5,604 research outputs found
School of Veterinary Medicine & Biomedical Sciences: 2010 Annual Report
On September 4, 2009, The Department of Veterinary Medicine and Biomedical Sciences was renamed the School of Veterinary Medicine and Biomedical Sciences. The School is informally organized into six functional areas: • Undergraduate Teaching • Research and Graduate Studies • Extension • Veterinary Diagnostic Center (VDC) • Great Plains Veterinary Educational Center (GPVEC) • Professional Program in Veterinary Medicine (PPVM) While teaching and research activities bridge the entire faculty, subsets of the faculty are primarily involved with one area, i.e., the undergraduate program, the research and graduate program, the veterinary medical students clinical teaching at the GPVEC, the pre-clinical teaching in the Professional Program in Veterinary Medicine and extension. If Continuing Education activities for veterinarians are a prominent part of the GPVEC program parallel but are not formally considered Extension programs. The faculty members that contribute to the Professional Program in Veterinary Medicine are referred to as the Iffaculty of veterinary medicine . Faculty members are located within three academic departments within the College of Agricultural Sciences and Natural Resources. The departments include Veterinary Medicine and Biomedical Sciences, Animal Sciences and Entomology. The Associate Dean of the Professional Program is responsible for coordinating with faculty and their department head. The Associate Dean of the Professional Program in Veterinary Medicine reports directly to the Dean of the College of Veterinary Medicine at Iowa State University and the Dean of the College of Agricultural Sciences and Natural Resources, University of Nebraska-Lincoln. Veterinary Medicine and Biomedical Science faculty members are housed at a number of locations. While most are housed in VBS and VDC, there are two members in the Beadle Center, located on City Campus, four members located at GPVEC at Clay Center, NE. Two members are located in the Animal Science Complex on east campus
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A Study of Secondary School Students’ Participation in a Novel Course on Genomic Principles and Practices
Since the inception of the Human Genome Project (HGP) there has, and continues to be, rapid changes in genomics, STEM, and human health. Advances, specifically in genomics, continue to be increasingly important as new knowledge in this field has led the trajectory for significant advancements in all biological disciplines. Throughout the scientific community there is an emphasis on increasing and improving genomic concepts and literacy for grades K-12. Numerous research studies report that there is generally a low level of genetic/genomic knowledge among the general public. The purpose of this research is to analyze and document evidence of secondary school students’ participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The results for Research Question 1 demonstrated that the students gained a significant level of new knowledge pertaining to genomics after attending the course sessions, based on their pre-and post-test Likert survey data. More particularly, they expressed more interest in, and understanding of genomic principles and practices. Concurrently, they became much more critically reflective and evaluative about some of the societal and medical implications of its applications. With respect to Research Question 2, the secondary school students’ content knowledge as measured by a 25-question multiple-choice pre-and-post test administered before and after the course demonstrated a significant increase. Lastly, the participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum
Graduate School: Course Decriptions, 1972-73
Official publication of Cornell University V.64 1972/7
University of New Hampshire, The graduate school 1983-85
Includes Graduate School catalog; Title varie
University of New Hampshire, The graduate school catalog 1997-1999
Includes Graduate School catalog; Title varie
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