The "Education and Professional Development" annual meeting theme will cover dealing with frustrations at the bench, classroom management skills, mentoring students in the laboratory and the art of collaboration. There also will be a workshop on Process-oriented Guided Inquiry Learning. The meeting will be held April 9-13, 2011, in Washington, D.C. (Titled "Education and Professional Development: Coping with the Ups and Downs" in print version.)
||Peter J. Kennelly
The way scientists perceive and cope with the inevitable ups and downs of exploratory research, instruction and mentorship is crucial to their success and satisfaction. Students particularly are prone to magnifying routine setbacks into personal failures that, if left unchecked, can extinguish their interest in a scientific career. As the stresses continue to mount, many promising students cite pressure as a key reason in their decision to turn away from a career in science. Consequently, the American Society for Biochemistry and Molecular Biology 2011 annual meeting Education and Professional Development theme – “It Didn’t Work! Coping with ‘Failure’ for Students and Professionals” – focuses on common sources of stress and frustration in the classroom and laboratory.
The program is organized into five sessions. On Saturday, April 9, the activities will focus on education and outreach in coordination with the 15th annual ASBMB undergraduate poster session sponsored by the Undergraduate Affiliates Network. Prior to the poster session, Erin Dolan (Virginia Polytechnic Institute and State University) will speak on “Wiki Wizardry: Using Information Technology for Outreach.” Afterwards, students will be invited to a workshop titled “Preparing for Graduate School” featuring a panel of graduate students.
Click here for more 2011 annual meeting thematic overviews.
For information on annual meeting registration, housing and abstract submission, click here.
Frustrations at the Bench
On the morning of Sunday, April 10, a session titled, “It’s Not Your Fault. Dealing with Frustration at the Bench,” will focus on approaches to bolstering the confidence and performance of research trainees. Ann Stock (University of Medicine and Dentistry in New Jersey-Robert Wood Johnson School of Medicine) will lead off with a talk on “Overcoming Student Perceptions of Failure: Helping Students Develop a Constructive Approach.” Next, in “An Ounce of Prevention: Failure-resistant Experimental Design,” Peter J. Kennelly (Virginia Polytechnic Institute and State University) will discuss ways to avoid fueling the “It didn’t work/I failed” syndrome. Finally, Phillip Pekala (East Carolina University) will speak on addressing peer reviews in “Manuscripts and Grant Applications: Reading and Responding to Critiques.”
On Sunday afternoon, the emphasis will shift to the classroom, where new faculty members are asked to sink-or-swim with little formal training. In a session titled “Classroom of the Future: Classroom Management Skills,” speakers will offer a series of primers on managing the classroom environment. Valeri Farmer-Dougan (Illinois State University) will speak on “Strategies for Engaging Students in Large Classroom Settings.” Rebecca Foushee (Fontbonne University) will discuss how to distinguish problem students from students encountering problems in a talk titled “Identifying Academically Struggling Students.” And, finally, Gabriele Bauer (University of Delaware) will provide an overview on contemporary techniques for “Dealing with Disruptive Behavior” in the classroom.
The Research Laboratory
On Monday, April 11, the morning’s session will shift the instructional venue to the research laboratory, in the “Classroom of the Future II: Mentoring Students in the Research Laboratory” session. David O’Connor (University of Wisconsin-Madison) will speak about the benefits of setting clear ground rules for new trainees in “The Importance of Defining Expectations.” F. Ann Droughan (University of Tennessee) will then discuss the challenges encountered mentoring students of diverse origins and culture in “Communicating Across the Cultural Spectrum.” And lastly, Sharon Milgram (National Institute of Health) will give a talk entitled “Techniques for Building Student Confidence,” which will focus on approaches to developing competence-based confidence in students.
Monday afternoon’s session will focus on “The Art of Collaboration.” In a team-oriented research environment, unexpected outcomes and difficulties can lead to misunderstanding, tension and conflict between collaborators. Carla Mattos (North Carolina State University) will discuss “Collaboration within the Laboratory Group.” Next, Peter J. Roach (Indiana University School of Medicine) will survey common practices and pitfalls in “External Collaboration: Some Basic Rules of the Road.” And Karen Allen (Boston University) will discuss seeking out partners in “Identifying and Negotiating with Potential Collaborators.”
To conclude, Jennifer Loertscher (Seattle University) and Vicky Minderhout (Seattle University) will present a workshop on Process-oriented Guided Inquiry Learning.
Although we can’t eliminate the frustrations inherent in our challenging profession, we hope these presentations will help you enjoy a greater share of its rewards.
Carla Mattos (email@example.com) is an associate professor of biochemistry at North Carolina State University. Peter J. Kennelly (firstname.lastname@example.org) is a professor and head of the department of biochemistry at Virginia Polytechnic Institute and State University.
Theme: Education and Professional Development
Session: Fostering Interactions between College/University Scientists and High School Students & Teachers
• Wiki Wizardry: Using Information Technology for Outreach, Erin Dolan, Virginia Tech
• Preparing for Graduate School: a Workshop for Undergraduates, Chairwoman: Carla Mattos, North Carolina State University
Session: It’s Not Your Fault: Dealing with Frustration at the Bench
• Overcoming the Perception of Failure: Helping Students Develop a Constructive Approach, Ann Stock, UNDNJ-Robert Wood Johnson School of Medicine
• An Ounce of Prevention: Failure-resistant Experimental Design, Peter J. Kennelly, Virginia Tech
• Manuscripts and Grant Applications: Reading and Responding to Critiques, Phillip Pekala, East Carolina University
Session: Classroom of the Future I: Classroom-management Skills
• Strategies for Engaging Students in Large Classroom Settings, Valeri Farmer-Dougan, Illinois State University
• Identifying and Assisting Academically Struggling Students: What to Do and When to Do It, Rebecca Foushee, Fontbonne University
• Dealing with Disruptive Behavior, Gabriele Bauer, University of Delaware
Session: Classroom of the Future II: Mentoring Students in the Research Laboratory
• The Importance of Defining Expectations, David O’Connor, University of Wisconsin-Madison
• Communicating Across the Cultural Spectrum, F. Ann Draughon, University of Tennessee
• Techniques for Building Student Confidence, Sharon L. Milgram, NIH
Session: The Art of Collaboration
• Collaboration within the Laboratory Group, Carla Mattos, North Carolina State University
• External Collaboration: Some Basic Rules of the Road, Peter J. Roach, Indiana University School of Medicine
• Identifying and Negotiating with Potential Collaborators, Karen Allen, Boston University
Session: Using Active Learning in the Biochemistry and Molecular Biology Classroom —
A Workshop for Instructors
Chairs: Jennifer Loertscher (Seattle University) and Vicky Minderhout (Seattle University)
Session: Promoting Concept-driven Teaching Strategies in BMB through Concept Assessments
• What Are Concept Assessments and How Might They Be Used?, Cheryl Bailey, University of Nebraska-Lincoln
• Foundational Concepts for the Molecular Life Sciences, Michael M. Cox, University of Wisconsin-Madison
• Creating Networks to Enhance Teaching Pedagogy, J. Ellis Bell, University of Richmond
• Teaching and Learning Concepts, Richard S. Moog, Franklin & Marshall College