Relevant bibliographies by topics / First year undergraduate biology

Academic literature on the topic 'First year undergraduate biology'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "First year undergraduate biology"

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Indorf, Jane L., Joanna Weremijewicz, David P. Janos, and Michael S. Gaines. "Adding Authenticity to Inquiry in a First-Year, Research-Based, Biology Laboratory Course." CBE—Life Sciences Education 18, no. 3 (September 2019): ar38. http://dx.doi.org/10.1187/cbe.18-07-0126.

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Course-based undergraduate research experiences (CUREs) are an effective way to integrate research into an undergraduate science curriculum and extend research experiences to a large, diverse group of early-career students. We developed a biology CURE at the University of Miami (UM) called the UM Authentic Research Laboratories (UMARL), in which groups of first-year students investigated novel questions and conducted projects of their own design related to the research themes of the faculty instructors. Herein, we describe the implementation and student outcomes of this long-running CURE. Using a national survey of student learning through research experiences in courses, we found that UMARL led to high student self-reported learning gains in research skills such as data analysis and science communication, as well as personal development skills such as self-confidence and self-efficacy. Our analysis of academic outcomes revealed that the odds of students who took UMARL engaging in individual research, graduating with a degree in science, technology, engineering, or mathematics (STEM) within 4 years, and graduating with honors were 1.5–1.7 times greater than the odds for a matched group of students from UM’s traditional biology labs. The authenticity of UMARL may have fostered students’ confidence that they can do real research, reinforcing their persistence in STEM.
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Del Toro, Israel, Kimberly Dickson, Alyssa S. Hakes, and Shannon L. Newman. "Early Undergraduate Biostatistics & Data Science Introduction Using R, R Studio & the Tidyverse." American Biology Teacher 84, no. 3 (March 1, 2022): 124–29. http://dx.doi.org/10.1525/abt.2022.84.3.124.

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Increasingly, students training in the biological sciences depend on a proper grounding in biological statistics, data science and experimental design. As biological datasets increase in size and complexity, transparent data management and analytical methods are essential skills for undergraduate biologists. We propose that using the software R and RStudio are effective tools to train first- and second-year undergraduate students in data visualization and foundational statistical analyses. Here, we present the redesigned laboratory curriculum for our Experimental Design and Statistics course, a required course for all first- or second-year biology majors at Lawrence University, a small liberal arts institution in northeast Wisconsin. We include an example 10-week syllabus and eight laboratory exercises (as supplementary materials) for undergraduate institutions that aim to introduce and guide students through acquiring a basic understanding of biostatistical analyses and skills using R and RStudio. We also provide a flexible framework and examples that are easily modifiable and cover the essential biostatistics and data science skills needed for biology undergraduates. Finally, we discuss the potential pitfalls and obstacles as well as the intrinsic benefits and expected outcomes of our laboratories.
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Kao, Robert M. "Helping Students SOAR: Quizfolio Tips to Engage First-Generation, Under-Represented Minority Undergraduates in Scientific Inquiry." American Biology Teacher 80, no. 3 (March 1, 2018): 228–34. http://dx.doi.org/10.1525/abt.2018.80.3.228.

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Engaging and gauging (engauging) first-generation, under-represented minority undergraduate general biology students through processes of inquiry, critical thinking, and affective learning is vital as they develop their scientific identity. An important challenge is how we can establish communities of practice and instill in our first-generation students self-awareness and reflection as they apply, analyze, and evaluate data on biological principles. In my article, I describe an innovative weekly assignment for my first generation Hispanic and Native Indigenous students called Quizfolio: quiz and mini-portfolios on biological principles and themes outlined in Vision and Change. Within a SOAR framework that will be introduced in my article, quizfolios provide an active learning space for students to integrate inclusive student-centered, in-class discussions and longitudinal lab inquiries in a first-year undergraduate biology course through metacognition and reflection-in-action. This transformative, culturally responsive mentoring approach encourages first-generation undergraduates to bring self-awareness to unclear or confusing topics that are clarified at the start of class or lab settings, and provides future framework for long-term retention of biological concepts.
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Noor, S. Syed Shihaab E., and S. Gheena. "Information seeking behaviour of undergraduate biology students comparative analysis of first and final year students." Research Journal of Pharmacy and Technology 9, no. 12 (2016): 2141. http://dx.doi.org/10.5958/0974-360x.2016.00434.0.

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Staub, Nancy L., Marianne Poxleitner, Amanda Braley, Helen Smith-Flores, Christine M. Pribbenow, Leslie Jaworski, David Lopatto, and Kirk R. Anders. "Scaling Up: Adapting a Phage-Hunting Course to Increase Participation of First-Year Students in Research." CBE—Life Sciences Education 15, no. 2 (June 2016): ar13. http://dx.doi.org/10.1187/cbe.15-10-0211.

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Authentic research experiences are valuable components of effective undergraduate education. Research experiences during the first years of college are especially critical to increase persistence in science, technology, engineering, and mathematics fields. The Science Education Alliance Phage Hunters Advancing Genomics and Evolutionary Science (SEA-PHAGES) model provides a high-impact research experience to first-year students but is usually available to a limited number of students, and its implementation is costly in faculty time and laboratory space. To offer a research experience to all students taking introductory biology at Gonzaga University (n = 350/yr), we modified the traditional two-semester SEA-PHAGES course by streamlining the first-semester Phage Discovery lab and integrating the second SEA-PHAGES semester into other courses in the biology curriculum. Because most students in the introductory course are not biology majors, the Phage Discovery semester may be their only encounter with research. To discover whether students benefit from the first semester alone, we assessed the effects of the one-semester Phage Discovery course on students’ understanding of course content. Specifically, students showed improvement in knowledge of bacteriophages, lab math skills, and understanding experimental design and interpretation. They also reported learning gains and benefits comparable with other course-based research experiences. Responses to open-ended questions suggest that students experienced this course as a true undergraduate research experience.
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Moni, Roger W., Deanne H. Hryciw, Philip Poronnik, Lesley J. Lluka, and Karen B. Moni. "Assessing core manipulative skills in a large, first-year laboratory." Advances in Physiology Education 31, no. 3 (September 2007): 266–69. http://dx.doi.org/10.1152/advan.00020.2007.

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Responding to the concern from our faculty that undergraduate students do not have robust laboratory skills, we designed and implemented a strategy to individually teach and assess the manipulative skills of students in first-year laboratories. Five core laboratory skills were selected for the course entitled Human Biology, a large, first-year class of students, most of whom were enrolled in Bachelor of Pharmacy and Human Movement Studies. Here, we report details for the 365 students enrolled primarily in Pharmacy and Human Movement Studies bachelor degree programs in semester 1 of 2006. We designed a specific strategy to assess five core laboratory skills: 1) accurate and precise use of a micropipette, 2) calculation of dilutions and preparation of diluted samples of saline, 3) accurate representation of data using a graph, 4) use of a light microscope, and 5) acquisition of digital data by measuring the latent period for the Achilles reflex. Graduate tutors were trained to teach and assess each student on each skill. The development of competency was tracked for all students across all five skills. Most students demonstrated proficiency on their first attempt. The development of proficiency across the core skills depended on both the skill and degree program. In semester 2 of 2006, 854 students mostly enrolled in the Bachelor of Science degree program and were similarly taught and assessed on the same five core skills. This approach was an effective teaching and assessment strategy that, when applied beyond first year, should increase the level of laboratory skills across undergraduate programs in physiology.
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Stern, Florian, Kostas Kampourakis, Catherine Huneault, Patricia Silveira, and Andreas Müller. "Undergraduate Biology Students’ Teleological and Essentialist Misconceptions." Education Sciences 8, no. 3 (August 31, 2018): 135. http://dx.doi.org/10.3390/educsci8030135.

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Research in developmental psychology has shown that deeply-rooted, intuitive ways of thinking, such as design teleology and psychological essentialism, impact children’s scientific explanations about natural phenomena. Similarly, biology education researchers have found that students often hold inaccurate conceptions about natural phenomena, which often relate to these intuitions. In order to further investigate the relation between students’ conceptions and intuitions, we conducted a study with 93 first year undergraduate students in biology. They were asked to express their level of agreement or disagreement with six misconception statements and to explain their choices in a two-tier test. Results showed a tendency for students to agree with teleological and essentialist misconceptions. However, no association was found between students’ teleological and essentialist conceptions as expressed in their agreement or disagreement with the various misconception statements. Moreover, we found evidence of a variable consistency across students’ answers depending on the misconception considered, which indicates that item features and contexts may have an effect on students’ answers. All together, these findings provide evidence for considerable persistence of teleological and essentialist misconceptions among students. We suggest future directions for thinking, studying, and analyzing students’ conceptions about biological phenomena.
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Angra, Aakanksha, Jason Nguyen, Neel Patel, and Stephanie Gutzler. "A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion." American Biology Teacher 83, no. 8 (October 1, 2021): 545–51. http://dx.doi.org/10.1525/abt.2021.83.8.545.

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The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.
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Cervantes-Valencia, Jesus Lizbeth, and Robert M. Kao. "From Cancer Microenvironment to Myofibroblasts." American Biology Teacher 85, no. 1 (January 1, 2023): 12–16. http://dx.doi.org/10.1525/abt.2023.85.1.12.

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One of the important mechanisms in cancer cell metastasis is the cellular function of a specific cell type called myofibroblast cells. Myofibroblast cells are unique cell types that play an important role in the cancer cell microenvironment. As a step toward integrating the latest peer-reviewed cancer research findings into a general biology remote learning setting, we developed an innovative guest speaker talk to engage first-year undergraduates to develop a prediction on tumor microenvironment. In our article, we describe integrated remote approaches using Jamboard and reflective mentoring to validate and reflect on undergraduate team responses within an inclusive and equitable framework. These teaching and mentoring strategies provide a framework for senior undergraduates to be transformative role model scholars that inspire the next generation of Latinx and Native American undergraduates in important topics related to health and environment and the process of science for general biology undergraduates.
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Mason, Nicholas A., Rebecca M. Brunner, Cissy J. Ballen, and Irby J. Lovette. "Cognitive and Social Benefits Among Underrepresented First-Year Biology Students in a Field Course: A Case Study of Experiential Learning in the Galápagos." Frontiers: The Interdisciplinary Journal of Study Abroad 30, no. 3 (November 15, 2018): 1–19. http://dx.doi.org/10.36366/frontiers.v30i3.422.

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Student attrition is a persistent challenge in the life sciences, particularly among underrepresented minorities, first-generation students, and women. Experiential learning through short-term study abroad opportunities diversify curricula by immersing students into non-traditional academic environments. However, most experiential learning and study abroad opportunities are primarily available to upper-division undergraduates. Here, we present a qualitative analysis of an experiential learning opportunity offered exclusively to first-year U.S. undergraduate students from underrepresented demographics. We performed ethnographic observations of a 10-day field component in the Galápagos Islands, and analyzed self-reported survey results and field journals. Students consistently reported strong cognitive gains in their understanding of basic evolutionary concepts. Most students also benefited socially, although we observed higher variation in self-reported social gains. Our findings suggest that immersive field courses may increase scientific literacy and retention of underrepresented students by engaging them in experience-driven learning.
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Dissertations / Theses on the topic "First year undergraduate biology"

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Patrick, William John. "First-year undergraduate student attrition." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2592/.

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This is a study of student attrition amongst full-time, first year undergraduates at the University of Glasgow during the 1999-2000 academic session. The thesis contains an initial assessment of the importance of research in this area (Chapter 1), followed by a review of the literature, focusing in particular on the theories and explanations of student attrition that have been advanced by other authors (Chapter 2), and on appropriate research methodologies and data collection techniques (Chapter 3). The investigation then progresses through a succession of different empirical and data-analytic phases. Because of his function within the organisation, the author had uniquely good access to the student records system maintained centrally by the University. This made it practical to sift through this information in such a way as to determine first the simple concomitances of retention (Chapter 4), and then to use it in a more sophisticated manner to develop logistic regression models of retention (Chapters 5 and 8). The challenge was then to decide which new, additional data should be gathered in order to improve upon these quantitative models. The solutions were found partly by recourse to some focus group work with students and staff (Chapter 6). This resulted in two questionnaires being developed to discover students’ attitudes believed to be relevant to retention (Chapter 6). The first survey instrument was administered to all first-year students as part of the matriculation process. The other was completed on-line in the course of the session as an adjunct to the IT Induction Programme for all first-year students. Chapter 10 contains the first outcomes of the attempt to improve the logistic regression models described in Chapter 5 by the introduction of attitudinal constructs, first on their own, and then in combination with the original background and prior academic characteristics in order to model summer retention. The amount of data available in this study is considerable and, consequently, some large-sample structural equation techniques were then used to develop some new, more comprehensive models of retention (Chapter 11). These are more informative, demonstrating how trade-offs can occur between different variables in an overall model of retention, and identifying particular areas where practical policy interventions are likely to be successful in ameliorating student attrition. It is demonstrated that summer retention is affected in roughly equal measure by academic and non-academic factors. On the academic side, it is shown that extra effort and additional academic help and feedback can benefit those students having relatively low entry point scores, for example. Social integration, at least in moderation, is beneficial, and it is positively influenced by living in university accommodation. However, various extraneous problems harm retention through the mediating variables of social integration and commitment. The models have a temporal dimension, and it is argued that students’ attitudes whilst on course owe their origins to those detected at the time of matriculation and, ultimately, back to levels of family support.
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Dixon, Stephen. "Hearing voices : first year undergraduate experience of audio feedback." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620903.

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Recent changes to the UK higher education sector, including a rise in numbers and diversification of the student body, resultant larger class sizes and student: staff ratios, greater modularisation of courses with fewer coursework assignments, and students having less face-to-face contact with teaching staff, have presented numerous challenges. The parallel rise in the use of digital technologies in professional practice, despite calls for their adoption in order to personalise learning, can often be seen to exacerbate the perceived dehumanising effect of this massification. Amid a growing discourse highlighting the importance of feedback to student learning, the focus of this study centres on the use of digital audio feedback with first year undergraduates. Eschewing the positivist approaches that are prevalent in learning technology studies, the aims of the research are to understand the student experience of audio feedback in order to inform both professional practice and policy. Drawing on semi-structured interviews with first year Education Studies undergraduates, the research is a phenomenological study of the lived experience of participants through open and honest dialogue in order to arrive at a situated and negotiated understanding. In conducting a deeper and structural investigation that researches with people, the study moves beyond any technologically deterministic view, and sets any understanding in the wider context of students’ own interpretation of the feedback process, and as such shifts the discourse from technological affordance to pedagogical experience. Whilst the use of audio feedback is seen to alleviate the failures of communication often identified in the feedback process, the findings are also seen to be significant in terms of dialogic perception, studentship and engagement, as well as facilitating a shift from statement to discourse and the possibility of establishing more meaningful learning relationships with students.
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Sobel, Karen D. "Promotion of Library Reference Services to First-Year Undergraduate Students." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/441.

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This study describes a survey of 237 first-year undergraduate students conducted at the University of North Carolina at Chapel Hill. Through this study, the researcher aimed to fill in gaps in librarians’ knowledge about first-year students’ awareness of reference services, and students’ preferred modes of communication with librarians. The results show significant positive relationships between librarians’ verbal promotion of reference services and students’ tendency to ask reference questions in person.
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Lin, Hsing-Yin Cynthia. "L2 Undergraduate Writers' Experiences in a First Year Writing Course." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu150314311403158.

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Van, Den Elzen Brad L. "Ports of entry an exploration of international undergraduate sojourners' first year experiences /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1164678550.

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Luan, Yun. "Understanding first year undergraduate achievement in a post-1992 university science department." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/118248.

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The purpose of this study was to address the under-researched theme of achievement among students in a post 1992 university in the UK. The findings are based on a case study of a cohort of first year (FY) undergraduates in a science department in a post 1992 university. Three key research approaches were deployed within this case study, namely, grounded theory, phenomenography and survey research. These three distinctive approaches have been framed within a broad interpretivist perspective in which subjectivity is managed through researcher positionality and the triangulation of data where appropriate. The research findings demonstrate that the point of registration at higher education (HE) institutions does not constitute a successful student because such a constitution is a process of becoming, involving complex meaning-making processes over time. These processes are characterised by a movement from 'outsider and potential achiever' to 'insider and reflexive achiever'. Important phases within this movement are those of: attending; being engaged and solving self-identified difficulties. In the light of the evidence gathered and the review of the existing scholarship, a detailed exploration and theorisation of these phases is offered. The preoccupation with students who fail in some way has led to a lack of research into those who succeed. This research has sought to overcome this lack by exploring the active meaning-making processes that lead undergraduates to achieve. A dynamic is identified between students' reflexive management of their FY experience and aspirations to achieve and the institutional context. This dynamic is also held to undermine the notion of students as customers awaiting satisfaction, suggesting instead that students be regarded as reflexive actors in the shaping of undergraduate achievement. This study presents a novel alternative to the prevalent deficit model in the relevant research which tends to treat students as passive bearers of diverse levels of readiness for undergraduate study. It also offers an alternative to the prevailing research on why students fail to progress or stay at university.
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Taylor, Ruth Fiona. "Creating connections : an investigation into the first year experience of undergraduate nursing students." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/373.

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The aim of the research is to explore the first year experiences of two groups of undergraduate student nurses. The research takes a holistic approach to the investigation of the first year experience. In part, a curriculum change is used as a way to find out about the first year experience, with the research looking at how the introduction of enquirybased learning (EBL) into a curriculum impacted on the first year. The curriculum change is described in detail in chapter 1. The objectives of the thesis were to: 1. Examine the first year experience of nursing students. 2. Describe the curriculum change, the rationale for the change and the context within which this occurred. 3. Compare the demographic profiles of two groups of students one following a ‘traditional’ curriculum and the other using ‘EBL’; to compare students who chose to leave the courses with those who successfully completed first year. 4. Compare experiences with expectations of first year between nursing students undertaking a ‘traditional’ and an ‘EBL’ curriculum. 5. Propose strategies to enhance the student experience and rates of retention in first year undergraduate nursing students. The context for the research is described in chapter 1 – the literature review. This chapter explores the literature on the first year experience from both national and international perspectives. Inevitably, it reviews issues relating to student retention, which is the focus for much of the first year experience literature. The literature review argues that the contemporary context of nursing education requires nurse educators to consider the whole first year student experience when developing curricula that are fit for purpose. While the content of a course is important, the approaches to teaching need to facilitate learning within a diverse student population and need to prepare students to continue to learn in an increasingly dynamic healthcare environment. The chapter goes on to 2 argue that the issues that impact on the students’ first year experiences (e.g. relationships with peers and with academic staff, external domestic and personal circumstances) can be mitigated through curriculum development and other means (such as the availability and effectiveness of student support). The context of the particular nursing course along with the curriculum change and the rationale for the change are described. It can be argued that the retention literature takes a deficit approach to the improvement of the first year experience. Such an approach can be viewed as one that emphasises the factors that cause people to leave (or puts them ‘at risk’), and attempts to address these. On the other hand, a positive approach to the improvement of the first year is one in which measures and interventions aim to enhance the overall experience for all students, not just those who are seen as ‘at risk’. That said, the policy drivers for improving retention cannot be ignored and are discussed within the context of HE and nursing education. Finally, it is contended that the first year experience has not been widely explored within nursing literature and merits attention for a number of reasons, including the policy context and the need to determine whether student nurses have differing needs from students within other specialities. In chapter 2 the research methodology and research methods are described. An overview of case study research is provided and the approach taken within this thesis is described, along with a rationale for its use. The philosophical perspective is discussed with particular emphasis on the relationships between the methodology and the methods used to investigate the first year experience of students. It is argued that case study research is an appropriate methodology to investigate a complex area and provides an opportunity to utilise a number of methods so as to get to a ‘thick’ description of the phenomenon (the first year experience). All students in the two groups under investigation were asked to complete an expectations questionnaire, and an experiences questionnaire. Everyone who chose to leave the courses was asked to undertake an in-depth focused interview, although not all agreed. A sample of students who successfully completed first year was also asked to undertake an in-depth 3 focused interview. Finally, a sample of students was asked to complete a diary for the duration of the first year. The use of multiple methods is fitting, given the case study approach and the aim to create a ‘thick’ description, and an in-depth understanding of the first year experience. The use of the same research methods across the different groups of students allows for some comparisons to be made between the ‘traditional’ and ‘EBL’ curriculum students, and between leavers and stayers. The chapter also describes the approaches to data analysis. Chapter 3 presents the findings from the two questionnaires. Relevant demographic variables are reported, and the quality of the educational experience is measured in relation to the ways in which experiences meet expectations. This chapter shows that the two groups (‘traditional’ and ‘EBL’) are similar in terms of demographic variables. It also shows that the participants appeared to expect a ‘connected’ curriculum experience, but that the experience did not always match expectations. In chapter 4 the findings from the interviews and diaries are presented. Four themes are identified, with a number of categories in each. The themes (and categories) are: relationships with people (broadening horizons, knowing self and others, being supported and valued); the classroom experience (feeling inspired, becoming empowered, engaging with the learning experience); the practice experience (feeling inspired, becoming empowered, engaging with the learning experience); and professional education (motivation, preparedness, making adjustments). The chapter demonstrates the differences and similarities between the groups of students, before introducing the links to the quantitative findings, and to relevant research findings from the literature. Chapter 5 – the Discussion - brings together the findings from the qualitative and quantitative data as the case study. A conceptual framework is presented as a way in which the findings can be framed and through which future research can be organised. The assertion is made that the better the relationships, and the closer that experiences meet 4 expectations, the more likely it is that the student will have a ‘good’ experience and therefore be successful. The first year is seen as the foundation for future experiences on a course. While there are some areas that are particularly relevant to nursing students, it seems that the first year experience of student nurses is similar to that seen in other disciplines. Similar issues are identified within the thesis as within the wider literature, although nursing students’ issues may manifest themselves in slightly different ways (e.g. issues with practice placements/learning). In chapter 6, a number of conclusions are drawn that may enable future curriculum development to take a more holistic view of the student experience. Recommendations for practice are made and a focus for future systematic research is proposed. It is asserted that the conceptual framework that has been developed from the findings has allowed for a contribution to be made to the theoretical debate that relates to enhancing the first year experience and, in particular, to propose policy changes within the HE sector that may improve retention rates. This opening section has provided the reader with the context from which the ideas and focus for the thesis have developed, and has provided an overview of the aim and objectives of the research. It provided signposts for the full thesis and its component parts.
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Furby, Victoria J. "Process and Product: The sight singing backgrounds and behaviors of first year undergraduate students." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211160063.

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Grant, Janice M. "Students' academic expectations and experience during the first year of their undergraduate nursing programme." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/37465/.

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The thesis examines why first year nursing students leave their programme of study and the factors that influence whether they stay or leave. A descriptive, exploratory study design was undertaken using two survey instruments, the College Students Expectations Questionnaire and the College Student Experiences Questionnaire. Data about the expectations and experiences of one cohort of nursing students were collected at the beginning and compared with experiences the end of their first year of study. Additional data obtained from institutional records. There was a preponderance of first generation university students who entered the university through completion of an Access to Health Studies course. This group entertained similar high expectations of academic achievement to the school leavers. These expectations were not that was not matched by their experiences in the main. The most successful students being those in the 30 to 39 age group. Overall, students’ degree classifications did not match their expected performance. The findings show that most students who left the programme intended to return but did not do so. Identifying predictors of success for nursing students remains a key issue for the nursing profession. The findings indicate that although student attrition is multi-factorial, focussing on the predictors of success can overshadow the need to identify and support students who possess the potential for success if additional support is provided. The findings also underline the importance of helping students connect with their learning environment during the first year and to develop self efficacy skills early.
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Campos, Mary Grace T. "Quality of Life Differences Between First-Year Undergraduate Financial Aid and Non-Aid Recipients." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/32688.

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The literature available on financial aid addresses how aid promotes access and equal educational opportunity by enabling students to matriculate into college. The literature also discusses how financial aid impacts studentsâ ability to persist to degree completion. However, there seems to be little research on how financial aid affects studentsâ lives while they are in college. The present study attempted to address this gap in the existing literature by examining the differences in quality of life between college students receiving financial aid and those not receiving such aid.

For purposes of this study, quality of life was defined by four dimensions culled from the literature: (a) material possessions; (b) housing; (c) use of time; and (d) support mechanisms. Financial aid was defined as any need-based grant, loan, or work-study money awarded to a student.

Data were collected using the Quality of Life survey developed specifically for this study. The survey consisted of 59 items that were designed to measure the four dimensions of studentsâ quality of life. The target sample for this study consisted of 600 first year undergraduate students: 300 financial aid recipients and 300 non-aid recipients.

The findings revealed significant differences in three of the four areas: material possessions, use of time, and support mechanisms. These findings suggest that those who administer financial aid programs and those responsible for creating financial aid policies may wish to consider the role financial aid plays in the quality of life of students.
Master of Arts

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Books on the topic "First year undergraduate biology"

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Soulsby, David, Laura J. Anna, and Anton S. Wallner, eds. NMR Spectroscopy in the Undergraduate Curriculum: First Year and Organic Chemistry Courses Volume 2. Washington, DC: American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1221.

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Man'kovskaya, Zoya. English language for technical colleges. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1033835.

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The textbook is designed to develop students ' skills of analytical, viewing and search reading of General scientific texts, retelling texts based on reference signals, as well as to form grammatical and lexical competencies, the ability to participate in a dialogue on the topic studied, extract information to discuss issues related to the history and current state of physics, biology, computer science, innovation and other areas of knowledge necessary for a modern specialist. It includes a basic course, a grammar workshop, lesson tests, and final tests. Current scientific and technical problems that are widely discussed in the world information space are revealed, which allows the student to maintain a dialogue on current topics of modern science and technology. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-and second-year students of technical universities of any orientation.
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Flowers, Pip. Quickfire Revision Questions for Biology Book 2 Going Deeper: For Level 3 Courses Including Access and First Year Undergraduate Study. Independently Published, 2017.

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Flowers, Pip. Basic Introductions to Biology. Digestion, Blood Sugar Regulation and the Role of the Kidneys: For a Levels, Access and First Year Undergraduate Study. Independently Published, 2017.

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LeClair, Reneé. Cell Biology, Genetics, and Biochemistry for Pre-Clinical Students. Virginia Tech Publishing, 2022. http://dx.doi.org/10.21061/cellbio.

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This book is an undergraduate medical-level resource for foundational knowledge across the disciplines of genetics, cell biology and biochemistry. This text is designed for a course in first year undergraduate medical course that is delivered typically before students start to explore systems physiology and pathophysiology. The text is meant to provide the essential information from these content areas in a concise format that would allow learner preparation to engage in an active classroom. Clinical correlates and additional application of content is intended to be provided in the classroom experience. The text assumes that the students will have completed medical school prerequisites (including the MCAT) in which they will have been introduced to the most fundamental concepts of biology and chemistry that are essential to understand the content presented here. This resource should be assistive to the learner later in medical school and for exam preparation given the material is presented in a succinct manner, with a focus on high-yield concepts.
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Hales, Kimberly, Ph.D. Karen D. Hager, Barbara J. Fiechtl, Summer Gunn, Ph D. Jessica Rivera-Mueller, Ph.D. Shawn M. Miller, Ph D. Elena Schvidko, et al. Journal on Empowering Teaching Excellence, Fall 2020. Edited by Kimberly Hales. UEN Pressbooks Consortium, 2020.

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Jusino. First-Year Seminar Biology 191. Van-Griner Learning, 2019.

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Jusino. First-Year Seminar Biology 191. Van-Griner Learning, 2022.

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Jusino. First-Year Seminar Biology 191. Van-Griner Learning, 2020.

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(Editor), Mark R. Salser, ed. Biology Dictionary: Five Thousand Terms for Beginning or First-Year Biology Students. National book company, 1985.

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Book chapters on the topic "First year undergraduate biology"

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Yamada, Reiko. "Development of First-Year Education." In Measuring Quality of Undergraduate Education in Japan, 169–84. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-81-1_10.

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Hill, Gary J. "Review of a Problems-First Approach to First Year Undergraduate Programming." In Progress in IS, 73–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29166-6_11.

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Hägg, Gustav, and Agnieszka Kurczewska. "Guiding the First-Year Student Entrepreneur: A Conceptual Map to Nudge Towards the Reversal Effect in Learning." In Theorising Undergraduate Entrepreneurship Education, 33–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8_3.

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Yamada, Reiko. "A Comparative Study of Japanese and US First-year Seminars: Examining Differences and Commonalties." In Measuring Quality of Undergraduate Education in Japan, 153–68. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-81-1_9.

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Jacobs, Richard. "Narrative and Narratives: Designing and Delivering a First-Year Undergraduate Narrative Module." In Teaching Narrative, 191–209. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71829-3_12.

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Giraffa, Lucia M. M., Marcia Cristina Moraes, and Lorna Uden. "Teaching Object-Oriented Programming in First-Year Undergraduate Courses Supported By Virtual Classrooms." In The 2nd International Workshop on Learning Technology for Education in Cloud, 15–26. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7308-0_2.

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Ho, Tzu-Hua. "The Ideas of Robot Design and Application from the First-Year Undergraduate Students." In Communications in Computer and Information Science, 499–506. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-6113-9_56.

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Fonseca, David, Silvia Necchi, Marian Alaez, and Susana Romero. "Improving the Motivation of First-Year Undergraduate Students Through Transversal Activities and Teamwork." In Trends on Active Learning Methods and Emerging Learning Technologies, 9–28. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7431-1_2.

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Buño, A., R. J. Torres, D. Serfaty, F. A. Mateos, J. Tovar, and J. G. Puig. "HGPRT and Aprt Activities in Hemolysates During the First Year of Life." In Advances in Experimental Medicine and Biology, 141–45. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5381-6_27.

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Ndofirepi, Elizabeth S., and Felix Maringe. "Relational Spaces: A Possibility for Enhancing First Year Undergraduate Rural Student Experiences on Campus." In Rurality, Social Justice and Education in Sub-Saharan Africa Volume II, 23–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57215-0_2.

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Conference papers on the topic "First year undergraduate biology"

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Moshfeghyeganeh, Saeed. "Effect of Spirituality on Choosing Physics and Biology Majors for First-Year U.S. Undergraduate Students." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686794.

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Andronicos, Nicholas M., Terry J. Barnett, Raphael Roberts, Siew Chong, Lea Labeur, Sinead M. Henderson, and Adrienne Burns. "Gamified lessons support molecular genetics education of first year biology students during COVID-19 lockdown." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0137.

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This study compared the associated impact of gamified molecular genetics lessons on undergraduate student grades for pre-COVID-19 blended delivery and COVID-19 online only delivery of a first-year biology course. When the molecular genetics gamified lessons were used by on- and off-campus students to support their learning, most students had successful learning outcomes in either blended or online only learning environments. In contrast, students who chose not to use these lessons had significantly greater failure rates for both the molecular biology and the genetics short answer questions in the final invigilated exams. Importantly, there was noticeable gamified lesson fatigue observed by both on- and off-campus students and therefore when incorporating gamified lessons into courses, curriculum design needs to be carefully considered. In conclusion, the use of gamified lessons was associated with significantly reduced student failure rates for molecular genetics concepts studied in a university foundational biology course.
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Rodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.

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Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.
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Stein, Keith R., Connor D. Fredrick, and Richard W. Peterson. "Undergraduate Advanced Laboratory Studies on Supersonic Nozzle Flow." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.024.

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Prickett, Tom, Julie Walters, Longzhi Yang, Morgan Harvey, and Tom Crick. "Resilience and Effective Learning in First-Year Undergraduate Computer Science." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3387372.

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Kauffman, Jeffrey L., and Ali Gordon. "Undergraduate Hypersonics Research: The First Year of the REU Site HYPER." In AIAA Scitech 2021 Forum. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2021. http://dx.doi.org/10.2514/6.2021-0354.

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Agung, Mohammad, Indriati Hidayah, Trianingsih Lestari, Lucky Oktoviana, and Dahliatul Hasanah. "First Year Undergraduate Mathematics Students Error Analysis on Solving Rational Inequality." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.106.

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"EVALUATING ENGAGEMENT TO ADDRESS UNDERGRADUATE FIRST YEAR TRANSITION - A Case Study." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003925002230228.

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Powell, Rita Manco. "Improving the persistence of first-year undergraduate women in computer science." In the 39th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1352135.1352308.

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Barnes, Whitney, and Michael C. Loui. "The adjustment experience of first-year international undergraduate students in engineering." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462245.

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Reports on the topic "First year undergraduate biology"

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Preston, Kimberley, Julie Risien, and Kari O'Connell. Authentic Research through Collaborative Learning (ARC-Learn): Undergraduate Research Experiences in Data Rich Arctic Science. Oregon State University, September 2022. http://dx.doi.org/10.5399/osu/1156.

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This report serves the formative evaluation of ARC-Learn. The goal of this document is to support the use of evidence to inform programmatic changes and improvements for year two of the program, during which time Cohort One will complete its second year and Cohort Two will complete its first year of activities.
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Wachen, John, and Steven McGee. Qubit by Qubit’s Four-Week Quantum Computing Summer School Evaluation Report for 2021. The Learning Partnership, September 2021. http://dx.doi.org/10.51420/report.2021.4.

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Qubit by Qubit’s Quantum Computing Summer School is a four-week summer course for high school and university students in their first or second year of studies. The aim of the summer school is to introduce the field of Quantum Information Sciences and Engineering (QISE), specifically quantum computing. Through the course, students learn about quantum mechanics, quantum computation and information (quantum gates, circuits, and algorithms and protocols, including Grover’s Algorithm and Quantum Key Distribution), applications of quantum computing, and quantum hardware. Students also learn how to program in Qiskit and basic mathematics for quantum, including matrices and vectors. The Quantum Computing Summer School program enrolled a diverse population of high school and undergraduate students with 48% of participants identifying at female or non-binary, 20% of students identifying as Hispanic, 17% identifying as Black, and 38% identifying as Asian. The program substantially increased participants’ knowledge about quantum computing, as exhibited by large gains on a technical assessment that was administered at the beginning and end of the program. On a survey of student motivation, students in the program showed a statistically significant increase in their expectancy of being successful in quantum computing and valuing quantum computing. From the beginning of the program to the end of the program, there was a statistically significant increase in students’ reported sense of belonging in quantum. Participation in the program increased students’ interest in pursuing additional coursework and careers in STEM generally and in quantum specifically.
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Boisclair, Yves R., Alan W. Bell, and Avi Shamay. Regulation and Action of Leptin in Pregnant and Lactating Dairy Cows. United States Department of Agriculture, July 2000. http://dx.doi.org/10.32747/2000.7586465.bard.

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The original project had four specific objectives: (1) To complete the development of a radioimmunoassay for bovine leptin; (2) To characterize the leptin system in lactating dairy cows during the transition from pregnancy to lactation; (3) To identify endocrine factors regulating the production of leptin by bovine adipose tissue; (4) To study the actions of leptin on bovine adipose and mammary tissues in vitro. However, BARD funded only the development of the bovine leptin RIA (Objective 1) for a single year. This report describes our work in completing this objective. Leptin, a protein hormone secreted predominantly by white adipose tissue, plays a critical role in the regulation of energy metabolism. In rodents and humans, leptin informs the central nervous system of the size of the energy reserves, coordinates adaptations to periods of nutrient insufficiency, and regulates the metabolism of key tissues involved in the storage and dissipation of energy. However, almost nothing is known on the biology of leptin in cattle, in part because of the absence of a valid assay to measure bovine leptin. To remediate this situation, we have developed a radioimmunoassay capable of measuring bovine leptin with a high degree of sensitivity, accuracy and precision. First, we produced recombinant bovine leptin and used it to immunize rabbits, and to prepare bovine leptin trace and standards. A single antiserum with sufficient affinity and titer was identified. Using this antiserum, binding of 125I bovine leptin was displaced in a dose dependent manner by the addition of bovine or ovine leptin. Serial dilution of bovine and ovine plasma gave displacement curves that were parallel to that of bovine or ovine leptin. Recoveries of external addition of bovine leptin in ewe and cow plasma ranged between 94 and 104%. Plasma leptin concentration measured by this assay was increased by the plane of nutrition in growing calves and lambs. Finally, plasma leptin concentration was linearly related to the fat content of the empty carcass in growing cattle. We conclude that circulating leptin in sheep and cattle is increased by fatness and plane of nutrition, consistent with results in humans and rodents. This assay provides an important tool to investigate mechanisms that regulate plasma leptin in cattle and sheep.
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Horwitz, Benjamin A., and Barbara Gillian Turgeon. Fungal Iron Acquisition, Oxidative Stress and Virulence in the Cochliobolus-maize Interaction. United States Department of Agriculture, March 2012. http://dx.doi.org/10.32747/2012.7709885.bard.

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Our project focused on genes for high affinity iron acquisition in Cochliobolus heterostrophus, a necrotrophic pathogen of maize, and their intertwined relationship to oxidative stress status and virulence of the fungus on the host. An intriguing question was why mutants lacking the nonribosomal peptide synthetase (NRPS) gene (NPS6) responsible for synthesis of the extracellular siderophore, coprogen, are sensitive to oxidative stress. Our overall objective was to understand the mechanistic connection between iron stress and oxidative stress as related to virulence of a plant pathogen to its host. The first objective was to examine the interface where small molecule peptide and reactive oxygen species (ROS) mechanisms overlap. The second objective was to determine if the molecular explanation for common function is common signal transduction pathways. These pathways, built around sensor kinases, response regulators, and transcription factors may link sequestering of iron, production of antioxidants, resistance to oxidative stress, and virulence. We tested these hypotheses by genetic manipulation of the pathogen, virulence assays on the host plant, and by following the expression of key fungal genes. An addition to the original program, made in the first year, was to develop, for fungi, a genetically encoded indicator of redox state based on the commercially available Gfp-based probe pHyper, designed for animal cell biology. We implemented several tools including a genetically encoded indicator of redox state, a procedure to grow iron-depleted plants, and constructed a number of new mutants in regulatory genes. Lack of the major Fe acquisition pathways results in an almost completely avirulent phenotype, showing how critical Fe acquisition is for the pathogen to cause disease. Mutants in conserved signaling pathways have normal ability to regulate NPS6 in response to Fe levels, as do mutants in Lae1 and Vel1, two master regulators of gene expression. Vel1 mutants are sensitive to oxidative stress, and the reason may be underexpression of a catalase gene. In nps6 mutants, CAT3 is also underexpressed, perhaps explaining the sensitivity to oxidative stress. We constructed a deletion mutant for the Fe sensor-regulator SreA and found that it is required for down regulation of NPS6 under Fe-replete conditions. Lack of SreA, though, did not make the fungus over-sensitive to ROS, though the mutant had a slow growth rate. This suggests that overproduction of siderophore under Fe-replete conditions is not very damaging. On the other hand, increasing Fe levels protected nps6 mutants from inhibition by ROS, implying that Fe-catalyzed Fenton reactions are not the main factor in its sensitivity to ROS. We have made some progress in understanding why siderophore mutants are sensitive to oxidative stress, and in doing so, defined some novel regulatory relationships. Catalase genes, which are not directly related to siderophore biosynthesis, are underexpressed in nps6 mutants, suggesting that the siderophore product (with or without bound Fe) may act as a signal. Siderophores, therefore, could be a target for intervention in the field, either by supplying an incorrect signal or blocking a signal normally provided during infection. We already know that nps6 mutants cause smaller lesions and have difficulty establishing invasive growth in the host. Lae1 and Vel1 are the first factors shown to regulate both super virulence conferred by T-toxin, and basic pathogenicity, due to unknown factors. The mutants are also altered in oxidative stress responses, key to success in the infection court, asexual and sexual development, essential for fungal dissemination in the field, aerial hyphal growth, and pigment biosynthesis, essential for survival in the field. Mutants in genes encoding NADPH oxidase (Nox) are compromised in development and virulence. Indeed the triple mutant, which should lack all Nox activity, was nearly avirulent. Again, gene expression experiments provided us with initial evidence that superoxide produced by the fungus may be most important as a signal. Blocking oxidant production by the pathogen may be a way to protect the plant host, in interactions with necrotrophs such as C. heterostrophus which seem to thrive in an oxidant environment.
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Gottlieb, Yuval, and Bradley A. Mullens. Might Bacterial Symbionts Influence Vectorial Capacity of Biting Midges for Ruminant Viruses? United States Department of Agriculture, September 2010. http://dx.doi.org/10.32747/2010.7699837.bard.

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- Original objectives and revision: The feasibility study performed in the last year was aimed at determining the symbiotic profiles of eight selected Culicoidesspecies in Israel and the USA by: Comparing bacterial communities among geographic populations of primary bluetongue virus (BTV) vectors. Comparing bacterial communities between adults of field-collected, mammal-feeding BTV vectors and non-vectors. Comparing bacterial communities within and between mammal feeders and bird feeders, with special attention to species with unique immature habitats. We made an effort to collect the eight species during the beginning of the project, however, due to the short available collection season, and the significant changes in habitats available for Israeli Culicoides, we initially determined the symbiotic profile of five species: two BTV vectors (C. sonorensis, C. imicola), one mammal feeders with unknown vectoring ability (C. schultzei), one bird feeder (C. crepuscularis), and one unique habitat species (C. cacticola). In addition, upon preliminary symbiont identification we focused our effort on relevant specific symbionts. Background: Biting midges (Culicoides, Diptera: Ceratopogonidae) are vectors of many major viral diseases affecting farm animals, including BT, which is listed among the most damaging by the World Organization for Animal Health (OIE) and has recently emerged in completely unexpected areas (Northern Europe). One of the strategies to reduce the vectorial capacity of insect vectors is by manipulating their specific symbionts either to affect the vector species or to influence performance of the disease agent within it. Despite significant efforts to elucidate the vectorial capacity of certain Culicoidesspecies, and the critical basis of variability in infection, almost no attention has been given to symbiotic interactions between the vector and its bacterial tenants. It is now established that bacterial symbionts have major influences on their host biology, and may interact with disease agents vectored by their hosts. - Major conclusions, solutions, achievements: During the feasibility project we have found two major bacterial symbionts in Israeli and American Culicoides. In Israel we discovered that C. imicola, a known vector of BT, and C. schultzeigp. a suspected vector of BT, carry the symbiotic bacterium Cardinium, a reproductive manipulator symbiont. In C. imicolathe infection rate was close to 50%, and in C. schultzeiit was lower, and restricted to one of two species within Schultzeigroup. In 3 American species (C. sonorensis, C. crepuscularis, C. cacticola) we found the bacterium Burkholderiasp. In all species tested we have also found other bacterial species in diverse quantities and frequencies. - Implications, both scientific and agricultural: Finding specific symbionts in Culicoidesvector species is the first step in developing symbiont based control (SBC) strategies. Both identified symbionts are known from other insects, and Cardiniumis also known as a reproductive manipulator that can cause cytoplasmic incompatibility, an important phenomenon that can be used for spreading desired traits in infected populations. The role of the symbionts in Culicoideshost can be target for manipulation to reduce the vectorial capacity of the host by either changing its fitness so that it is unable to serve as a vector, or by directly changing the symbiont in a way that will affect the performance of the disease agent in its vector. Since Burkholderiaperhaps can be cultured independently of the host, it is a promising candidate for the later option. Thus, we have now opened the door for studying the specific interactions between symbionts and vector species.
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From University to Research: A Conversation with an Aspiring Academic Psychiatrist. ACAMH, February 2022. http://dx.doi.org/10.13056/acamh.19272.

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For this podcast, we are honoured to spend time talking with Clara Faria, the winner of the ACAMH 2021 Undergraduate Clinical Trainee of the Year Award and ACAMH’s first Young Person’s Ambassador. Clara Faria discusses university, mental health research, and her aspirations to become an academic psychiatrist.
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