BIOE 301 Lecture Twelve Jair Martinez Bioengineering Department Rice University.
BioE 301
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Transcript of BioE 301
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BioE 301
Professional development for bioengineering PhD students
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BioE 301 is open to:
• Bioengineering PhD students• Students currently GSIing BioE
courses
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To pass, a student must:
• Have no more than two unexcused absences from class
• Participate in the peer evaluations• Prepare NSF and NDSEG fellowship
applications • Participate in at least one iteration of
independent review on your grant application
• Participate in the ethics discussions
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Your life(for the next
few years)
3 rotations completed by end of April
1st year
2nd year
year n
year (n-1)
join a lab
select project; assemble committee; collect data
take quals exam
develop plan to finish with advisor; figure out what to do next
get committee on boardsubmit final paper
GSI; experience 20% triumph, 80% agony
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Your life(for the next
few years)
3 rotations completed by end of April
1st year
2nd year
year n
year (n-1)
join a lab
select project; assemble committee; collect data
take quals exam
develop plan to finish with advisor; figure out what to do next
GSI; experience 20% triumph, 80% agony
interview; network; give talks
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Goals
• Learn to teach fairly and effectively• Learn to work ethically and responsibly• Develop as independent professional
and mentor
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Before class begins
Download & follow the GSI checklist online
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Dealing with the distressed student
• Refer to the UCB Gold Folder• Options: students can receive a late drop from
or Incomplete (I) grade for a class• You can refer them to a professional
– Counseling and Psychological Services (CPS) – 3rd floor Tang, 2222 Bancroft, M-F 8AM-6PM (drop-ins 10AM-noon & 1-5:30PM), 510-642-9494
– Confidential mental health services at UCSF– Engineering Student Services counselling:
[email protected], 510-643-7850– For emergency situations
• (Most) students are legal adults – it’s not for you to involve their parents
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Students with disabilities
• Berkeley’s Disabled Students Program (DSP) will auto-generate a letter to the instructor explaining each student’s needs
• Berkeley has atest proctoring assistance program for DSP students
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Effective use of boards and slides
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Tips for working at the board
• Write twice as big as you think you need to
• Clarity is more important than speed
• Don’t talk at the board; it don’t care
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Tips for preparing lecture slides
• If the text is there to remind you, cut it
• If you don’t plan to walk your audience through a figure or equation, cut it
• The last thing you say on slide (n) should segue into slide (n+1)
• (Simple) animations >> laser pointer
• Don’t talk at the slides; they don’t care either
• You see, I’m afraid that I’ll forget to say something on this slide
• So I make sure that everything I want to say is on the slide
• But that means that my audience is just reading the slide, and they’re not really paying any attention to what I’m saying
• If I were more comfortable with the material, I wouldn’t need the slide to say everything that I plan on saying
• One advantage is, if I write enough text, no one can possibly read all of this
• I can write any gibberish and unless you’re a speed reader, I’m safe
• This slide is my “Great American novel”• It was the best of slides, it was the worst
of slides…– No, wait: It was a dark and stormy slide…
• As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into an unreadable PowerPoint slide
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How students learn
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PQ4R• Preview – What are you studying? Why?• Query – Formulate questions about the
material• Read – Read carefully, answering your queries
as you go• Reflect – Pause to:
– Relate the material to things already known– Relate subtopics to the overall theme (e.g., “Why is
this subject part of this chapter?”)– Resolve contradictions– Solve problems
• Recite – The main points into your own words• Review
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Methods that do not work
Highlighting Virtue grinding
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Mastery learning
• Students must understand lesson (n) before moving on to lesson (n+1)
• Students often don’t realize that they don’t understand lesson (n)
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Distributed practice
• Cramming is less effective than returning to material after a break
• The optimal break is ~7 days
• Revisit material in lectures, discussions, & homeworks
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Situation
You solve a problem during a discussion section. This problem is similar to one on last week’s homework, with one minor
change.
When you are done with problem B, the section becomes quite lively, with a great deal of confusion over how the problems
are “really” different.
How do you react in class? How would you change your approach next time?
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Situation
Your class has been performing well on homeworks, but fares poorly on the midterm.
How do you react?
How would you do things differently for the second half of class?
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Motivation
• Always emphasize effort over innate ability
• High and low states of stress impair performance
• Get students thinking about what they want to get out of the material
• Average student attention span: 7-10 minutes
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Active learning(how to avoid the following)
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Situation
A student team is exploring the possibility of using a drug delivery device to deliver a certain drug to the retina. According to their results and analysis, they believe that the device will not
work for this application. They are, therefore, worried about their project grade.
In talking through their results, you find no significant errors in their approach or their analysis, and, with minor reservations,
agree with their assessment.
How do you respond to the team? How would you change your approach to projects in future classes?
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Situation
In your ~30 student discussion section, you find that the in-class discussions are dominated by two
students in particular. One student is quite familiar with the material from their research experience and
typically has the correct answer; the other is very keen to provide an answer but often misses the mark.
How do you react?
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Asking questions in class
What distinguishes a “good” in-class question from a “bad” in-class question?
Why?
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Soliciting feedback
• Ask specific questions
• Ask informally (email/poll)
• Do a formal midterm evaluation
• Consider exam and HW grades
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Situation
One group in your discussion has been performing excellently all semester, and you’ve developed a rapport with them.
You ask them for informal feedback, and general they are enjoying the section and have found it useful in understanding
lecture material and in moving their project forward.
How do you proceed?
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Gender and race in an engineering classroom
With thanks to Elena Kassianidou
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What behaviors contribute to inequality?
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Stereotype threat
Martens (2005) Steele and Aronson (1995)
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Impostor syndrome
thisisindexed.com
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Bias in hiring a lab manager
Handelsman, PNAS, 2012
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Bias in recommendations
Trix and Psenka, Discourse & Society, 2003
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Bias in recommendations
Trix and Psenka, Discourse & Society, 2003
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Bias in perceptionHow genuine, humble, and kind was
Roizen?
Study by Anderson and Flynn, original slides by Anderson (unpublished data)
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Bias in perceptionHow power-hungry, self-promoting, and
disingenuous was Roizen?
Study by Anderson and Flynn, original slides by Anderson (unpublished data)
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Bias in perceptionHow competent, self-confident, and
effective was Roizen?
Study by Anderson and Flynn, original slides by Anderson (unpublished data)
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Bias in perceptionWould you like, hire, enjoy working with
Roizen?
Study by Anderson and Flynn, original slides by Anderson (unpublished data)
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Grant review bias
Bornmann, J of Infometrics, 2006
Log odds ratio (-0.25)
22% in favor of men
Log odds ratio (0.25)
28% in favor of women
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Bias in paper review(from single blind to double blind
review)
Budden, Trends in Ecol. and Evol., 2008
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Citations bias
Sugimoto, Nature, 2013
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What can we do as educators and mentors to
improve things?
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Self-integrity (vs. stereotype)
• Students identify their most important value(s) from a list
• Brief written exploration of their choices
• Total time: 15 minutes
Cohen, Science, 2006 See also: Ito, Science, 2010
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Belonging (vs. impostor syndrome)
• Students given a narrative “framing social adversity in school as shared and short-lived”
• Students then write and film personal experiences in line with the narrative
Cohen, Science, 2011
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Goals setting
Linder, IEEE sessions, 2010
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Goals setting
Linder, IEEE sessions, 2010
Post-intervention
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Intervention efficacy depends on the teacher
• Form optimistic student-teacher relationships– Know names– Express belief that all students belong and can master the
material– Encourage students regardless of status
• Nonjudgmental responsiveness– Avoid direct evaluation of the content of student answers– Check answers by referring to previous knowledge– Guide students to refine their ideas
• Value multiple perspectives– Encourage a variety of approaches (analytical, modeling,
different assumptions, etc.)
• Stress the expandability of knowledge through effort
Kreutzer, Physical Review Special Topics - Physics Education Research, 2012
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Situation
A student makes an appointment with you to speak privately. The student’s performance in class has been poor, with several homeworks not turned in
and a midterm grade that is well below the average.
The student admits to feeling overwhelmed and having difficulties this semester, and is not sure
whether they belong in engineering.
How do you respond?
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Situation
In a student presentation, one group consistently refers to a hypothetical surgeon (who would be
using the technology that they are modeling in their project) as “he”.
How do you respond?
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Situation
Think of a situation from your undergraduate experience where you were unsatisfied with an interaction with a teacher or mentor. If you are
comfortable doing so, share this experience with your group.
What mistakes did these mentors make? How might they have better handled the situation?