Contexts for questioning: Two zones of teaching and learning in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ Springer Science+Business Media B.V. 2012.Higher education institutions are currently undertaking a challenging process in moving from teacher-orientated to student-focused approaches. Students’ ability to asking questions is fundamental to developing critical reasoning, and to the process of scientific enquiry itself. Our premise is that questioning competences should become a central focus of current reforms in higher education. This study, part of a broader naturalistic research project, aims at developing a theoretical framework for conceptualizing different contexts for questioning, illustrating the application of the proposed framework (contextual questioning zones) and reflecting about some of the dimensions of teaching and learning, for overcoming some of the challenges that higher education institutions are facing presently. The discussion of two ‘opposite’ contexts of enquiry is based on qualitative data, gathered through close collaboration with four teachers of undergraduate biology at a Portuguese university. These teachers were observed during their ‘daily activity’ during an academic year. Data was also gathered by interviewing these teachers and 8 selected students, at the end of the year, and used to sustain the argumentation. The paper concludes with some reflections and suggestions to promote authentic enquiry-based learning experiences.Portuguese Fundação para a Ciência e a Tecnologi

Rough Road to Market: Institutional Barriers to Innovations in Africa

Translating R&D and inventive efforts into a market product is characterized by significant financial skills, and the ability to overcome technical and instititonal barriers. Research into and translation of new technologies such as biotechnology products to the market requires even greater resources. This paper aims to understand the key factors that foster or hinder the complex process of translating R&D efforts into innovative products. Different pathways exist in developed countries such as firm-level efforts, the use of IPs, the spin-off of new firms that develop new products, or a mixture of these. Developing countries differ substantially in the kinds of instruments they use because of their considerably weaker institutional environment and for this reason our framework takes a systemic and institutional perspective. The paper comtributes to this issue by examining systemic institutional barriers to commercializing biotechnology in a develping context within a systems of innovation framework.research and development, biotechnology, commercialization, innovation, Africa, learning, institution building

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

A Model to Incorporate Meaningful Community Engaged Learning Opportunities into Medium

Community engaged learning (CEL) has been identified as a high impact educational practice that can have profound influence on learning and improve student engagement (Kuh, 2008). Despite the potential to provide a meaningful learning experience, CEL opportunities are not widespread at large research institutions, and most examples arise from optional co-curricular activities or small classes (Holander, 2011). Current realities of increasing class sizes and decreasing resources can make implementing CEL challenging. Creative thinking is required to modify the critical elements of successful CEL to suit broader educational needs. This paper provides a tangible model for CEL assignments that can be adapted to suit medium to large classes, with an honest discussion of the lessons learned in the process from student, faculty and community perspectives. Based on key concepts of reciprocity, shared decision-making and mutual benefit we designed a novel CEL assignment in a large 4th year course (\u3e100 students). Briefly, student teams researched one of five priority areas identified by Wellington-Dufferin-Guelph Public Health (WDGPH) to write an evidence-based literature review. Based on these findings, students worked with WDGPH experts to translate their research into practical recommendations and tools to advance WDGPH programming. An end-of-semester showcase was used to highlight these applied projects. Students identified real world relevance and the opportunity to be creative as the main advantages of the assignment. Surprisingly, community partners identified the opportunity for leadership and mentorship as an unintended but welcomed benefit to the program. From a faculty perspective, the time required to coordinate and grade the projects during the teaching semester was manageable although the quality of student projects varied significantly. Future offerings should consider strategies to provide more tailored feedback to all students and to encourage a balance of effort between the research and applied aspects of the CEL project

A WINning Approach: Teaching Science Communication Skills through Small-Group Workshops

Objectives: Research almost always culminates in the communication of findings. Despite the necessity of grant and manuscript writing throughout academic careers, scientific trainees often receive little guided practice in written communication. To fill this gap, we designed, implemented, and evaluated a voluntary writing initiative for biomedical students at a research-intensive (R1) university in the midwestern United States called Writing Initiative in Neuroscience (WIN). Method: WIN consisted of didactic and workshop components. The didactic component included discussions with topic-specific experts on writing grants and manuscripts for the public and for non-academic scientific careers. The workshop component consisted of small group-based peer review of participant writing samples. Student self-enrollment consistently filled all available seats over three separate cohorts, including those formed during the COVID-19 pandemic. Student self-assessments were implemented to determine improvements quantitatively and qualitatively in writing and peer-review across 3 years of WIN programming. Results: Student self-assessment of writing skills before and after programming revealed improved scientific writing competency with medium or large effect sizes. Qualitative self-assessments indicated perceived improvements in writing competency and confidence. Collectively, students who participated in WIN improved their writing and communication skills and gained experience in providing and receiving feedback. Conclusions: Ultimately, peer-led writing initiatives, such as WIN, may enhance scholarly training and lay a foundation for future trainee writing success across scientific disciplines. Implications for Theory or Practice: These results support the utility of a student-centered writing workshop for biomedical students. Our study combined aspects of multiple existing resources, including peer feedback, interdisciplinary student backgrounds, and professional editing guidance. Together, these features formed a flexible and practical writing workshop, which can be used as a template for biomedical training programs

Learning from the First Citizen Science Association Virtual Conference

The Citizen Science Association (CSA) is a member-driven organization that connects people with interest in community/citizen science (c*science) from a wide range of backgrounds, disciplines, and experiences. In response to the COVID-19 pandemic, the bi-annual CSA conference pivoted away from an in-person format to a virtual format. CitSciVirtual: Local, Global, Connected occurred throughout May 2021 and brought together more than 700 attendees from 36 countries. The conference prioritized interactive experiences for attendees, including 16 collaborative poster sessions featuring 240 virtual posters, 55 workshops to learn and practice new skills, and 7 social events. This paper summarizes the impacts of the rapid transition to a virtual format on the conference goals, planning and decision-making processes, practices, outcomes, and attendee experiences. Both the strengths and weaknesses of this first virtual conference are featured to outline opportunities for growth for the CSA, c*science at large, and science conferences in general

Networks and the Development of the Irish Biotechnology Sector

Biotechnology, an umbrella term describing combinations of engineering and scientific knowledge from an array of disciplines used to produce products and processes from living organisms, has been identified as a key sector for future economic developments among industrialised and industrialising nations as it blurs traditional boundaries between various industries. The Irish Government has introduced a series of initiatives to facilitate the development of an internationally competitive indigenous biotechnology sector since the late 1990s, yet no in-depth analysis of the sector relative to international sectoral characteristics, structures, or policy themes have informed their design or implementation. This thesis analyses the Irish sector in the context of global sectoral developments by studying the Post-Fordist organisational structure of the international sector, where biotechnology firms interact with various actors at different stages of the sectoral value chain in a variety of innovative networks determined by place specific actor and institution endowments that form local knowledge communities. Through qualitatively investigating the Irish sector's actors and collaborative network structure, the thesis analyses the implications of the nature and character of these elements for the sector's future sustainability and development, and appraises existing Government policies relating to sectoral developments. The thesis found that the on-going initiatives have facilitated significant advances, yet have not addressed the legacy of pre-initiative resource and skill capacity weaknesses, while the sectoral value chain is fragmented as actors have developed poor networking arrangements due to their conservative natures, and the relative absence of key sector actors, skills and resources. These issues demonstrate that a complex overarching policy framework is required so as to engender the long-term development of a regionally tailored, systems-based support ecosystem which addresses existing structural weaknesses, and which facilitates and drives entrepreneurial and innovative activities throughout the sector's value chain

A Scientific Roadmap for Antibiotic Discovery: A Sustained and Robust Pipeline of New Antibacterial Drugs and Therapies is Critical to Preserve Public Health

In recent decades, the discovery and development of new antibiotics have slowed dramatically as scientific barriers to drug discovery, regulatory challenges, and diminishing returns on investment have led major drug companies to scale back or abandon their antibiotic research. Consequently, antibiotic discovery—which peaked in the 1950s—has dropped precipitously. Of greater concern is the fact that nearly all antibiotics brought to market over the past 30 years have been variations on existing drugs. Every currently available antibiotic is a derivative of a class discovered between the early 1900s and 1984.At the same time, the emergence of antibiotic-resistant pathogens has accelerated, giving rise to life-threatening infections that will not respond to available antibiotic treatment. Inevitably, the more that antibiotics are used, the more that bacteria develop resistance—rendering the drugs less effective and leading public health authorities worldwide to flag antibiotic resistance as an urgent and growing public health threat