.
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Abstract Objective Biomedical informatics attracts few underrepresented racial minorities (URMs) into PhD programs. We examine graduation trends from 2002 to 2017 to determine how URM representation has changed over time. We also examine academic job placements by race and identify individual and institutional characteristics associated with URM graduates being successfully placed in academic jobs. Materials and Methods We analyze a near census of all research doctoral graduates from US-accredited institutions, surveyed at graduation by the National Science Foundation Survey of Earned Doctorates. Graduates of biomedical informatics-related programs were identified using self-reported primary and secondary disciplines. Data are analyzed using bivariate and multivariable logistic regressions. Results During the study period, 2426 individuals earned doctoral degrees in biomedical informatics-related disciplines. URM students comprised nearly 12% of graduates, and this proportion did not change over time (2002–2017). URMs included Hispanic (5.7%), Black (3.2%), and others, including multi-racial and indigenous American populations (2.8%). Overall, 82.3% of all graduates accepted academic positions at the time of graduation with significantly more Hispanic graduates electing to go into academia (89.2%; P < .001). URM graduates were more likely to be single (OR = 1.38; P < .05), have a dependent (1.95; P < .01), and not receive full tuition remission (OR = 1.37; P = .05) as a student. URM graduates accepting an academic position were less likely to be a graduate of a private institution (OR = 0.70; P < .05). Discussion and Conclusion The proportion of URM candidates among biomedical informatics doctoral graduates has not increased over time and remains low. In order to improve URM recruitment and retention within academia, leaders in biomedical informatics should replicate strategies used to improve URM graduation rates in other fields.
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George, Gibin, and Zhiping Luo. "A Review on Electrospun Luminescent Nanofibers: Photoluminescence Characteristics and Potential Applications." Current Nanoscience 16, no. 3 (April 2, 2020): 321–62. http://dx.doi.org/10.2174/1573413715666190112121113.
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<P>Background: Photoluminescent materials have been used for diverse applications in the fields of science and engineering, such as optical storage, biological labeling, noninvasive imaging, solid-state lasers, light-emitting diodes, theranostics/theragnostics, up-conversion lasers, solar cells, spectrum modifiers, photodynamic therapy remote controllers, optical waveguide amplifiers and temperature sensors. Nanosized luminescent materials could be ideal candidates in these applications. </P><P> Objective: This review is to present a brief overview of photoluminescent nanofibers obtained through electrospinning and their emission characteristics. </P><P> Methods: To prepare bulk-scale nanosized materials efficiently and cost-effectively, electrospinning is a widely used technique. By the electrospinning method, a sufficiently high direct-current voltage is applied to a polymer solution or melt; and at a certain critical point when the electrostatic force overcomes the surface tension, the droplet is stretched to form nanofibers. Polymer solutions or melts with a high degree of molecular cohesion due to intermolecular interactions are the feedstock. Subsequent calcination in air or specific gas may be required to remove the organic elements to obtain the desired composition. </P><P> Results: The luminescent nanofibers are classified based on the composition, structure, and synthesis material. The photoluminescent emission characteristics of the nanofibers reveal intriguing features such as polarized emission, energy transfer, fluorescent quenching, and sensing. An overview of the process, controlling parameters and techniques associated with electrospinning of organic, inorganic and composite nanofibers are discussed in detail. The scope and potential applications of these luminescent fibers also conversed. </P><P> Conclusion: The electrospinning process is a matured technique to produce nanofibers on a large scale. Organic nanofibers have exhibited superior fluorescent emissions for waveguides, LEDs and lasing devices, and inorganic nanofibers for high-end sensors, scintillators, and catalysts. Multifunctionalities can be achieved for photovoltaics, sensing, drug delivery, magnetism, catalysis, and so on. The potential of these nanofibers can be extended but not limited to smart clothing, tissue engineering, energy harvesting, energy storage, communication, safe data storage, etc. and it is anticipated that in the near future, luminescent nanofibers will find many more applications in diverse scientific disciplines.</P>
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Johnston, Barbara. "'Soft' skills identified by students who peer-led mathematics computing workshops." ANZIAM Journal 61 (July 6, 2020): C104—C118. http://dx.doi.org/10.21914/anziamj.v61i0.15034.
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Increasingly, employers are suggesting that 'soft' skills, such as communication and teamwork, are equally important as 'hard' skills, such as discipline specific knowledge. This makes it imperative for university programs to build in opportunities for students to practise and demonstrate such soft skills. For some years, small groups of students in my second-year numerical methods course have acted as peer-leaders, with each student taking a turn to help run the computer workshops. In 2018, I introduced a PebblePad reflection to give the students the opportunity to identify the skills that they had developed, as well as to reflect on the process. In analysing the students' responses, I found that the students were very positive about the experience and that they were able to articulate a range of soft skills that they had practised and developed during the activity. References G. Athony. Factors influencing first-year students' success in mathematics. Int. J. Math. Edu. Sci. Tech., 31(1):3–14, 2000. doi:10.1080/002073900287336 Deakinco. Soft skills for business success. Technical report, Deloitte Access Economics, 2017. https://www2.deloitte.com/au/en/pages/economics/articles/soft-skills-business-success.html Deakinco. Premium skills. Technical report, Deloitte Access Economics, 2019. https://www2.deloitte.com/au/en/pages/economics/articles/premium-skills.html M. Demaria, Y. Hodgson, and D. Czech. Perceptions of transferable skills among biomedical science students in the final year of their degree: What are the implications for graduate employability. Int. J. Innov. Sci. Math. Edu., 26(7):11–24, 2018. https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/12651 T. L. Durksen, J. Way, J. Bobis, J. A. Anderson, K. Skilling, and A. J. Martin. Motivation and engagement in mathematics: a qualitative framework for teacher–student interaction. Math. Edu. Res. J., 29:163–181, 2017. doi:10.1007/s13394-017-0199-1 R. Gill. Building employability skills for higher education students: An Australian example. J. Teach. Learn. Grad. Employ., 9(1):84–92, 2018. https://ojs.deakin.edu.au/index.php/jtlge/article/view/739 M. V. Gruzdev, I. V. Kuznetsova, I. Y. Tarkhanova, and E. I. Kazakova. University graduates' soft skills: the employer's opinion. Euro. J. Contemp. Edu., 7(4):690–698, 2018. doi:10.13187/ejced.2018.4.690 B. M. Johnston. Implementing a flipped classroom approach in a university numerical methods mathematics course. Int. J. Math. Edu. Sci. Tech., 48(4):485–498, 2017. doi:10.1080/0020739X.2016.1259516 P. Klaus. Communication breakdown. California Job J., 28(1248):1–9, August 2010. http://connection.ebscohost.com/c/articles/52911024/communication-breakdown A. Pennington and J. Stanford. The future of work for Australian graduates: the changing landscape of University employment transitions in Australia. Technical report, Graduate Careers Australia, 2019. https://d3n8a8pro7vhmx.cloudfront.net/theausinstitute/pages/3083/attachments/original/1571640129/Future_of_Work_for_Australian_Graduates_GCA_Final_Formatted.pdf?1571640129 M. Pozzi and S. Bonson. I surprised myself: Skills awareness, reflection, and employability in final year mathematics students. In STARS: Students, Transitions, Achievement, Retention and Success, Melbourne, Australia, July 2019. https://eprints.qut.edu.au/131357/ H. M. G. Watt and M. Goos. Theoretical foundations of engagment in mathematics. Math. Edu. Res. J., 29:133–142, 2017. doi:10.1007/s13394-017-0206-6
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Martyn, R. D. "Where will the next Norman Borlaug come from? A U.S. perspective of plant pathology education and research." Plant Protection Science 45, No. 4 (December 27, 2009): 125–39. http://dx.doi.org/10.17221/22/2009-pps.
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Plant diseases can be traced back almost as far as recorded history. Numerous ancient writings describe plagues and blasts destroying crops and modern civilization still faces many plant disease challenges. Plant pathology has its roots in botany and notable scientists such as Tillet, Prevost, and deBary already had concluded microscopic organisms could cause plant diseases before Robert Koch established the rules of proof of pathogenicity with sheep anthrax. Plant pathologists can be credited with helping improve crop yields and food production throughout the world. However, at a time when there are increasing challenges to crop production, some that potentially may increase the severity or distribution of plant diseases, the training of future plant pathologists appears to be declining, at least in the United States. The ability of the U.S. Land Grant University (USLGU) system to attract and train future generations of plant pathologists may be at risk. Recent data from university plant pathology departments collected by The American Phytopathological Society (APS) documents a decline in the number of students completing advanced degrees in plant pathology, departments with fewer faculty with a diverse expertise in applied plant pathology, fewer stand-alone, single discipline departments of plant pathology, a reduced ability of many departments to offer specific curricular aspects of plant pathology, and a demographic profile that casts an ominous prediction for an unusually large number of faculty retirements over the next decade. The impact of these factors could be a shortage of highly skilled, applied plant pathologists in the U.S. in coming years. The affect also may be felt globally as fewer international students may receive pre-doctoral and post-doctoral training in plant pathology in the U.S. as faculty retire and are not replaced. On the other hand, this likely will create greater opportunities for universities around the world to take leadership in many aspects of plant pathology education. While a decline in students and young faculty trained in applied and field-level specialties of plant pathology (mycology, bacteriology, plant nematology, forest pathology, epidemiology, etc.) is occurring, those trained in the cellular and molecular host-pathogen interactions specialties appear to be increasing. Many plant pathology faculty hired at USLGUs in the last decade are trained in molecular biology and received their Ph.D. degree in a field other than plant pathology. They are now applying those skills to research numerous aspects of host-pathogen interactions of model pathosystems. A shift to a greater research emphasis on molecular host-pathogen interactions over the last decade is evidenced by the number of research articles published in the three APS journals; Plant Disease, Phytopathology and Molecular Plant-Microbe Interactions (MPMI). From 1985 to 2007, there has been a decline in the number of articles published in Plant Disease (–29%) and Phytopathology (–36%) and a steady increase in those published in MPMI since its inception in 1990 (+111%). With new research tools come new research questions. The tools of molecular biology have allowed us to look deeper into questions than ever before and provided us with a perspective not before seen. As we dissect and decode the genomes of the world’s most notorious plant pathogens we get closer and closer to alleviating the global losses and human suffering caused by plant diseases. New “designer crops” with engineered traits for drought and cold tolerance, pest resistance, increased levels of micronutrients, healthier oils such as omega fatty acids, and plant-derived pharmaceuticals are all on the horizon. Research in the future likely will focus on new problems, traditionally seen as outside the discipline of plant pathology. The impact of climate change on plant diseases will be significant. As many parts of the world become warmer and drier some plant diseases likely will increase in severity. Pathogens are likely to migrate and survive in more northern latitudes greatly expanding their range and diseases exacerbated by abiotic stresses such as drought and salinity will increase. Plant pathology will continue to evolve as a multidisciplinary science. These changes will open up many new research opportunities. Plant pathology will play a bigger role in global food security. Research into the molecular and cellular interactions of symbiotic and endophytic organisms will help provide answers to food-borne illnesses caused by E. coli and Salmonella and how these and other human pathogens become established in plants in the field. Plant pathologists will team up with biomedical and aeronautical engineers, nanotechnologists, and computer scientists to develop microsensory technology to detect the introduction and spread of pathogens for biosecurity, diagnostics and epidemiological modeling purposes. Traditional areas of plant disease management and the use of biologicals for disease control also will benefit from a better understanding of the molecular and cellular processes and the similarity of virulence mechanisms and pathogen effectors between plant, insect, and vertebrate pathogens likely will bring new insights into human diseases. And last, but not least, there likely will be a resurgence in plant disease management and epidemiological research as the world’s dependence on biofuels increases and results in new diseases on intensively cultivated plant species used for biomass production.
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Sorkness, Christine A., Linda Scholl, Alecia M. Fair, and Jason G. Umans. "KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes." Journal of Clinical and Translational Science 4, no. 1 (December 26, 2019): 43–52. http://dx.doi.org/10.1017/cts.2019.424.
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AbstractIntroduction:NIH Clinical and Translational Science Awards (CTSAs) include KL2 mentored career development awards for faculty commencing clinical and translational research. A survey of KL2 leaders revealed program practices, curricular elements and compelling data about scholar characteristics and outcomes.Methods:We conducted a literature review, framed the survey construct, and obtained input from across the CTSA consortium. A REDCap survey was emailed in fall 2016 to 61 active programs.Results:Fifty-five programs (90.2%) responded. Respondents had been funded from 3 to 11 years, including 22 “mature” hubs funded for ≥8 years. Program cohort sizes were 56% “small”, 22% “medium”, and 22% “large.” Hubs offer extensive competency-aligned training opportunities relevant to clinical and translational research, including graduate degrees, mentorship, and grant-writing. Seventy-two percent of hubs report parallel “KL2-equivalent” career development programs. All hubs share their training and facilitate intermingling with other early stage investigators. A total of 1,517 KL2 scholars were funded. KL2 awardees are diverse in their disciplines, research projects, and representation; 54% are female and 12% self-identified as underrepresented in biomedical research. Eighty-seven percent of scholars have 2–3 mentors and are currently supported for 2–3 years. Seventy-eight percent of alumni remain at CTSA institutions in translational science. The most common form of NIH support following scholars’ KL2 award is an individual career development award.Conclusions:The KL2 is a unique career development award, shaped by competency-aligned training opportunities and interdisciplinary mentorship that inform translational research pathways. Tracking both traditional and novel outcomes of KL2 scholars is essential to capture their career trajectories and impact on health.
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Dean, Bill B. "Integrated Cropping Systems—A Multi-discipline Degree." HortScience 31, no. 4 (August 1996): 568a—568. http://dx.doi.org/10.21273/hortsci.31.4.568a.
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Washington State Univ. Tri-Cities offers a new agricultural degree program titled Integrated Cropping Systems. It is intended to provide a basic education on the fundamentals of crop production and the environmental context in which crops are grown. Courses are offered at the upper division level to interface with the lower division courses offered at local community colleges. The curriculum is composed of courses in environmental science, ecology and conservation as well as crop growth and development, crop nutrition, plant pathology integrated pest management and others. Students need to meet the same requirements as those at other Washington State Univ. campuses in regards to the general education requirements. The purpose of the Integrated Cropping Systems program is to provide an educational opportunity for agricultural professionals and others in the region who are unable to commute or move to the main campus location. The curriculum provides the background needed for such occupations as grower/producer, crop scouting, sales representative and other entry level agricultural professions. It will supply credits toward certification through the American Registry of Certified Professional Agricultural Consultants (ARCPACS). Integrated Cropping Systems is a unique agricultural curriculum designed to help agriculturists integrate their production practices into the local ecosystem in a way that the environment does not incur damage. It emphasizes the use of environmentally conscience decisionmaking processes and sound resource ethics. The program will graduate individuals who have heightened awareness of the impact agricultural practices have on the ecosystem in which they are conducted.
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Hart, Joanne Louise. "Interdisciplinary project-based learning as a means of developing employability skills in undergraduate science degree programs." Journal of Teaching and Learning for Graduate Employability 10, no. 2 (May 31, 2019): 50–66. http://dx.doi.org/10.21153/jtlge2019vol10no2art827.
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Project-based learning units are often used for large scale work integrated learning (WIL) experiences in Liberal Studies Degrees as they offer scalability and sustainability of delivery to large cohorts. This systematic search and review evaluates the effectiveness of interdisciplinary project-based learning in Science Degree programs for developing discipline knowledge and employability skills. Education literature databases were searched for peer-reviewed journal articles that discussed undergraduate science-based degree programs with project-based learning units involving students from multiple disciplines. Data were analysed for evidence of a skill gain in 6 areas (Discipline knowledge, Communication, Teamwork, Interdisciplinary effectiveness, Critical thinking and problem solving, and Self-management). Projects were assigned to categories based on interdisciplinary breadth and depth. Data was analysed by cross-tabulations, Fisher’s Exact test and by calculating odds ratios (OR), which indicate the effect size. Perception of a skill gain was significantly more likely to be reported than an objectively measured skill gain (p<0.001). Real discipline skill gains were 6.6 times more likely in projects narrow in discipline mix (OR 6.6), however perceived discipline skill gains were high irrespective of project type. Projects with wide interdisciplinarity were significantly associated with perceived gains in interdisciplinary effectiveness (OR 32, p<0.05) and more likely to have perceived gains in communication (OR 2.5) and teamwork (OR 3.4) skills. When projects have greater interdisciplinary breadth or depth, perceived student employability skill gains increase, perceived discipline skill gains are unaffected, however actual discipline skill gains are less reported. Further research and evidence that project-based learning is meeting the desired WIL learning objectives of the curriculum is needed.
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Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Schleyer, T. K. "Dental Informatics: An Emerging Biomedical Informatics Discipline." Advances in Dental Research 17, no. 1 (December 2003): 4–8. http://dx.doi.org/10.1177/154407370301700103.
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Biomedical informatics is a maturing discipline. During the last forty years, it has developed into a research discipline of significant scale and scope. One of its subdisciplines, dental informatics, is beginning to emerge as its own entity. While there is a growing cadre of trained dental informaticians, dental faculty and administrators in general are not very familiar with dental informatics as an area of scientific inquiry. Many confuse informatics with information technology (IT), are unaware of its scientific methods and principles, and cannot relate dental informatics to biomedical informatics as a whole. This article delineates informatics from information technology and explains the types of scientific questions that dental and other informaticians typically explore. Scientific investigation in informatics centers primarily on model formulation, system development, system implementation, and the study of effects. Informatics draws its scientific methods mainly from information science, computer science, cognitive science, and telecommunications. Dental informatics shares many types of research questions and methods with its parent discipline, biomedical informatics. However, there are indications that certain research questions in dental informatics require novel solutions that have not yet been developed in other informatics fields.
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Goncharova, Lyubov. "Working Program of the Discipline “Marketing Linguistics”." Scientific Research and Development. Modern Communication Studies 10, no. 5 (November 3, 2021): 51–57. http://dx.doi.org/10.12737/2587-9103-2021-10-5-51-57.
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Language tools that implement the marketing model of consumer behavior and ensure the consumer’s purchase decision, have occupied the focal place in linguistic studies. Such studies have led to the formation of a new pragmalinguistic direction – marketing linguistics. This syllabus is designed for 45.04.02 direction of training ("Linguistics"), the orientation (profile) "General and typological linguistics and applications in the field of linguistics" (training level – master's degree, graduate qualification – master's degree).
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Galpin, Ixent. "Data science: an emerging discipline." CITAS 2, no. 1 (July 1, 2016): 39–46. http://dx.doi.org/10.15332/24224529.5178.
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The role of data scientist has been described as the “sexiest job of the 21st Century”. While possibly there is a degree of hype associated with such a claim, there are factors at play such as the unprecedented growth in the amount of data being generated. This paper characterises the already established disciplines which underpin data science, viz., data engineering, statistics, and data mining. Following a characterisation of the previous fields, data science is found to be most closely related to data mining. However, in contrast to data mining, data science promises to operate over datasets that exhibit significant challenges in terms of the four Vs: Volume, Variety, Velocity and Veracity. This paper notes that the current emphasis, both in industry and academia, is on the first three Vs, which pose mainly scientific or technological challenges, rather than Veracity, which is a truly scientific (and arguably a more complex) challenge. Data Science can be seen to have a more ambitious objective than what traditionally data mining has: as a science, data science aims to lead to the creation of new theories and knowledge. This paper notes that, ironically, the veracity dimension, which is arguably the closest one relating to this objective, is being neglected. Despite the current media frenzy about data science, the paper concludes that more time is needed to see whether it will emerge as discipline in its own right.
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Bolman, Brad. "How experiments age: Gerontology, beagles, and species projection at Davis." Social Studies of Science 48, no. 2 (March 22, 2018): 232–58. http://dx.doi.org/10.1177/0306312718759822.
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Cold War curiosities about the dangers of radiation generated significant funding for an array of biomedical projects as enticing as they were unpredictable, introducing newly standardized experimental animals into laboratories and a novel merging of scientific disciplines. The desire to understand radiation’s effects on human longevity spurred a multi-sited, multi-decade project that subjected beagle dogs to varying degrees of irradiation. One of those laboratories, located at the southern tip of the campus of the University of California, Davis, eventually hosted an elaborate experimental breeding kennel and a population of ‘control’ dogs that set new milestones for canine longevity. The present article examines this gerontological spin-off experiment, using the study of aging as a method and object in order to analyze the emergence and disappearance of the Davis Radiobiology Laboratory and explore how research using new canine model organisms mirrored the politics and anxieties faced by citizens and scientists of the era, here termed ‘species projection’.
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B Almeida, Mauricio. "Representing and Connecting the Biomedical Science through the Applied Ontology Discipline." American Journal of Biomedical Science & Research 7, no. 5 (February 26, 2020): 384–86. http://dx.doi.org/10.34297/ajbsr.2020.07.001182.
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Young, Iain. "Bioveterinary science: development of a discipline." Nature Biotechnology 21, no. 3 (March 2003): 339–40. http://dx.doi.org/10.1038/nbt0303-339.
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Kypshakbayeva, A. K., Zh N. Bissenbayeva, and Sh Tukhmarova. "METHODS OF TEACHING COMPUTER SCIENCE AT THE UNIVERSITY." BULLETIN 2, no. 390 (April 15, 2021): 322–26. http://dx.doi.org/10.32014/2021.2518-1467.87.
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This article discusses the definition of teaching methods as a science, its object and subject, and features. The main components of the connection between the methodology of teaching computer science as a science and the main concepts of the educational process are also identified. The main focus is on generalizing the experience of teaching the discipline "Informatics" to students of humanitarian universities and highlighting interdisciplinary connections. The purpose of the article is to describe the intermediate results obtained during the study of the effective use of information technologies in the course of teaching students of a humanitarian university in the discipline "Informatics". The structure of the e-course in the self-study support system is presented. The place of the discipline "Informatics" in the training programs of students of the 1st year of the bachelor's degree in the areas of "Economics" is highlighted, the types of tasks for independent work of students are described, and an example of the design of educational materials for the case in the discipline "Informatics" is given. The main directions of improving the methodology of teaching the discipline "Informatics" are also outlined.
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Cui, Xiuyun. "Academic Influence of China’s Sports Social Discipline Based on Bibliometrics." Mobile Information Systems 2021 (May 18, 2021): 1–9. http://dx.doi.org/10.1155/2021/9988847.
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Background. To accurately evaluate sports social discipline’s academic influence in China, a model of academic influence evaluation of sports social discipline in China based on bibliometrics is proposed. Objective. A statistical model of the academic influence of sports social discipline is constructed, the word frequency statistics method is used to measure the literature, and the semantic characteristic quantity of the sports social discipline academic influence is extracted, using the literature method and logical analysis method to analyze sports’ social value in the Internet era from healthy sports. The combination of sports and medical treatment can comprehensively promote physical and mental health. Methods. The dual semantic feature decomposition method is used to analyze sports social discipline’s academic influence. The statistical analysis model of sports social discipline academic influence is established. The principles of fuzzy pattern recognition include the principle of maximum membership degree and proximity degree. Results. The comprehensive relative closeness of the distribution of literature statistics on sports and social disciplines’ academic influence is constructed. The linear programming analysis of literature statistics is carried out using the standardized grid computing method. Conclusions. The combination of association rule feature extraction and semantic feature extraction is used to realize the quantitative calculation of literature statistics and academic influence. The simulation results show that the statistical analysis of the academic influence of sports and social discipline by this method is accurate, and the level of confidence is high.
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Parciak, Marcel, Theresa Bender, Ulrich Sax, and Christian Robert Bauer. "Applying FAIRness: Redesigning a Biomedical Informatics Research Data Management Pipeline." Methods of Information in Medicine 58, no. 06 (December 2019): 229–34. http://dx.doi.org/10.1055/s-0040-1709158.
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Abstract Background Managing research data in biomedical informatics research requires solid data governance rules to guarantee sustainable operation, as it generally involves several professions and multiple sites. As every discipline involved in biomedical research applies its own set of tools and methods, research data as well as applied methods tend to branch out into numerous intermediate and output data objects, making it very difficult to reproduce research results. Objectives This article gives an overview of our implementation status applying the Findability, Accessibility, Interoperability and Reusability (FAIR) Guiding Principles for scientific data management and stewardship onto our research data management pipeline focusing on the software tools that are in use. Methods We analyzed our progress FAIRificating the whole data management pipeline, from processing non-FAIR data up to data usage. We looked at software tools for data integration, data storage, and data usage as well as how the FAIR Guiding Principles helped to choose appropriate tools for each task. Results We were able to advance the degree of FAIRness of our data integration as well as data storage solutions, but lack enabling more FAIR Guiding Principles regarding Data Usage. Existing evaluation methods regarding the FAIR Guiding Principles (FAIRmetrics) were not applicable to our analysis of software tools. Conclusion Using the FAIR Guiding Principles, we FAIRificated relevant parts of our research data management pipeline improving findability, accessibility, interoperability and reuse of datasets and research results. We aim to implement the FAIRmetrics to our data management infrastructure and—where required—to contribute to the FAIRmetrics for research data in the biomedical informatics domain as well as for software tools to achieve a higher degree of FAIRness of our research data management pipeline.
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Oksamityna, Kseniya. "Progressing Fragmentation of Political Science." Politikon: The IAPSS Journal of Political Science 15, no. 1 (April 30, 2009): 70–85. http://dx.doi.org/10.22151/politikon.15.1.4.
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While state has traditionally been the sole (or at least primary) unit of analysis in International Relations, scholars are increasingly recognizing non-state entities, such as interstate organizations, multinational companies, terrorist cells, religious institutions, non-governmental organizations, epistemic communities, and transnational advocacy networks as actors in international politics. A natural question arises: is International Relations, as a discipline, capable of conceptualizing and explicating complex webs of relations among a myriad of actors, or is mapping a new field of enquiry required? Transnational Studies, offered at various degree levels at several universities, positions itself as a sub-filed within Humanities, mainly preoccupied with historical, social, cultural and linguistic aspects of cross-border interactions. Global Studies seems to reconcile International Relations and Transnational Studies. However, Global Studies, as a discipline, is only in the making; its emergence is surrounded by healthy skepticism.
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Fernández-Albertos, José, and Víctor Lapuente. "Doomed to disagree? Party-voter discipline and policy gridlock under divided government." Party Politics 17, no. 6 (September 30, 2010): 801–22. http://dx.doi.org/10.1177/1354068810376780.
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This article explains the existence of policy gridlock in systems with divided government, even when there are policies that are universally preferred to the status quo. It is shown analytically that one dimension of party institutionalization (the degree of party-voter discipline) may create incentives for veto players to block policies that, ideologically, they might like. This is the case because when party attachments dominate voters' behaviour across different electoral arenas, veto players in the opposition might find it in their electoral interests to prevent popular policies from being adopted. We illustrate our argument by analysing the recent experiences of two Latin American democracies living under divided government but with opposite levels of party-voter discipline: Mexico and Brazil. Contrary to the received wisdom, the low degree of party institutionalization in Brazil may have helped the passing of comprehensive policy reforms, whereas strongly institutionalized parties in Mexico might have been partly responsible for the persistence of policy gridlock.
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Rowland, Susan, and Daniel Blundell. "Discipline predicts Work Integrated Learning (WIL) practice in Science courses." Journal of Teaching and Learning for Graduate Employability 12, no. 2 (September 6, 2021): 222–59. http://dx.doi.org/10.21153/jtlge2021vol12no2art1237.
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Australian mathematics and science students have low participation in WIL, posing implications for student employability. To better understand this problem we examined the industry-placement and coursework-incorporated WIL offered across the Faculty of Science at a large research-intensive university. The aim of the study was to provide an evidenced discussion of the types and amounts of WIL that different disciplines offer their students. A matrix was used to measure the inclusion of WIL activities in 265 courses (units of study) across all undergraduate programs in a Faculty of Science. The results, which show comparisons between disciplines, year levels, and class sizes. Indicate that a high proportion of courses incorporate WIL, but that some disciplines are significantly more likely to incorporate WIL than others. This study provides important insights into how science students in different disciplines and in different levels of their degree are prepared for the workplace. As we consider how to address graduate employability through integrating WIL in university STEM coursework, this study provides evidence-based justification to initiate reflection about pedagogy.
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McKinney, Kathleen. "The Integration of the Scholarship of Teaching and Learning into the Discipline of Sociology." Teaching Sociology 46, no. 2 (October 5, 2017): 123–34. http://dx.doi.org/10.1177/0092055x17735155.
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Despite decades of sociology scholarship of teaching and learning (SoTL) research, integration of SoTL in sociology remains insufficient. First, some reasons for the insufficient integration of SoTL in the discipline are noted, and the foci of publications on the history and status of the SoTL in sociology are briefly summarized. Literature related to three questions about the integration of SoTL in sociology is then presented: (1) To what degree are theories, methods, and research findings of the discipline used in sociology SoTL? (2) Is there strong disciplinary support and recognition for SoTL and involvement in SoTL in departments and professional organizations? (3) Do sociologists use SoTL findings in the practice of teaching and learning in the discipline? Finally, some existing and new strategies to increase integration are described.
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Mayisela, Tabisa. "A Practice-Based Approach to Developing First-Year Higher Education Students' Digital Literacy." International Journal of Mobile and Blended Learning 14, no. 3 (July 1, 2022): 1–14. http://dx.doi.org/10.4018/ijmbl.314582.
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This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into course curricula as a means of building students' capacity on discipline-specific digital literacies.
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Diefes-Dux, Heidi A. "Frontier: Discipline-Based Education Research to Advance Authentic Learning in Agricultural and Biological Engineering." Transactions of the ASABE 64, no. 3 (2021): 987–95. http://dx.doi.org/10.13031/trans.14422.
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HighlightsDiscipline-based education research can provide unique insights for agricultural and biological engineering.Authentic learning has the potential to transform teaching practices and student learning.Work in the five areas of engineering education research provides a foundation for discipline-specific inquiry.An agricultural and biological engineering education research agenda is advised. Keywords: Authentic learning, Discipline-based education research.
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Mercer, Jenny, Paul Sander, Stella Williams, and Tim Jones. "Emotions or Science? Pre–tertiary males’ accounts of psychology as a subject choice." Psychology Teaching Review 19, no. 1 (2013): 9–20. http://dx.doi.org/10.53841/bpsptr.2013.19.1.9.
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It is well established that the number of males studying psychology in the UK, both at A–level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre–tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as ‘a sort’ of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.
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Pessoa et al, R. G. G. "INTERACTIVE SEMINARS IN BIOCHEMISTRY DISCIPLINE FOR UNDERGRADUATE DEGREE IN BIOMEDICINE: BENEFITS AND PROBLEMS OF CARBOHYDRATES ASSOCIATED WITH MODERN LIFE." Revista de Ensino de Bioquímica 13 (August 24, 2015): 12. http://dx.doi.org/10.16923/reb.v13i2.580.
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The present project is part of the course in biochemistry for biomedical undergraduate students of the Federal University of Pernambuco - UFPE, which comprises theoretical and practical classes and interactive seminars prepared by students on studied topics to supplement learning. The aim of this research was to encourage students to innovate their search for knowledge, presenting an interactive strategy to demonstrate the importance of carbohydrates, as well as other energy fuels, for undergraduates students attending classes of biochemistry at the first semester at the university, in order to clarify the importance of maintaining a healthy way of life. The methodology used was a field research, documented in videos in which the opinions of a few people were registered in different places, such as in a fast-food restaurant, on the importance of carbohydrates. Records acquired were associated with a slide presentation on the subject, based on scientific books and articles, which were presented to the students of the discipline. It was also developed a dynamic to illustrate the consumption of carbohydrates in daily life and in different situations. After the project exhibition, a review of the research was conducted to the audience to express innovations or additions to their pre-existing concepts, on consumption of carbohydrates. The results of our work were very promising and the main goal of the project was achieved, since 88.2% of the respondents said there was an improvement in their knowledge, both theoretical and practical, on the subject, while only 11.8% reported no improvement at all. In conclusion, there was a greater involvement of students during the presentation of the subject and a higher participation during the group dynamic on the consumption of carbohydrates.
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McKinnon, Merryn, and Chris Bryant. "Thirty Years of a Science Communication Course in Australia." Science Communication 39, no. 2 (March 25, 2017): 169–94. http://dx.doi.org/10.1177/1075547017696166.
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Since 1985, the Science Circus program has recruited science graduates Australia-wide and provided them with science communication training leading to a university degree. On qualifying these graduates demonstrate highly diverse career paths reflecting the relevance of science communication training to other disciplines. Graduates, by their activities, have contributed to the growth of science communication as an academic discipline and an “industry”—both in Australia and abroad. It suggests that science communication training can have impact far beyond narrowly defined disciplines and skill sets, and this impact is worthy of further exploration.
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Finegold, David. "Alternative career options in the biomedical industry: the professional science master's degree." Nature Biotechnology 23, no. 4 (April 2005): 503–4. http://dx.doi.org/10.1038/nbt0405-503.
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Newman, Peter. "Undergraduate Environmental Science the Murdoch Story." Australian Journal of Environmental Education 5 (August 1989): 32–38. http://dx.doi.org/10.1017/s0814062600002123.
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AbstractThe undergraduate degree in Environmental Science at Murdoch University has been a 14 year experiment in providing a new kind of disciplinary training and profession. Some achievements are examined and possible directions for the future reviewed.This paper is about an experiment in environmental education in Western Australia - the establishment of an undergraduate degree in Environmental Science. The experiment has hardly been discussed before, mainly because the experiment was still going on, but 1989 represents a new phase of that experiment after the retirement of the Foundation Professor Des O'Connor. Some perspective is thus attempted on its achievements and possible directions for the future are examined.It has been an important experiment because there are very few places in Australia or overseas where there has been such a commitment and vision to seeking solutions to environmental problems through education. This is mainly because there are not many places where a new University has been founded in the past 15 years with Environmental Science as a foundation discipline.
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Yin, Ooi Yin, deline Chia Yoke Yin, eoh Ming Li, Lee Sau Har, Tang Yin Quan, Chua Lin Lin, Looi Chung Yeng, Ng Woei Kean, Tor Yin Sim, and Phelim Yong Voon Chen. "Redesigning Biomedical Science Practicum towards a New Frontier." International Journal of Information and Education Technology 12, no. 11 (2022): 1221–28. http://dx.doi.org/10.18178/ijiet.2022.12.11.1742.
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Due to the COVID-19 pandemic, majority of the Biomedical Science students were not able to undergo their clinical internship at diagnostic laboratories and this has created an impact on students’ skills and the future of the Malaysian healthcare system. Hence, our objective was to implement arevolutionized Biomedical Science practicum completely in a virtual environment, without compromising the learning outcomes during the pandemic in 2021. To achieve the intended learning outcomes, various online teaching-learning and assessment activities were carefully curated in accordance to standard program guidelines, learning outcomes, student learning time and thorough analysis of actual student logbooks. Learning materials were reinforced with various initiatives such as actual engagements with real-life scenarios via synchronous meetings with external panelists from hospitals. Online video-log (Vlog) and a logbook of daily activities were used as part of the assessment to ensure that students were able to learn and reflect on the activities performed. The study showed that all students displayed increased confidence levels in medical laboratory skills. They were also able to apply them in real-life situations due to the clear instructions and realistic experience via the virtual learning activities. Therefore, students who participated in the virtual practicum demonstrated almost similar levels of performance when compared to the students who went for physical practicums in the year 2020. Our virtual practicum has achieved its intended outcomes of empowering students with similar skills as those who underwent physical clinical placements in diagnostic laboratories. Those skills include successful acquisition of discipline-specific knowledge, collaborative and communication skills, as well as solid experimental methods and good laboratory practices.
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Haux, Reinhold, Casimir Kulikowski, Suzanne Bakken, Simon de Lusignan, Michio Kimura, Sabine Koch, John Mantas, et al. "Research Strategies for Biomedical and Health Informatics." Methods of Information in Medicine 56, S 01 (2017): e1-e10. http://dx.doi.org/10.3414/me16-01-0125.
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SummaryBackground: Medical informatics, or biomedical and health informatics (BMHI), has become an established scientific discipline. In all such disciplines there is a certain inertia to persist in focusing on well-established research areas and to hold on to well-known research methodologies rather than adopting new ones, which may be more appropriate.Objectives: To search for answers to the following questions: What are research fields in informatics, which are not being currently adequately addressed, and which methodological approaches might be insufficiently used? Do we know about reasons? What could be consequences of change for research and for education?Methods: Outstanding informatics scientists were invited to three panel sessions on this topic in leading international conferences (MIE 2015, Medinfo 2015, HEC 2016) in order to get their answers to these questions.Results: A variety of themes emerged in the set of answers provided by the panellists. Some panellists took the theoretical foundations of the field for granted, while several questioned whether the field was actually grounded in a strong theoretical foundation. Panellists proposed a range of suggestions for new or improved approaches, methodologies, and techniques to enhance the BMHI research agenda.Conclusions: The field of BMHI is on the one hand maturing as an academic community and intellectual endeavour. On the other hand vendor-supplied solutions may be too readily and uncritically accepted in health care practice. There is a high chance that BMHI will continue to flourish as an important discipline; its innovative interventions might then reach the original objectives of advancing science and improving health care outcomes.
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Dabadi, Sambardhan, and Raju Raj Dhungel. "Biomedical Engineering in Nepal: Opportunities and Challenges." Annapurna Journal of Health Sciences 1, no. 1 (February 10, 2021): 52–54. http://dx.doi.org/10.52910/ajhs.18.
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Biomedical engineering is the blend of engineering and medical science, professional with a combination of knowledge of various engineering discipline to improve health care and quality of life. While biomedical engineering formally came up as major course in 1950s, the course started in Nepal just a decade back with its importance being acknowledged and biomedical engineers have been recruited by various institutes. Accounting for artificial intelligence, robotic surgery, 3-d printing, which are believed to be the future of medical science, it is necessary to strengthen the biomedical engineering. This article aims to highlight the overview as well as opportunities and challenges of biomedical engineering in Nepal.
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LOPES, Juliana Crespo, Francielly de Oliveira Müller LIMA, Sandra Ferraz de Castilho Dourado FREIRE, and Lucia Helena Cavasin Zabotto PULINO. "Uma Formação Pedagógico-Reflexiva em Psicologia: Análise de Diários de Aprendizagem." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 27, no. 2 (2021): 159–68. http://dx.doi.org/10.18065/2021v27n2.3.
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The present article aimed, through the analysis of learning diaries, to discuss about the possibilities that a psychology university degree which promotes reflection and shelters students' thoughts and emotions can have in the training of psychology students. Were analyzed thirteen learning logs written by students of the sixth semester of an undergraduate degree course in Psychology enrolled in a discipline related to the Person Centered Approach.The logs were written based on the Sense's Version, after each class, with indication of free writing. Thematic Analysis was used, and from it six themes emerged that demonstrated the importance of building an academic context that promotes the facilitating conditions for personal and professional development. Palavras-chave : Psychology Degree; Learning Log; Reflection Process; Core Conditions to Facilitate Learning; Person Centered Approach.
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Hersh, W. R. "The Full Spectrum of Biomedical Informatics Education at Oregon Health & Science University." Methods of Information in Medicine 46, no. 01 (2007): 80–83. http://dx.doi.org/10.1055/s-0038-1628138.
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Summary Objectives: The growing use of health information technology in operational settings, along with the maturation of the discipline of biomedical informatics, requires reorganization of educational programs in the field. The objective of this paper is to provide a context and description of the biomedical informatics education program at Oregon Health & Science University. Methods: The details of the program are provided. Results: The paper describes the overall program and its component curricula. Conclusions: OHSU has developed a program that caters to the full spectrum of those who will work in the field, allowing education tailored to their career goals and needs. The maturation of Internet technologies also allow most aspects of the program to be delivered on-line. The informatics field must step up to the challenge of educating the best workforce to achieve our goals for the optimal use of HIT.
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Sharpe, Eva. "A degree of choice." Biochemist 33, no. 4 (August 1, 2011): 54–55. http://dx.doi.org/10.1042/bio03304054.
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Students choosing courses in chemistry, physics and engineering can opt for degrees that are accredited by the relevant professional body. With the exception of biomedical science courses, students who are choosing biological science degrees don't currently have that option.
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Zarzycki, Roman, and Katarzyna Nawrotek. "How Far is Environmental Engineering from Biomedical Engineering?" Chemistry-Didactics-Ecology-Metrology 20, no. 1-2 (December 1, 2015): 7–18. http://dx.doi.org/10.1515/cdem-2015-0001.
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Abstract The development of science, which has been observed in recent years, shows that engineering knowledge and activity are becoming more and more interdisciplinary. Up to the late 80-ties of the previous century, the experience and interest of engineers covered mainly hard sciences that directly followed their education. After this period, the engineering knowledge and solutions proposed in one discipline started to be applied successfully in other domains. This tendency can be seen especially in Biomedical Engineering, which development is based on achievements made in the rest of hard sciences, even if they seem to be as distant as Environmental Engineering.
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Phillips, Donald F. "New Voices ask to be Heard in Bioethics." Cambridge Quarterly of Healthcare Ethics 1, no. 2 (1992): 169–77. http://dx.doi.org/10.1017/s0963180100000281.
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The shape, function, and dynamic of the field of bioethics is in constant flux, and nowhere is this more apparent than at gatherings of those immersed in th discipline. This section presents coverage and commentary on conferences and settings where voices out-side the mainstream of biomedical ethics can be heard.
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Hersh, W. "The Full Spectrum of Biomedical Informatics Research and Education at OHSU." Yearbook of Medical Informatics 14, no. 01 (August 2005): 167–72. http://dx.doi.org/10.1055/s-0038-1638237.
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Although the biomedical informatics field is small relative to others in the life and health sciences, the breadth of subject domains, types of research, and occupations is vast. The biomedical informatics program at Oregon Health & Science University exemplifies the breadth in the field. At the center of our full spectrum of activities in informatics, however, is a core philosophy of the discipline that drives our research, educational, and other programs.
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Carroll, Royce, and Monika Nalepa. "The personal vote and party cohesion: Modeling the effects of electoral rules on intraparty politics." Journal of Theoretical Politics 32, no. 1 (January 2020): 36–69. http://dx.doi.org/10.1177/0951629819892336.
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Conventional wisdom suggests that parties in candidate-centered electoral systems should be associated with less cohesive policy preferences among legislators. We model the incentives of party leaders to achieve voting unity accounting for the costs of discipline, showing that candidate-centered systems have the counterintuitive effect of promoting party agreement on policies and preference cohesion. These implications for cohesion derive from the degree of control over list rank held by leaders under open lists (open-list proportional representation, OLPR) and closed lists (closed-list proportional representation, CLPR). Because discipline is costlier in OLPR, owing to leaders’ lack of control over list rank, leaders seeking voting unity propose policies that promote agreement between members and leadership. Under CLPR, however, leaders can more easily achieve voting unity by relying on discipline and therefore lack incentives to promote internal agreement. We then extend the model to allow the party leader to replace members, showing that preference cohesion itself is greater under OLPR. Further, our baseline results hold when allowing legislative behavior to affect vote share and when accounting for candidates’ valence qualities. We interpret our results to suggest that candidate-centered systems result in stronger incentives for developing programmatic parties, compared with party-centered systems.
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Drinkwater, Michael J., Kelly E. Matthews, and Jacob Seiler. "How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments." CBE—Life Sciences Education 16, no. 1 (March 2017): ar18. http://dx.doi.org/10.1187/cbe.15-12-0261.
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While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy.